The position adopted in this essay is that the structure of knowledge is a highly significant variable in curriculum planning. Such structure is best exhibited through the classification of knowledge into disciplines. Disciplines are dynamic and the changes that occur should be reflected in school curricula. Geography is one area of knowledge that has undergone considerable change. In an attempt to argue the place of Geography within a disciplines of knowledge framework for curriculum planning and development in the primary school, the distinguishing characteristics of a discipline are analysed. Logically, the thrust of the argument addresses itself to the issue of whether Geography meets the criteria identified to give it discipline status. A searching examination reveals that Geography is a discipline. On this basis, Geography can claim a place alongside other disciplines in a disciplines of knowledge context for curriculum planning. The appropriateness of Geography in the Primary School Curriculum is discussed with a particular emphasis on its contribution to selected subject areas. A curriculum process model is proposed as a means of incorporating Geography in the primary school curriculum within a school based curriculum development context.