Skip to content ↓

Geography Intent

                                      "To stimulate interest and understanding, fostering a sense of
                                  wonder about the world around them and promoting responsibility
                                                                    for the earth and its inhabitants."

Our aim is to stimulate the children’s interest and understanding, fostering a sense of wonder about the world around them. Learning geography should inspire in pupils a curiosity and fascination about the world and its people, that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress through the school, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge provides the tools and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Geography teaches an understanding of people, places and environments, enhancing children’s sense of responsibility for the earth and its inhabitants. Through their work in geography, children develop their knowledge of the local area, and they compare their life in this area with that in other regions in the United Kingdom and in the rest of the world. This helps children develop a sense of identity through learning about the UK and its relationships with other countries. 


In lessons:

  • Pupils may be assessed by the class teacher through mini white boards during mini plenaries; .
  • Responses in games or activities
  • Responses to pupils' written work

After lessons:

The subject leader monitors the effective delivery of the geography curriculum by:

  • Conducting book looks;
  • Looking at planning for medium and short term;
  • Looking at knowledge organisers
  • Observing children in lessons;
  • Completing pupil perception interviews.
  • Analysing the teacher assessments.