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Chawton C.E.

Primary School

'Love, Courage and Fellowship'


As geographers, our INTENT is:

 to inspire great curiosity and enthusiasm to find out more about places and navigation by delivering an exciting and engaging geography curriculum.


This will encompass using our amazing village which is so rich in natural resources and buildings, and by visits to other geographical sites in the local area, so children gain excellent first- hand experience. 


By using a range of other resources and techniques such as maps, photographs, aerial photographs, atlases, globes, compasses, internet and video, we aim to make geography come alive for children and to develop a thirst to find out more about our planet and where we live. 


We build links with all other subjects wherever possible so that children gain a broad and deep understanding of geography and can apply what they learn in their everyday lives.   


Our teaching equips 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, 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.

We IMPLEMENT this through:

The overarching aim for geography in the National Curriculum is to provide high-quality geography education and it 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.  Our Learning Quest approach ensures that geography is taught discretely but that it is connected to many other subjects;  it is often the driving force for learning in other curricular areas. 


Our curriculum closely follows the aims of the National Curriculum. The National Curriculum for geography aims to ensure that all pupils:


  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  •  are competent in the geographical skills needed to:
  •  collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  •  interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  •  communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.


The Early Years Foundation Stage curriculum supports children’s understanding of geography through the planning and teaching of ‘Understanding the World’.  The aims are that all children will be able to:

  • make sense of their physical world and their community.
  • Increase their knowledge and sense of the world around them through visits to the local parks, libraries and museums
  • listen to stories, non-fiction, rhymes and poems
  • foster an understanding of our culturally, socially, technologically and ecologically diverse world.

GEOGRAPHY Long Term Plan

The IMPACT of this is:

As a result, we have a community of enthusiastic geographers who enjoy talking about and exploring the places in our world, and have a thirst to know more. 


They will have a thorough knowledge of the geographical themes taught and will be able to link this to other learning and use geographical skills and knowledge in their daily lives.


Governors, through the Governor Visit Plan and Subject Leader Reports, evaluate the work of subject leaders in ensuring that the quality of teaching and learning across the school is at least good. They ensure that pupils are ready for transition to secondary school and are equipped with the skills to flourish and succeed as caring individuals.

Progression of Knowledge and Skills (Practical Knowledge)