Appleton C of E Primary School


What is it?

Geography is an essential part of the curriculum and its study allows exploration, appreciation and an understanding of the world in which we live in and how it has evolved. Geography explores the relationship between the Earth and its people through the study of place, space and environment. Geography encourages learning about the area in which children live, whilst developing knowledge and understanding of the world beyond their own environment. 

Geography encourages children to learn through experience, particularly through development of practical skills and fieldwork activities. At Appleton, we believe it is important to have a geographical curriculum that has strong cross-curricular links with our history, science, PE and Forest School lessons, to encourage each child to build a curiosity for learning about the world around them. The study of Geography also contributes to the cultural, social, spiritual and moral life of children as they acquire knowledge of different cultures and traditions and gain an understanding of other people and their environments.  

The four key strands in Geography are: 

  • Locational knowledge 
  • Place knowledge 
  • Human and physical geography 
  • Geographical skills and fieldwork 


The aims of geography are: 

  •  To stimulate children’s interest in their surroundings and develop a knowledge and understanding of the physical and human processes which shape places. 
  • To increase children’s knowledge of other cultures and, in so doing, teach respect and understanding of being a ‘global citizen’. 
  • To encourage children to commit to sustainable development and gain an appreciation of what ‘global citizenship’ means. 
  •  To provide learning opportunities that enthuse, engage, and motivate children to learn and foster a sense of curiosity and wonder at the beauty of the world around them. 
  • To help children make sense of their own surroundings through learning about their own locality and the interaction between people and their environment. 
  • To develop geographical skills, such as how to use, draw and interpret maps of different scales, and the vocabulary necessary to carry out effective geographical enquiry. 
  • To be able to apply map reading skills to globes and atlas maps and identify geographical features. 
  • To develop questioning and research skills and evaluate material to inform opinions. 

How is it taught?

We begin in the EYFS by promoting children’s Understanding of the World and develop a progression throughout the key stages that range from local to global knowledge and the understanding of human and physical geography, with children often encouraged to reflect on the similarities and differences of local environments, cultures and beliefs. This is set out in the early years curriculum to encourage children to: 

  • observe, find out about, and identify features in the place they live and the natural world.
  • Begin to know about their own cultures and beliefs and those of other people.
  • Find out about their environment and talk about those features they like and dislike. 

Key Stage 1  

During Key Stage 1, pupils investigate their local area comparing it to another area in the United Kingdom or abroad, finding out about the environment in both areas and the people who live there. They also begin to learn about the wider world. They carry out geographical enquiry inside and outside the classroom. In doing this, they ask geographical questions about people, places and environments, and use geographical skills and resources, such as maps and photographs.  

Key Stage 2  

During Key Stage 2, pupils investigate a variety of people, places and environments in the United Kingdom and abroad, and start to make links between different places in the world. They find out how an environment can influence how a person is, and how the environment can also change consequently. Pupils carry out geographical enquiry inside and outside the classroom. In doing this, they ask geographical questions, and use geographical skills and resources, such as maps, atlases, aerial photographs and ICT. Children will develop geographical enquiry skills, including asking geographical questions, collecting and recording information and identifying different views. They will acquire the appropriate practical skills associated with Geography, including using suitable vocabulary, fieldwork techniques and maps, plans and atlases. Pupils will use secondary sources of information with accuracy, including aerial photographs, satellite images, etc. 

It is encouraged that teachers plan opportunities to use the school grounds, local environment and, where possible, further afield trips to conduct geographical fieldwork. Visits will be planned in accordance with the Educational Visits Policy.  


At Appleton C of E we teach Geography in accordance with the National Curriculum requirements. We aim to develop children’s knowledge and understanding of people, places and geographical skills through a diverse, modern and engaging curriculum, which is often taught in a cross-curricular manner to develop children’s awareness of the world and their place in it. We develop children’s knowledge of location, place, geographical vocabulary and processes relating to both human and physical geography and the development of geographical skills through map and atlas work, observation and fieldwork.  

We aim to deliver high quality teaching and learning opportunities in Geography that enable all children to achieve their personal best.  


  • We follow the National Curriculum and have a school progression of skills to ensure topics are given appropriate coverage.
  • The Long-Term planning for each class sets out the Geography units which are to be taught throughout the year and ensures that the requirements of the National Curriculum are fully met.  
  • All staff can access the Medium-Term planning and half termly assessments for each class throughout the academic year. 
  • Teachers use and adapt planning and resources to ensure lessons across years show progression. 
  • Written outcomes in Geography are marked in accordance with our “Effective Feedback and Marking” policy. 
  • Assessments have been set up to monitor progress.
  • Geography is monitored regularly by the headteacher, SLT and the Geography coordinator, as well as self-evaluation and assessment by teachers. Monitoring happens in conjunction with the school development plan. 
  • Teachers look for opportunities to branch out and embed Geography across the curriculum.
  • Through quality first teaching, all children, including those with SEND, will have access to teaching and learning. 


Children are knowledgeable and well-informed in both human and physical geography. They are curious about the world around them and make links in their learning. They are able to compare different regions of the world in terms of their human and physical geography. They can speak confidently about the Water Cycle, Rivers, Volcanoes, Biomes and Mountains.