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Dell Primary School

Respect, Passion, Collaboration, Integrity, Ambition

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Geography is learning about the world and it's people



We believe that Geographical knowledge helps children develop a greater understanding of the world and their place in it. We develop children’s knowledge and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Through our curriculum, our pupils will develop a sense of place where they have the skills to question perspectives, give reasoned opinions, develop empathy and a sense of responsibility towards the world and its resources. We want children to appreciate the area they live in whilst developing a sense of curiosity and wonder about the wider world.




At Dell we plan for and provide opportunities for all children to:

  • 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 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 special variation and change over time.
  • 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 a range of online resources.
  • Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.



Our Geography curriculum has been designed to embed the National Curriculum outcomes while exposing children to a broad range of topics which build upon prior learning and knowledge.


Children will learn about their local area and make comparisons to other contrasting localities around the world. Children will learn about the key physical processes that shape our world. Knowledge Organisers make outcomes clear for teachers and encompass prior knowledge, subject specific vocabulary, key questions and facts, learning outcomes and an assessment task.


All lessons start with a ‘Do Now’ that is planned to revisit previously learned knowledge to aid retention. Opportunities for collaborative learning and fieldwork are built into our curriculum. Links to other subjects are made to ensure children connect new knowledge and use their skills across the curriculum. All classes have a weekly current affairs discussion which aims to broaden children’s knowledge of what is happening in the wider world. This provides an opportunity to debate current issues, consider the physical and human impact and develop empathy with people affected.


In the Early Years Foundation Stage pupils will learn through first-hand experiences to explore, observe, problem solve, predict, think critically, make decisions and talk about the creatures, people, plants and objects in their locality and around the world. Geographical experiences build into children achieving the Early Learning Goals of ‘People, Culture and Communities’ and ‘The Natural World’.




  • By the time pupils leave our school they will:
  • Have empathy with people across the world about issues affecting them
  • be confident in explaining their Geographical knowledge
  • be able to ask and answer questions, drawing on their learning
  • be able to apply their skills to other areas of the curriculum
  • take part in a range of fieldwork activities
  • have a knowledge of the world beyond their local area and be curious and inspired to find out more
  • through discussion and feedback, talk about their geography lesson
  • How do we know what is happening in Geography?
  • Lesson observations, book monitoring and learning walks
  • Gathering pupil voice
  • Check for Understanding used as a formative assessment tool that informs planning and intervention
  • End of unit assessment opportunities