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Richardson Endowed Primary School

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Our Geography intent at Richardson Endowed Primary is to inspire pupils with curiosity and fascination about the world around them and beyond. Geography is, by nature, an investigative subject, and through this we aim to develop pupils’ respect for global issues as well as their understanding of geographical concepts, knowledge and skills.


We intend that, through geographic investigation, pupils learn to appreciate the connection between near and far, the world’s key physical features, and the human processes, people and environments that shape it, as well as the economic and social developments in different places and regions.


Geographical skills are transferable to other curriculum areas, and we therefore aim to develop pupils’ ability to identify a question, guide an investigation, organise information, suggest an explanation and assist decision-making in Geography and the wider curriculum. Crucially, we hope that teaching and learning in Geography at our school engenders the excitement, creativity and critical thinking about the world that will equip pupils to make their own way in it.


Our Geography curriculum therefore offers a uniquely powerful way of seeing the world and creates empowered, responsible global citizens in the real world today.

Key Learning


Knowledge of the worldGeographical understandingEnquiry and investigation
Pupils develop a greater sense of the world by organising and connecting information and ideas about people, places, processes and environmentsPupils work with complex information about the world, including the relevance of people’s attitudes, values and beliefs. Pupils understand environmental issues and inequalities that have an effect on the worldPupils increase the range and accuracy of their investigative skills and advance their ability to select and apply these with increasing independence to geographical enquiry


In Early Years, children begin to develop prerequisite skills for Geography through the specific area of EYFS - Understanding the World from the People, Culture and Communities and the Natural World (vocabulary of physical and human features).  The children learn to make sense of the immediate and then the greater world around them, contrasting and comparing different environments.  They will learn to explain some similarities and differences between life in this country and life in other countries.  Children will also learn to understand some important processes and changes in the natural world around them, including the seasons.


In EYFS this is implemented through:


  • Books, stories, maps
  • Walks and visits (walk around immediate environment noticing physical and human features)
  • Artefacts (globes, maps)
  • Photographs
  • Short film
  • Continuous provision (small world – farm, city, book area, weather charts, role play, puzzles)