Geography Vision

At Evendons, we aim to develop and broaden the childrens’ geographical knowledge and skills. Through enquiry based learning, children will explore the ever changing physical and human elements of our world. They will also study the contribution of  a range of geographers from different cultures. We will instil in them a responsibility and understanding of human impact, both positive and negative and wish that they leave Evendons as eco-minded citizens with a strong awareness of their role in future geographical change.

Geography Intent

 Through practical fieldwork and cross curricular teaching methods, using primary and secondary sources of evidence, we aim to make geographical study relevant, practical and informative; allowing children to increase and build on their awareness and appreciation of the diverse physical and human elements of their world. A thematic curriculum continues to build on concepts learnt, engaging children and allowing them to make connections within their learning. In a language rich curriculum, children are introduced to, and expected to use, the correct and appropriate geographical vocabulary for their stage of development. Our commitment to learning outside the classroom can be seen through the educational visits across the school, highlighting the practical nature of this subject. Our strong school eco-values are mirrored in the geographical teaching, with the intent that children gain ownership over decision making for sustainable change and improvement in a community context.







Geography Implementation

Geography at Evendons is planned coherently as a sequence of weekly Geography lessons across a half term which ensures progression, skills and concepts required in the National Curriculum have full coverage. Each year group studies three or four Geography units across the year, and these units are the length of a half term. More information on these units can be found in our Geography overview below.

Each Geography unit has an enquiry question which forms the foundation for the knowledge we aim for children to acquire throughout the lessons. For example in Year 5’s Extreme Earth unit, their Geography enquiry question is ‘How powerful is our world?’. Children will critically investigate a combination of physical and human features and compare similarities and differences linked to volcanoes and earthquakes.

Our Geography curriculum is shaped by our school vision for Geography. We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. Lesson content and tasks are designed to provide appropriate challenge to all learners, in line with our commitment to inclusion.

It is important that children develop the skills of a geographer by fully immersing them in all areas of the subject. The local area is fully utilised to achieve desired outcomes, with opportunities for learning outside the classroom. School trips and fieldwork are provided to give first-hand experiences, which enhance children’s understanding of the world beyond their locality.

Geography Whole School Overview

Geography Impact

Outcomes in Geography books, evidence a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge relating to each of the identified national curriculum strands, as appropriate to key stage; locational knowledge, place knowledge and human and physical geography.  This is in addition to the development and application of key skills, supported by fieldwork.

As children progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local area and its place within the wider geographical context.  Children learn about careers related to geography from members of the local and wider community, with specialist skills and knowledge and this ensures that they are well prepared for the next steps of their education.


by Holly Wright  –  Evendons Geography Lead