The Phoenix Primary School & Nursery

We enter to learn, we leave to achieve!

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Geography Vision Statement

What is the vision for Geography at The Phoenix Primary School and Nursery?


At The Phoenix Primary School and Nursery, we believe that the Geography curriculum is both stimulating and thought provoking; providing answers to questions about both the natural and human aspects of the world. Careful consideration has been given to ensuring continuity and progression within Geography in terms of knowledge and understanding, geographical skills and conceptual development. Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills. It is also hoped that the curriculum will inspire some children to consider careers in the future where geographical skills are key.

We aim:

  • To develop knowledge and skills in a sequential manner that prepare children for their further studies in the subject
  • To encourage and develop children’s greater understanding and knowledge of the world, as well as their place within it.
  • To develop knowledge and skills that are transferable to other curriculum areas and which can also be used to promote children’s spiritual, moral, social and cultural development.
  • To inspire in children a curiosity and fascination about the world, and its people, which will remain with them for the rest of their lives
  • To promote the children’s interest 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.
  • To develop a deep knowledge, understanding an appreciation of their local area and its place within the wider geographical context.
  • To engender in children an awareness of the current threats to the environment and what can be done to address these.
  • To embed the habit of taking care of the environment from a young age, nurturing children on the importance of nature. As well as, teaching children sustainability by interacting with human and non-human beings and by exploring their surroundings independently.

Finally, Geography is seen as a discipline that is open to all; regardless of ability, gender, cultural background or ethnicity.


How is this vision for Geography to be achieved?


Children who take part in Geography lessons will:

  • Acquire geographical skills and knowledge in a sequential fashion
  • Through enquiry-based learning and investigation, answer key questions that take the pupil from the known and familiar to the unknown and unfamiliar, in a supportive manner.
  • Understand the interaction of human beings with their environments at a personal, local, regional, national and global level.
  • Understand the nature of geographical knowledge and skills and apply these to other subjects in the curriculum
  • Use geographical knowledge and skills to understand and explore key challenges to society, such as climate change.
  • Use geographical knowledge and skills to explore and appreciate societies and cultures that are significantly different to their own


How does the school know if the Geography curriculum has been effective?


Firstly, children will have an excellent knowledge of where places are and what they are like. They will also have developed a clear understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.

Children will be fluent in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques. Importantly, the children will acquire the ability to reach clear conclusions and develop a reasoned argument to explain findings.

They will also have acquired sufficient insight from the Geography curriculum to discuss and address key societal issues such as climate change, migration and the management of Earth’s finite resources. In order to learn how to truly share the planet in a sustainable way, we need to teach values as well as skills. Climate change knows no boundaries, so we need to raise a generation that can also see beyond boundaries. Helping children get to know the natural world around them can forge a lasting connection. That connection will help them feel truly invested in protecting the planet.

Through enquiry-based learning, the children will also have acquired both the geographical knowledge and skills to access the subject at secondary school, and beyond. Indeed, some children may be inspired enough to consider future careers where geographical skills are key.  

Finally, they will foster a passion for and commitment to the subject, and a real sense of curiosity to find out more about the world and the people who live there.



Units of work demonstrate clear progression in the skills and knowledge taught, both within a year group and across the phase. Children’s progress is measured and recorded using the progression of skills assessment sheet at the end of each unit. The children themselves also record what they have learned, comparative to their starting points, at the end of every topic.

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