Geography at Redhill



Introduction to Geography

“A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.”

Quote from the National Curriculum

Curriculum Intent

At Redhill Primary Academy, we value the importance of Geography in shaping the children’s perspective of the world and moulding them into becoming global citizens. Geography is much more than just knowing where something is in the world, it is a subject which enables children to make connections between places and understand the impact of decisions across a global scale. We aim to inspire our children to want to find out more about the world they live in, to give them the opportunity to explore alternative futures based on decisions that have been made in their lifetime and to ask and answer questions about the world they live in.

We provide a curriculum which allows children to learn at a local, regional and global scale. Our curriculum incorporates opportunities for children to learn both inside and outside of the curriculum with fieldwork being an integral part of what we offer our students so that they can make connections between the outside world and what they have learnt in the classroom. The content we have selected has been carefully planned to ensure that children have ample opportunity to revisit existing knowledge and build new knowledge alongside this. We aspire for our children to think like geographers and to observe, collect and present data to support their viewpoints of their environment.

It is intended that when children leave Redhill Primary Academy, they will have developed a fascination with the world around them and will have a natural curiosity to explore other countries and cultures. This curiosity will continue to develop during their time at secondary school.


The national curriculum for geography aims to ensure that all pupils:

  • 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 the actions of 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 spatial variation and change over time
  • are competent in the geographical skills needed to:
    • 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 Geographical Information Systems (GIS)
    • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Curriculum Implementation

The teaching and implementation of the Geography Curriculum is based on the National Curriculum ensuring a well-structured approach to the subject.

We teach a range of units which are carefully planned to not only deliver an engaging curriculum content which is relevant to our children, but also to build upon key knowledge that the children have been taught in previous year groups, starting in the EYFS. Throughout each concept, teachers carefully assess the children’s knowledge and application of knowledge in various contexts, adapting lessons where necessary so that knowledge is stored in the long-term memory.  

Below is on outline of our curriculum offer in Geography from EYFS to Year 6.



Understanding the World

  • Draw information from a simple map.
  • Recognise some similarities and differences between life in this country and life in other countries.
  • Explore the natural world around them.
  • Recognise some environments that are different to the one in which they live.


Understanding the World

People, Culture and Communities          

  • Describe their immediate environment using knowledge from observation, discussion, stories, non-      fiction texts and maps.
  • Explain some similarities and differences between life in this country and life in other                 countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.

The Natural World         

  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in   class.
  • Understand some important processes and changes in the natural world around them, including the seasons.

Key stage 1

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. Pupils should be taught to:

Locational knowledge

  • name and locate the world’s seven continents and five oceans
  • name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

  • understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography

  • identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
  • use basic geographical vocabulary to refer to:
    • key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
    • key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork

  • use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
  • use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
  • use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
  • use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Key stage 2

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. Pupils should be taught to:

Locational knowledge

  • locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
  • name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
  • identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge

  • understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Human and physical geography

  • describe and understand key aspects of:
    • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
    • human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical skills and fieldwork

  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
  • use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

These objectives are covered through 3 different units across the year, taught by the class teacher.

Curriculum Impact

We measure the impact of our curriculum through the following methods:

  • Marking of written work.
  • Book looks
  • Interviewing the pupils about their learning (pupil voice interviews).
  • Moderation staff meetings where pupil's work is scrutinised and there is the opportunity for a dialogue between teachers to understand their class's work.
  • Annual reporting of standards across the curriculum to parents.
  • Learning walks.

Summative assessments take place at the end of each unit of work and teachers record the progress and attainment against the National Curriculum expectations of attainment and the Knowledge and skills progression documents. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately.

The children’s achievements are celebrated on their End of Year report to parents. Here judgements are made on their effort, achievement and progress within geography.

Children in Foundation Stage have their progress tracked using the EYFS curriculum. Age related expectation levels are reported to parents at the end of Reception.