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Cheswick GreenPrimary School




We want our pupils to:

  • Respect themselves, respect others, respect all property, and respect their community and the World around them.
  • Have a positive attitude that encourages self-belief and confidence
  • Achieve high standards in all areas of the curriculum.
  • Respond to challenges and seize new experiences whole–heartedly.
  • Take an active lead in their own learning and development throughout their life.
  • Develop the spirit of enquiry leading to life-long learning.



At Cheswick Green Primary, we want the study of Geography to stimulate an interest in and a sense of wonder about our dynamically changing world. Our aim is for all of our pupils to have an understanding of the world in which they live, both their local area and the world beyond, and an appreciation of the natural world. We want our pupils to become accountable citizens, understanding their role in protecting our world and environment and knowing how they can cause positive change and development as they grow.



At Cheswick Green Primary, our aims are to fulfil the requirements of the National Curriculum for Geography; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of geographical concepts, knowledge and skills; and for the children to develop a love for geography.

Geography is a vital part of the curriculum as it encourages children to be curious about the world around them and its citizens. We intend for the children to develop an in-depth knowledge of our community and locality. Our Geography curriculum enables children to develop knowledge and skills that are transferable to other curriculum areas such as Maths, Science and PSHE. Geography is an investigative subject, which develops understanding of concepts, knowledge and skills.

We seek 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. We believe this information will help the children develop an appreciation for the natural world and living things that are crucial in this day and age.



In our teaching of Geography, we will employ a range of teaching styles and opportunities in order to engage and inspire our children to develop knowledge, skills and understanding. Our teaching activities will ensure lively, effective and appropriate learning that are in line with those of the Primary National Curriculum, using high-quality and up-to-date resources. Our Geography scheme of work offers comprehensive coverage through three Geography-led topics each year in greater depth. Our pupils will accumulate skills and knowledge as they progress. Skills and knowledge acquired in the autumn and spring terms feed into a place-based study in the summer term.

In EYFS pupils will explore geographical themes through a child-centred approach based upon the Geography and History of their local environment. Our children will be encouraged to develop a sense of their physical world as well as their community, and provided with opportunities to explore, observe and find out about people, places and the environment around them.



At Cheswick Green, we plan to focus on progression of knowledge, skills and discreet vocabulary. We use a range of strategies to assess what skills and knowledge the children have attained each term including the following:

  • Book looks
  • Pupil discussions and feedback
  • Planning analysis
  • Learning walks.

Geography will inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. It will increase their knowledge and understanding of the world and it will be used to promote excellence and enjoyment. It will be linked with other subjects and it will have a strong presence in the ethos of the school through art, displays and assemblies. We will make the world our classroom to enrich the lives of our pupils. A portfolio of work from across school will be built up to show examples of the range of work done and evidence of progression.



At Cheswick Green Primary, we believe geography education should be fully inclusive to every child. Where children have a physical disability or have SEND, we aim to provide resources and learning experiences that will support their learning in history. We do this by setting suitable learning challenges, responding to each child’s different needs and providing learning opportunities that enable all pupils to make progress.

Activities should be carefully planned by the class teacher and be differentiated where appropriate for children with SEN and equally the more able and Gifted and Talented children. All resources/materials have been reviewed with equal opportunities in mind, e.g. race, gender, ethnicity. Learning experiences in Geography will be available to every child, regardless of race, gender, class or ability. Pupils will be encouraged to value social and cultural diversity through musical experiences. They will listen to, and participate in, a variety of experiences in a positive and constructive role.



Inclusion is about every child having educational needs, that every child is special and the School is meeting these diverse needs in order to ensure the active participation and progress of all children in their learning.

Inclusive practice in Geography should enable all children to achieve their best possible standard; whatever their ability, and irrespective of gender, ethnic, social or cultural background, home language or any other aspect that could affect their participation in, or progress in their learning.

We recognise that in all classes, children have a wide range of geographical ability, and so we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways:

  • setting tasks which are open-ended and can have a variety of responses;
  • setting tasks of increasing difficulty;
  • grouping children by ability and setting different tasks for each group;
  • grouping children in mixed ability groups;
  • providing resources of different complexity, depending on the ability of the child;
  • using classroom assistants to support the work of individuals or groups of children.