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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.

  • Children should be creative in observing patterns in the world
  • Children should be inquisitive about making sense of the world they live in
  • Children should think independently and be resilient in considering what actions are needed to create a better world
  • Children should be equipped to communicate the processes, influences and effects they see working around them

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.



A variety of methods are to be employed in the teaching of Geography, which will afford pupils access to a range of resources and ensure that they are encouraged to develop their potential to the full. Teachers are expected to utilise many differing techniques and approaches to ensure that the Geography Curriculum is constantly made interesting, interactive and alive.

These may include: 

  • Knowledge given by the teacher
  • Use of the local environments for fieldwork.  
  • Creative activities - building models, showing routes.  
  • Individual and group enquiry, especially where resources are limited.  
  • Use of video and films.  
  • Using outside speakers.  
  • Visits to places of relevance to the topic, e.g. farm, beach etc.  
  • Use of ICT. – simulations and use of World Wide Web.  
  • Use of relevant books, pamphlets, leaflets, maps, postcards, atlases etc. 
  • Role play and drama to create empathy.  
  • Photographs and satellite images. 

Where possible, we aim to base learning on first-hand experience and teachers are encouraged to focus attention on the opportunities available in the local area. This will necessitate the exploration of the world beyond the classroom. All teachers are encouraged to organise visits that will enable pupils to extend their knowledge of the world around them e.g. the seaside and local walkways and woods. 

For more information, see the documents below.