Geography Policy

Duke Street Primary School is developing a skills based curriculum taking support from Chris Quigley ‘Essentials’ and The New National Curriculum 2014.

Classes follow a ‘Creative Hook’ to start the learning of a theme and plan for progression taking into account children’s individual learning styles. This approach enables children to take responsibility for their own learning by suggesting the path we, the teachers’, take when planning our topic based curriculum.

Underpinning all teaching and learning in Geography is capturing the children’s imagination and curiosity to learn. The start of each theme begins with a hook starter to engage the children and give them a purpose for learning and an enthusiasm to find out more.  Visits, links and comparisons with other schools around the world, and theme days are built into each unit and planned for at the start of each theme.  The skills are revisited and embedded over time to enable the children to gain a deeper understanding, to then apply these skills throughout the curriculum.

We inspire and capture the imagination of the children through the progressive skills which are taught through Chris Quigley’s milestones, following the ‘Creative Themes for Learning’.

Key Stage 1 themes:

Lift the Teacher and other marvellous mechanisms

Post a Pringle and other megastructures

From Field to Fork

Extreme Weather

Amazing Places and Spaces in the UK

Australian Adventure

Cracking Ideas

Great and Ghastly Events

Let’s Remember

Key Stage 2 themes:

Balloon Blaster and other mechanisms challenges

Shake Things Up and other structures challenges

Art Bot and other electronics challenges

Make a Banana Keyboard and other control challenges

Land of the Free


Land of Hope and Glory

Earthquakes, Zones and Volcanoes


Rich and Poor


The Arts

Transport and Trade


Achievements and Legacies


We use these ‘Creative themes for Learning’ to enable children to develop:

  • An excellent knowledge of where places are and what they are like.
  • An excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.
  • An extensive base of geographical knowledge and vocabulary.
  • Fluency in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques.
  • The ability to reach clear conclusions and develop a reasoned argument to explain findings.
  • Significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter.
  • Highly developed and frequently utilised fieldwork and other geographical skills and techniques.
  • A passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.
  • The ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.

Our Key Indicator objectives for Geography in KS1 are:

  • Investigate the world’s continents and oceans.
  • Investigate the countries and capitals of the United Kingdom.
  • Compare and contrast a small area of the United Kingdom with that of a non-European country.
  • Explore weather and climate in the United Kingdom and around the world.
  • Use basic geographical vocabulary to refer to and describe key physical and human features of locations.
  • Use world maps, atlases and globes.
  • Use simple compass directions.
  • Use aerial photographs.
  • Use fieldwork and observational skills.

Our Key Indicator objectives for Geography in KS2 are:

  • Locate the world’s countries, with a focus on Europe and countries of particular interest to pupils.
  • Locate the world’s countries, with focus on North and South America and countries of particular interest to pupils.
  • Identify key geographical features of the countries of the United Kingdom, and show an understanding of how some of these aspects have changed over time.
  • Locate the geographic zones of the world.
  • Understand the significance of the geographic zones of the world.
  • Understand geographical similarities and differences through the study of human and physical geography of a region or area of the United Kingdom (different from that taught at Key Stage 1).
  • Understand geographical similarities and differences through the study of human and physical geography of a region or area in a European country.
  • Understand geographical similarities and differences through the study of the human and physical geography of a region or area within North or South America.
  • 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: settlements, land use, economic activity including trade
  • links and the distribution of natural resources including energy, food, minerals and
  • water supplies.
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
  • Use the eight points of a compass, four-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build knowledge of the United Kingdom and the world.
  • Use a wide range of geographical sources in order to investigate places and patterns.
  • Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.


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