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Geography Vision Statement



At St Peter’s we feel it is important to nurture and encourage a natural curiosity, to shape and direct it to develop inquisitive, questioning learners who look closely at the world around them and begin to be able to interpret what they see. Children are encouraged to make choices, particularly when carrying out research about the world and its physical and human features.


Our children engage in real life experiences such as fieldwork, mapping routes and educational visits which inspire further exploration of their environment and help them to develop an appreciation of their place in the world.


Through the understanding of maps and features of the environment, children are encouraged to work together in teams and share personal experiences to gain a better understanding of their local area and beyond. Children practise and progress in skills and knowledge, raising confidence and growing in independence to be able to collect, interpret and communicate geographical information in a variety of ways.

By comparing British culture and its economy to that of other countries we aim to give the children an understanding of diverse places, people, resources and natural and human environments.


Running through all of our geography work at St Peter’s is the idea that we are motivating and inspiring our children to deepen their knowledge about their world, both physical and human, so that they can take an active part in contributing to and protecting this world as they grow up.

Geography Curriculum


Reception-Looking at a world map

Reception children making a map of their route to school

Emmie recognised the sea and the land and she loved searching for the different animals around the world

Y2 locating different countries on a world map

Locating geographical features on a world map.

Year 3 Identifying where Hadrian’s Wall is on a map and how it has changed over time.



In the provision the children helped themselves to a map and had an in-depth conversation about what was on there.


Reception-setting instructions for a Beebot to travel around a farm

The children instructed the Beebot to go forward , back, left or right a number of spaces in order to travel from one part of a farm to the next.

Real Life


The children decided that the car needed a map to follow so they drew their own in the provision.

Reception children are making a river

The children chose to make a river in the sand and they learned that a bend is called a meander.

Reception children at the seaside

Reception children made sandcastles at the seaside, swam in the ocean and also roleplayed in the seaside cafe and shop. They also made a lighthouse after listening to the Lighthouse Keepers Lunch and enjoyed passing messages to Mr Grinling in the story.


In year 4 we used rocks to recreate our own mountain range. This supported us to see how the rain clouds over the mountains and precipitation then occurs making tributaries. Following this we learnt about the formation of rivers and the journey to the sea. 

Year 6

In Year 6 we have looked at real maps and created our own directions for travelling from place to place and looking at real directions for a local walk. 
We have recorded what we found in certain grid references too. 

Leading Teams

Y2 have been learning about Victorian Beaches and UK Beaches.

Y4 Group research