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Enfield Learning Trust



  • At Chesterfield, we want our children to love geography. It is our intent to inspire a curiosity and fascination about the world and its people and enable children to express well-balanced opinions about current issues affecting society and the environment locally, nationally and globally.
  • We deliberately foster strong links between our geography and PHSE curriculum, British Values and SMSC development as the children begin to understand the complexity of people’s lives, the diversity of societies and the relationships between different groups. 
  • As our pupils progress, we hope that they grow into well-equipped citizens, who are both knowledgeable and empathetic about the world around them, with an understanding of key geographical concepts and skills and an awareness of the connections that exist between people and places. This will contribute to the children’s spiritual, moral, social and cultural development.
  • Inline with our curriculum driver, developing aspirations and possibilities for all, we want children to have no limits to what their ambitions are and grow up wanting to be cartographers, town planners, conservationists or weather forecasters. Our curriculum drivers of oracy, emotional intelligence and aspirations shape every aspect of geography, are embedded in teaching and learning and develop the child as a whole.


  • Our geography curriculum is designed to inspire children’s curiosity and fascination about the world and its people through themes called the ‘Learning Quest’. 
  • Sequences of lessons build on prior learning, make meaningful connections within and across subjects and enable children to know more and remember more over time. 
  • Key geographical concepts such as place, space, scale, diversity, interdependence and sustainability are revisited and built on each year.
  • Carefully selected skills are chosen to best match each unit of work and progress year on year. Opportunities to practise and embed skills are planned for so that they are revisited and refined over time. 
  • Geographical vocabulary develops and evolves from EYFS to KS1 and through to KS2. The promotion of a language rich curriculum is essential to the successful acquisition of knowledge and understanding in geography.  
  • We also maximise the opportunities that our home city of London has to offer. Therefore, children’s learning in geography is enriched by visits to carefully selected museums, where workshops and visit materials deepen their understanding and knowledge.
  • Fieldwork is an integral part of the geography curriculum and activities are designed to develop clear progression in the skills needed to collect, analyse and communicate with a range of data that strengthens children's understanding of geographical processes.


By the end of their primary education our children will:


  • Have a developing sense of curiosity about the world in which we live in and know more, remember more and understand more about where places are and what they are like.
  •  An extensive base of geographical knowledge and vocabulary.
  • An understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.
  •  Understand how geography ‘happens’ in the local area.
  • Act as good citizens within their local community.
  • Begin to understand their wider world and the implications that we as citizens have on it.
  • Learn from other cultures, respect diversity, co-operate with one another and appreciate what they have.
  • Express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.