Geography:  Why we live where we do

At Monkhouse, we aim to ignite a passion for learning and exploring Geography, as it teaches children about the world they live in and their place in this world; through Geography, we hope to inspire children to enquire and analyse their world and their impact on it.

At Monkhouse, we offer a broad, balanced, and progressive Geography curriculum that is fully aligned with the National Curriculum. Our bespoke scheme combines Kapow resources with school-designed content and places a strong focus on our local area, including Tynemouth, Whitley Bay, North Shields, the beach, the North East coast, and the River Tyne, alongside wider studies of the UK, Europe, and the world.

What Geography Looks Like at Monkhouse

EYFS – Understanding the World:

In EYFS, we develop then children's understanding of the World through three key areas: My Home and Special Places, Community, Local Environment and Beyond, and Early Geographical Skills.

Children develop their natural curiosity by exploring and talking about their homes, special places, and the world around them. They learn to describe their immediate environment using observation, discussion, stories, non-fiction texts, and simple maps. They also begin to understand similarities and differences between religious and cultural communities in this country, based on their experiences and classroom learning.

Children explore how life in this country compares to life in other countries, drawing on stories, non-fiction texts, and maps when appropriate.

Through trips, role play, and exploring the school and local area, children build geographical vocabulary and early enquiry skills. They develop spatial awareness by drawing and using simple maps, fostering a love of exploration and an understanding of the world, people, places, and communities.

Children follow a carefully planned, whole-school Geography scheme of works. It is fully progressive, allowing pupils to build on their knowledge and skills year by year.

The curriculum clearly outlines both substantive knowledge (such as human, physical, locational and place knowledge) and disciplinary knowledge (how geographers think and work, including map skills and fieldwork). Each unit builds on previous learning to deepen understanding and spark curiosity about the world.

Our approach to teaching Geography 

Substantive Knowledge

• Physical Geography: Understanding natural features such as rivers, coasts, weather, climate, and landscapes.

• Human Geography: Learning about human activities, settlements, land use, trade, and how people interact with their environment.

• Locational Knowledge: Identifying countries, cities, regions, and key geographical landmarks locally, nationally, and globally.

• Place Knowledge: Exploring the characteristics of different places, including our local area and contrasting environments around the world.

Disciplinary Knowledge (Geographical Skills)

• Map Work: Using and interpreting maps, atlases, globes, and digital mapping tools to locate and understand places.

• Fieldwork: Engaging in practical investigations and observations in the local environment to gather and analyse geographical data.

• Enquiry and Analysis: Asking geographical questions, collecting information, and interpreting evidence to make informed conclusions.

• Communication: Presenting geographical findings clearly using diagrams, writing, and discussions.

Each lesson begins with locating the area of study on a world map and revisiting prior learning to help pupils build a clear, connected understanding. Our lessons explore the key question: “Why do we live where we do?” and introduce specific geographical vocabulary throughout.

In Key Stage 1, pupils develop knowledge about their local environment, the UK, and the wider world. They learn basic vocabulary about human and physical features and use practical skills such as observation, simple fieldwork, and map reading to improve their locational awareness.

In Key Stage 2, pupils deepen their understanding of British, European, and global geography. They study key human and physical features, including land use, climate, settlement, and trade. Pupils learn to locate counties, cities, and regions in the UK, explore how places have changed over time, and interpret a range of geographical sources such as maps, atlases, aerial photographs, and fieldwork data. They develop skills in enquiry, analysis, and communication to understand geographical processes.

Throughout all stages, pupils are encouraged to ask questions, think critically, and make connections between human activity and the natural environment. Our curriculum aims to develop confident, curious geographers equipped with the knowledge and skills to explore, understand, and care for the world around them—now and in the future.

Enriching Geography Learning

Our geography curriculum is enriched through real-life experiences that engage children with their local and wider world. Pupils take part in visits and fieldwork activities such as orienteering at Rising Sun Country Park, traffic surveys, and exploring the school grounds and nearby areas—from shops and fields to the beach.

Children use a variety of mapping techniques, ICT tools, and primary research methods to develop their skills. Our International School status broadens cultural horizons, offering opportunities to connect with visitors from around the world and deepen understanding of global communities.

Aspirations

We aim to empower children to shape the world of tomorrow,  through developing young geographers. Through Geography we want our pupils to gain knowledge that not only inspires and stretches them intellectually but also contributes to their spiritual, moral, cultural and physical development and helps to prepare them for the opportunities, responsibilities and experiences of life in the 21st century