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    • Geography

    Geography at Cribden House encourages pupils to explore their surroundings, understand their place in the world and develop curiosity about different environments, landscapes and communities. Learning is practical, sensory and rooted in real experiences, ensuring that every child can access geographical ideas in a way that feels meaningful and enjoyable. Outdoor learning, fieldwork, photographs, artefacts, maps and stories help pupils make sense of the world and build early geographical language and understanding.

    Being Pathway

    On the Being Pathway, Geography forms part of Understanding the World within the Being Curriculum. Children learn through a three-year cycle of rich, play-based topics such as “All About Me,” “Seasons,” “Growing,” and “Under the Sea.” These themes give pupils opportunities to explore nature, weather, animals and the environment through hands-on and sensory experiences.

    Children investigate the outdoors, watch seasonal changes, explore water and natural materials, and take part in sensory activities that help them notice differences in the world around them. Small-world play, objects of reference, photos, music and stories support early geographical vocabulary and understanding. Staff model simple language such as hot, cold, wet, dry, near and far, helping pupils develop early awareness of place and environment.

    Progress is recorded through photographs and observations on Tapestry and assessed against the Being Curriculum, with every small step of curiosity and engagement celebrated.

    Doing Pathway

    On the Doing Pathway, Geography is taught through the Earth, Life and Environments strand of the Doing Curriculum. Learning remains practical and hands-on, helping pupils understand real environments before exploring new ones. Children learn through purposeful topics such as “Me & Our School,” “Habitats,” “Out & About,” “Animals,” “Hot and Cold,” and “All Around the World.”

    Pupils explore the local area and school grounds, notice natural features such as grass, soil, water and trees, and observe how weather and seasons change. They take part in fieldwork, sensory investigation and outdoor learning, using maps, photos and artefacts to make connections between familiar environments and places further away. Staff support pupils to compare environments, explore habitats, recognise simple contrasts and develop early geographical vocabulary in a form that suits their communication needs.

    Learning is sequenced across the Doing Ranges so that every small step of progress is recognised—whether a child is noticing a new environment, responding to weather, investigating natural objects or beginning to talk about places. Evidence is gathered through observation, photographs, videos and Tapestry, linked to EHCP outcomes and personalised next steps.

    Thinking Pathway

    On the Thinking Pathway, pupils follow a more formal Geography curriculum through weekly Geography lessons. Using structured knowledge organisers, pupils learn about physical and human geography, weather and climate, continents and oceans, settlements and different environments around the world.

    Children develop enquiry skills by using maps and atlases, exploring photographs, analysing real examples from the environment and taking part in local fieldwork. They compare places, discuss similarities and differences and consider how people live in different communities. Lessons are supported with visuals, simplified texts and practical resources to ensure ideas are accessible and meaningful.

    Assessment is ongoing, using teacher observations, discussion and written or practical activities to track understanding and progress.

    Across all three pathways, Geography at Cribden House:

    • builds curiosity about the world

    • provides real experiences indoors and outdoors

    • supports geographical language and communication

    • develops awareness of nature, place and environment

    • encourages respect and responsibility for the Earth

    Geography helps pupils develop a sense of place and belonging. It allows them to explore familiar and unfamiliar environments, understand how the natural world changes, and become confident, curious learners who can make sense of the world around them.

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