Henry Cavendish Primary School

Create, Discover, Succeed Together

Get in touch

Contact Details



The National Curriculum for geography aims to give children knowledge of both place and location, a broad understanding of human and physical geography and geographical skills. Henry Cavendish children are taught Geography through our creative curriculum whole school topics, such as Bright Lights, Big City, Journeys, Inventors and Explorers and Wonderful World. These allow the children to gain an understanding of their own locality by investigating and exploring it. We are then able to compare this with other locations, cultures and societies around the world in order to understand their similarities and differences. Through studying these locations we are able to explore and interpret maps, globes and atlases and this in turn allows the children to develop an understanding of grid references, symbols and an increased geographical vocabulary. Increasingly we are using information technology to extend and hone our geographical skills and knowledge. This gives all children a better understanding of the places we are studying and the lives of the people who live there.


As a rights respecting school (see link below), we teach the children to understand their role as not only a citizen of their locality but a global citizen. We teach the rights that all children around the world are born with as agreed upon by the United Nations (within the UNCRC). When studying areas of the world we consider those rights which the children that live there are unable to access and explore how rights are linked to issues regarding sustainable development. The children are taught an empathy and an understanding of their responsibilities as global citizens to protect these rights. 


The Global Learning Programme states that all schools should aim to achieve the following outcomes:


  • ‘pupils acquire knowledge enabling them to understand the causes and effects of global poverty and uneven development – including globalisation, social, economic and political processes – recent progress and challenges, and to consider what possible solutions exist’.


  • ‘pupils develop skills through engaging with this knowledge to explore issues critically and to examine the actions individuals and communities can take to overcome global poverty, including their own responses’.


  • ‘pupils explore their own values when looking at key global issues, considering issues such as fairness, human rights and tolerance’.