At Twyning Primary School, we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world. Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. The curriculum is designed to ensure that teaching equips pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives, equipping them well for further education and beyond.
Geography at Twyning Primary School is taught throughout the year, so that children can achieve depth in their learning. Teachers have identified the key knowledge and skills of each blocked topic and these are mapped across the school, ensuring that knowledge builds progressively and that children develop skills systematically. This ensures that teaching is informed by the children’s starting points and that it takes account of pupil voice, incorporating children’s interests. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion. At the end of each topic, key knowledge is reviewed by the children and rigorously checked by the teacher and consolidated as necessary.
Cross curricular outcomes in Geography are specifically planned for and these are indicated on the whole school Geography Knowledge and Skills Progression Ladder. Children access a wide range of practical experiences during their time with us and this is further enriched by knowledgeable members of the village enabling the children to have first-hand experiences of map reading and field work.
Evidence in children’s books and on Tapestry demonstrates a broad and balanced Geography curriculum. This shows the childrens’ acquisition of identified key knowledge relating to the identified national curriculum strands, as appropriate to key stage; locational knowledge, place knowledge and human and physical geography. This includes the development and application of key skills, supported by fieldwork.
As children progress throughout the school, they develop a deep knowledge, understanding and appreciation of their local area and its place within the wider geographical context.