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Geography

At the core of our curriculum is the belief that children learn better when their interests and fascinations are allowed to flourish, they are given opportunities to develop a secure sense of identity, belonging and connectedness with the past. The delivery of the Humanities subjects (History and Geography) are intrinsic to and woven through the Cornerstones Imaginative Learning Projects (ILPs) for every year group. These projects are consistently delivered, across all phases, in four stages; Engage, Develop, Innovate, Express.

 

We believe it is important to provide ‘Living Geography’ concerned with children’s lives, their futures and their world. Through our curriculum our children will develop a sense of their world at the local, national and global scales understanding the interconnections between how people and the environment interact. Fieldwork is an essential part of this and every child will have a term of forest school linked to their ILP. Pupils learn to think critically, think spatially, use maps, visual images and new technologies, including geographical information systems to analyse and present information. They will have an adept understanding of their responsibilities within their own society whist also having a coherent insight into sustainability of a dynamically changing world.

Aims

The National Curriculum for Geography aims to ensure that all pupils:

  • develop contextual knowledge of the location of globally significant places - both terrestrial and marine - including their defining physical and human characteristics and how these provide geographical context for understanding the actions and processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:
    1. collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
    2. interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
    3. communicate geographical information in a variety of ways, including through maps and writing at length.

Mawgan-in-Pydar Primary School
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