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Geography

History and Geography - Key Drivers Of Enquiry Learning
 
Central to our ethos of Enquiry Learning lies the deep-seated belief that children can only contribute positively to the future if they have a secure sense of identity and belonging, understand the implications of human activity on the environment, and appreciate that mankind can learn from mistakes made in the past. For this reason, we deploy the Humanities - History and Geography specifically - as potent drivers for our Enquiry Curriculum.
 
Each term, our 'Big Question' hinges on the exploration of a key historical or geographical theme. Over the sequence of learning opportunities, we aim to capture a snapshot of pupils' knowledge and understanding as a starting point for developing questioning, thinking and reflection. Often, we begin with familiar ideas which resonate closely with a pupils' personal experience in order to make learning tangible. This is usually in the form of a full 'Immersion Day' where children 'live' experiences and examine evidence first hand. By the end of an Enquiry, we aim to have facilitated wider learning so that children have a more global understanding of the concepts being explored. This is rather like the ripples in a pond, moving out from the child at the centre - to the wider reaches of a developing global identity.
 
At the end of each term, children reflect on the journey of their learning and are regularly 'moved' to respond to a global issue through a performance, a piece of writing with a purpose (often a letter) or by hosting a fundraising event. It is this 'citizenship in action' which demonstrates the extent of their commitment to their learning in History and Geography - subjects which have been made real for them through Enquiry.
 
 
Geography Curriculum At Tintagel Primary School
 
A high quality Geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip 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. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how Earth's features at different scales are shaped, interconnected and change over time.
 
Aims
 
The National Curriculum fo 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 a geographical context for understanding the actions of 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:
collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
 
interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)  
        
communicate geographical information in a variety of ways, including through maps, numerical
and quantitative skills and writing at length.
          

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