Our Geography Intent
At Townfield Primary School, we follow the National Curriculum and Development Matters in the EYFS. We have made some enhancements to our curriculum to ensure fieldwork and practical learning opportunities are built into our units. Anumber of our investigations involve observation, recording, presentation, interpretation and the evaluation of geographical information gathered outside of the classroom. Fieldwork has a strong emphasis on the local area, for example in Year 6 the children take part in a local river study, and in Year 4 the children take part in a local area investigation, with a focus on environmental change. Furthermore, the children are able to develop their geographical skills and understanding during woodland learning sessions.
We provide an Inclusive geography curriculum, ensuring those who have SEN and/or disabilities and those who are disadvantaged can all receive the same opportunities. More able learners are also given the opportunities to excel in terms of their acquisition of long lasting knowledge and understanding and mastery of core geographical skills.
We have built our own scheme of work which adopts an enquiry focused approach to learning and teaching to develop our young geographers. Through enquiry our pupils not only build on the complexity of subject knowledge and understanding but become increasingly adept at critical thinking.Knowledge and skills are constantly revisited and refreshed to ensure that they become embedded. To aid understanding subject specific vocabulary is taught explicitly within every lesson.
We structure learning in geography through big question led enquiries about relevant geographical topics, places and themes. Our curriculum is therefore ‘knowledge rich’, with progressive milestones carefully mapped out from the Early Years Foundation stage to Year 6. Only in this way will knowledge become embedded and ‘sticky’ and ensure that our pupils can build on what they know and understand from one year to the next. Each geographical enquiry highlights both the objectives and anticipated outcomes of the investigation. They are carefully structured through the use of ancillary questions, to enable pupils to build their knowledge and understanding.
Through our geography curriculum the children will investigate the mixed urban area of Wirral they know as home. They will explore the relationship and interactions between people and the environment in which they liveto help develop children's curiosity in their immediate surroundings and the wider world. To build pupils’ cultural capital, they also study geography at national and global scalesto instil an interest, fascination and desire to investigate a variety of human and physical characteristics of different places, through purposeful research and careful questioning. Our core values; resilience, respect and responsibility are continually developed through all geography learning experiences.
Year 1 - What is the Geography of where I live?
The children in Year 1 have researched the human and physical features of the local area.
Year 2 - Why does it matter where my food comes from?
The children in Year 2 explored the fair trade and the export of bananas from Costa Rica to the United Kingdom.
Year 3 - Why do some earthquakes cause more damage than others?
The children in Year 3 developed their mapping skills whilst they researched the magnitude of earthquakes in New Zealand.
Year 4 - How and why is my local area changing?
The children in Year 4 researched enviromental changes in the local area.
Year 5 - How do volcanoes affect the lives of the people who live near them?
The children in Year 5 have explored how volcanoes affect those who live near them.
Year 6 - What is a river?
The children in Year 6 have learnt about rivers and the water cycle.
During the Spring term our Geography lessons were taught through our home learning platform 'Seesaw'. Here are a few examples of our online learning:
EYFS - Bog Babies
The children were exploring their local environment both at home and in school. Can you spot the Bog Babies from their class story?
Year 1 - How does the weather affect our lives?
Year 1 have been out and about in their local areas to undertake some local fieldwork. They have been exploring the Human and Physical features that are present in and around their own settlement. They have also made links between their Science and Geography learning to explore the weather.
Year 2 - Why don't penguins need to fly?
The children in Year 2 have explored the daily weather patterns of locations across the world, including the locations of hot/cold areas in relation to the Earth’s poles. The children looked at Antarctica and how penguins are adapted to living there, and why it isn't necessary for them to have to fly. They then contrasted this with looking at the Sahara desert, comparing the Sahara with Antarctica and looked at how camels are adapted to living in the Sahara.
Year 3 - Beyond the Magic Kingdom: what is the Sunshine State really like?
This term the children looked at the state of Florida and why they chose it as the base for the Kennedy Space centre. The children also studied the Magic Kingdom, planning aroute around the park using a given map, following this they chose an American state which they could research.
Year 4 - How can we live more sustainably?
Year 4 have studied sustainability and how we can live more sustainable lives. Following this, the children have researched renewable and non-renewable energy and the conservation of the Lapwing's habitat.
Year 5 - Why is fair trade fair?
The children have learnt about the Silk Road and how this accident trade route is used for the distribution of resources. Following this, the children learnt about the most famous traveller along the Silk route called Marco Polo. The children then explained what makes fair trade fair to end their enquiry for this term.
Year 6 - Why are mountains so important?
This children in Year 6 have learnt about mountains during the Spring term. They have looked at the distribution of mountains around the world and how fold mountains are formed, explaining how warm water fossils ended up on the freezing summit of Mount Everest. The children also considered the importance of reservoirs to the people of Birmingham over 100 years ago.
The Nursery children have developed their Geographical skills in their immediate environment. They have also been making discoveries about the wider world through class books and stories.
Nursery - Woodland Learning
This term the children in Nursery have been following instaructions to find hidden objects in the woodland area, using directional language.
Reception - How do we look after our environment?
The children in Reception have explored a range of local environments, the animals that live there and how to look after them.
Reception - Woodland Learning
This term the children in Reception have been hiding natural objects and directing a partner to the locations using directional language, including the use of left and right.
Year 1 - Why do we love being beside the sea so much?
The children in Year 1 investigated a range of landscapes, with a particular focus on seaside locations. They have explored why seaside locations are such popular places to visit and some of the habitats found there. The children used their fieldwork and observational skills to explore how seaside animals can be harmed by pollution.
Year 1 - Woodland Learning
This term the children in Year 1 have also been developing their navigational skills in the woodland area. They have created their own map of features found in their local area using natural objects. They then had had a go at directing each other to the features on their maps using nativationl language.
Year 2 - How does the geography of Kampong Ayer compare with the geography of where I live?
The children in Year 2 explored the climate and the human and physical features of their locality to compare to a non-European country.
Year 2 - Woodland Learning
This term the children in Year 2 have also been developing their navigational skills in the woodland area. They have created their own map of features found in their local area using natural objects. They then asked each other questions to revel the location of features on their maps using the four points of the compass.
Year 3- Why do so many people in the world live in megacities?
The children in Year 3 have located megacities around the world and considered why the population has dramatically increased in some of these locations.
Year 3 - Woodland Learning
The children in Year 3 have been using the four points of the compass to navigate their way around the woodland area to uncover clues to create a woodland themed word.
Year 4- Why are jungles so wet and deserts so dry?
The children in Year 4 have developed an understanding of climate around the world, with a focus on South America.
Year 4 - Woodland Learning
The children in Year 4 have been introduced to the 8 points of the compass to navigate their way around the woodland area to uncover clues to create a woodland themed word.
Year 5- Who are Britain's national parks for?
The children in Year 5 have immersed themselves into their inquiry on national parks. The children have identified all 15 National Parks in the UK and completed their own research on Snowdonia, and why is important to preserve these areas of unspoilt beauty.
Year 5 - Woodland Learning
The children in Year 5 have been primarily using the 8 points of the compass to navigate their way around the woodland area to uncover clues to create a woodland themed word.
Year 6 - How is climate change affecting the world?
The children in Year 6 have explored how countries around the world are affected by climate change. They have taken personal case studies into consideration from around the world and then drawn their own conclusions about the consequences of global warming.
Year 6 - Woodland Learning
The children in Year 6 have been using the 8 points of the compass to navigate their way around the woodland area using self made compasses.