Our Curriculum Approach

At Tyndale Community School, we strongly believe that high quality geography teaching develops pupils’ passion, curiosity and a sense of amazement about the world they live in. Our geography lessons are not taught in isolation. It is seen as a multifaceted foundation subject, incorporated or linked to other core or non-core subjects in the National Curriculum. At Tyndale, we use a project-based learning approach. Hence, geography is taught through projects. A key element of our teaching of geography at Tyndale is the link it has with issues of Global citizenship because of its possibility to help students interpret their environment and understand the world they live in. An approach to geography which has links or promotes Global Citizenship encourages an all-round view of places both within the United Kingdom and in other Non-European countries. Debunking stereotypes and prejudiced views of a place, people or the issues they face, should be the real objective in every geography lesson.

In order for children to attain the knowledge, understanding and skills contained in the National Curriculum, we ensure that both the teacher and student become partners in the learning process. Teachers become facilitators instead of mere transmitters of geographical information. They provide a stimulus or a hook that captures the attention of the students and encourage them to ask questions, suggest answers and ask more questions until an answer is found. This is often executed through the projects.

As a school, we choose to follow the National Curriculum for Geography.

Purpose of Study

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 the Earth’s features at different scales are shaped, interconnected and change over time.


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 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

Mrs Kristin Cardenas

Mrs Cardenas joined the Tyndale team in 2019. She sees the diversity of our school as a platform to encourage others to see geography as a way to learn about those in our world and community — including our classmates and fellow staff. Taking this approach enables geography to work seamlessly with history and global citizenship.

Here's what your child will learn

Geography Yearly Overview