"The study of geography is about more than just memorizing places on a map. It's about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it's about using all that knowledge to help bridge divides and bring people together."

Barack Obama

Intent

At Minster-in-Sheppey Primary School, our vision is for every child to be the best they can be – best learner, best friend and best citizen. Our Geography curriculum reflects these values by developing pupils’ curiosity and fascination about the world and its people. Through Geography, pupils gain a deep understanding of places, environments and the physical and human processes that shape our world, both locally and globally. Our curriculum aims to inspire pupils to explore, ask questions and develop a strong sense of place. Pupils will build essential geographical knowledge and skills, including map reading, fieldwork, data collection and the use of geographical vocabulary. Each unit is carefully planned to provide real-world context and relevance, encouraging pupils to make meaningful connections between their learning and the world around them. Reflection and self-evaluation—key aspects of our Minster Muscles—are embedded throughout, allowing pupils to review, refine and deepen their understanding. We celebrate our local environment and heritage by incorporating learning linked to our Island’s unique geography.

Implementation

The teaching and learning of Geography at Minster-in-Sheppey Primary School is based on the National Curriculum and is linked to our wider curriculum themes to ensure a coherent and progressive approach. Lessons are planned to be engaging and enquiry based, allowing pupils time to develop key geographical skills and knowledge, and to build upon previous learning.

Foundation Stage:

In Early Years Foundation classes Geography is about the children having the opportunities to find out and learn about the world they live in through participation in Forest School as well as exploring the local area. The Geography side of the children’s work is related to the Knowledge and Understanding of the World objectives set out in the Early Years Foundation Stage Curriculum.

Key Stage 1:

Pupils are taught to:

• Develop knowledge about the world, the United Kingdom and their local area
• Use simple geographical vocabulary to describe physical and human features
• Use world maps, atlases and globes to identify continents, oceans and countries
• Carry out simple fieldwork and observational skills to study the school and its surroundings
• Understand basic weather patterns and seasonal changes

Key Stage 2:

Pupils are taught to:

• Locate and describe key physical and human features of the world
• Understand physical geography, including rivers, coasts, climate zones and natural processes
• Explore human geography, including settlement, land use, trade and economic activity
• Use maps, atlases, globes, digital mapping and grid references with increasing accuracy
• Plan and carry out fieldwork enquiries, collecting, analysing and presenting data

The inspiration for each unit of learning is taken from our six curriculum themes:

• Home and Away
• Time Tunnel
• One World
• Through the Ages
• Environmental Explorers
• Going Global

Where possible, learning is linked to significant places, events or geographical features associated with the history and geography of our Island.

Impact

By the end of each year, pupils will have developed a secure understanding of key geographical knowledge and skills and will be able to apply these across the curriculum. Our Geography curriculum supports pupils in becoming the Best Learner, Best Friend and Best Citizen, equipping them with the knowledge, skills and values needed for the next stage of their education and for life beyond school.

Pupils are encouraged to use their Minster Muscles throughout Geography lessons, particularly those of enquiry, teamwork, empathy and self-reflection. This enables them to confidently explore different places, consider diverse perspectives and understand their role in caring for the environment.

Progress is demonstrated through regular monitoring and evaluation of pupils’ learning, with continuous feedback used to build knowledge and skills over time. Retrieval practice is embedded within teaching sequences to support long-term learning and inform lesson adaptation.