Weaving the world together, one place at a time.
Intent
At Minterne, our geography curriculum reflects our ethos of Learning for a Lifetime. We aim to ignite curiosity about the world and its people, providing pupils with the knowledge and skills to understand the planet and their place within it. In line with the National Curriculum, our teaching develops secure locational knowledge, an appreciation of diverse environments and an understanding of the interconnections between human and physical features of the world.
We strive to create a lasting awareness of the world around us, encouraging pupils to observe, question and interpret the landscapes and communities they encounter. Through fieldwork and enquiry-based learning, children connect classroom knowledge to real-world experiences, fostering responsibility for the environment. Our locality is an important part of our learning.
Our curriculum promotes sensitivity and empathy towards others, exploring how people live and adapt to challenges globally. Pupils learn to value diversity and sustainability, developing respect and fairness in their thinking. We nurture tolerance and independent thought, enabling pupils to evaluate evidence, consider multiple perspectives and make informed decisions about complex issues.
Ultimately, geography at Minterne prepares pupils for an active citizen’s role in a changing world. By understanding global challenges such as climate change and resource distribution children are empowered to contribute positively to society.
Through knowledge, empathy and critical thinking, we aim to equip every child with the tools to thrive beyond school—living out our commitment of Learning for a Lifetime.
Implementation
Geography at Minterne is taught in blocks throughout the year, so that children can achieve depth in their learning. Teachers have identified the key knowledge and skills of each blocked topic and consideration has been given to ensure progression across topics throughout each year group across the school.
At the beginning of each lesson, children are able to convey what they know already through flashbacks – these show learning from the previous year, the previous topic and the previous lesson. This informs the lesson progression and also ensures that lessons are relevant and take account of children’s different starting points.
Our lessons include opportunities to work collaboratively and as actively as possible. Consideration is always given to how learners will be supported in line with the school’s commitment to inclusion.
planning overview table website 2.pdf
Impact
Learning objectives help children to see clearly what the desired outcome is. By looking through their topic books there is clear evidence of a broad and balanced geography curriculum which demonstrate children’s obtainment of identified key knowledge. Children review their successes in achieving the lesson objectives at the end of every session and are given green comments to help solidify or extend their learning. As children progress throughout the school, they develop a deep knowledge and appreciation of their local area and its place within the wider geographical context. School trips within our locality and further a field provide exciting opportunities to enhance their contextual learning and practise their skills.
How is progression ensured in Geography?
Our curriculum has been carefully planned to ensure children have the opportunity to revisit prior skills and knowledge and to build on these each year. Please see our Progression Document for further information.
