What are the aims and purpose of our curriculum?

Our curriculum aims to develop pupils’ understanding and curiosity of the world and their place in it. Through carefully structured learning of geographical processes, places, and investigative techniques, pupils will analyse geographical patterns and address the social and environmental challenges the world faces.

What overarching curriculum principles inform the design of our curriculum?

This principle recognises the important role that knowledge, and vocabulary as a particularly important type of knowledge, plays in learning. We secure pupils’ knowledge of geographical processes, ensuring that this can be applied when learning about places and geographical issues. Pupils' locational and place knowledge is developed through a range of place-based and thematic topics, helping them understand the spatial patterns that underpin contemporary society. We map vocabulary across the curriculum, introducing new terms and repeating previously learnt vocabulary. This approach allows pupils to confidently apply geographical terms across different topics. Geographical investigation skills apply knowledge taught in the curriculum to develop pupils' expertise in fieldwork and in analysing spatial patterns using Geographical Information Systems.

A careful and purposeful sequencing of our curriculum content underpins the design of our curriculum, ensuring that pupils are able to build on and make links with existing knowledge. At its simplest this means ensuring, for example, that pupils learn about the evidence and science behind climate change before pupils learn about the impact of climate change in subsequent topics throughout the curriculum. Attention is paid to vertical coherence via threads, which map the developments of concepts over time, for example, in our thread about human processes, pupils are taught through the framing of their local area in year 1 through to learning about economic futures in the UK at GCSE.

Our evidence-informed approach enables the rigorous application of research outcomes, science of learning and impactful best practice both in education in general and at a subject specific level. For example, the design of our resources reflects findings from Sweller’s cognitive load theory and Mayer’s principles of multimedia learning whilst our design draws on Rosenshine’s principles of instruction. We also draw on findings from research organisations such as the Education Endowment Foundation (EEF). At the subject level we draw on the work of the Geographical Association alongside experts such as Young, Maude, Lambert, and Enser to develop lessons that offer pupils new ways of thinking about the world, provide them with the specialist knowledge to analyse and explain geographical patterns, and engage in contemporary debates. Additionally, we take into account Owens’ and Roberts' research, encouraging pupils to reflect on their own experiences and geographical knowledge and to situate this within a broader disciplinary context. The significance of fieldwork, as emphasised by researchers like Kinder and Tanner, has shaped the integration of fieldwork throughout the curriculum.

Our flexible approach enables schools to use our resources in a way that fits their contents and meets the varying needs of teachers and their pupils. Our curriculum can be used in its entirety or units can be selected to complement existing curricula or to match the equipment and materials available to the school. Our curriculum often provides different options so that schools and teachers can decide what knowledge is best for their pupils, for example when teaching about local contrasts, units on both Jamaica and Tanzania are available to choose from. Our resources are adaptable so that, for example, teachers can edit or add checks for understanding, adapt practice tasks to better reflect the prior knowledge of their pupils or add local context to fieldwork and case studies. At key stage 4 teachers and pupils can select a pathway aligned to the most frequently used exam board specifications for GCSE Geography: AQA or Edexcel B.

Our commitment to breadth and diversity in content, language, texts, and media can be seen throughout the curriculum, for example in the group of diverse school age characters that feature in our resources and in the choice of case study examples and regional studies. Our regional studies look at all parts of the world, focusing on places in Europe and the Americas at key stage 1 and key stage 2, and Africa, Asia, and Oceania at key stage 3 and key stage 4. This provides pupils with a deep knowledge of different places and helps to celebrate the rich diversity of experiences and perspectives that exist in places around the world.

Our curriculum is intentionally designed to facilitate high-quality teaching as a powerful lever to support pupils with SEND. Aligned with EEF guidance, our resources have a focus on clear explanations, modelling and frequent checks for understanding, with guided and independent practice. For example, video clips using Geographical Information Systems (GIS) provide a model for pupils to apply to their own work. Lessons are chunked into learning cycles and redundant images and information are minimised to manage cognitive load. We have removed reference to year groups in our resources so that they can be used when pupils are ready, regardless of their age. Our resources are purposefully created to be accessible, for example by using accessible fonts, colours with good contrast, and captions in our videos.

What subject specific principles inform the design of our curriculum?

Focuses on the knowledge and skills specific to geography, including:

World knowledge (encompassing locational, place, environmental, physical and human processes) developed through thematic and place-based studies at a range of scales;

How geographical knowledge originates and is revised.

The curriculum develops pupils’ geographical knowledge through thematic units, such as those focusing on population and rivers, and place-based studies (also known as regional studies), such as those focusing on Northern Italy and India. Thematic units allow geographical processes to be carefully broken down and explained in manageable chunks whilst place-based units allow pupils’ to develop a deep knowledge of places and understand the diversity that exists within and between them. Where geographical models are introduced, such as those related to development, pupils are asked to consider their validity in the modern world.

Develops pupils’ knowledge and application of geographical investigation skills, including:

Using maps, Geographical Information Systems (GIS), spatial statistics, aerial and satellite imagery;

Using the fieldwork enquiry process and associated data collection, presentation and analysis techniques.

Pupils’ knowledge and application of geographical investigation skills such as the use of maps and Geographical Information Systems (GIS) are integrated across the curriculum so that pupils can use them to investigate spatial patterns. The use of maps and GIS are modelled so that pupils gain the confidence to apply these tools independently in new contexts. Fieldwork begins in year 1 and is developed, so by year 11, pupils fully understand the enquiry process and possess strong skills in data collection, presentation, and analysis.

Develops understanding of contemporary geographical debates and real world challenges through organising, connecting and applying what they have been taught. 

Examples and case studies are used throughout the curriculum so that pupils can see geographical processes in action in the real world. For example, pupils use their knowledge of rivers, settlement and the water cycle to consider when and where flood protection can be justified. Place-based studies require pupils to connect and then apply knowledge from a range of units, demonstrating to them the complexity of issues and places.

How does our curriculum reflect the aims & purpose of the national curriculum?

There are three broad aims of the geography national curriculum. The first is that pupils ‘develop contextual knowledge of the location of globally significant places’. Our curriculum includes a range of carefully chosen regional studies to develop pupils’ knowledge of the physical and human features of places around the world, how they are connected to other places and how they are shaped by geographical processes. The second aim is that pupils ‘understand the processes that give rise to key physical and human geographical features of the world’. Our learning framework breaks down information so that pupils gain a strong understanding of geographical processes and can apply them in different locational contexts. The final aim is to ensure pupils ‘are competent in a range of geographical skills’. A range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) are integrated throughout the curriculum and pupils are explicitly taught how to use these sources to analyse spatial variation and change over time. Fieldwork and its associated enquiry process is built into units across the curriculum, from year 1 to year 11, so that pupils understand how to create a geographical enquiry that deepens their understanding of people and places.

What teaching time does our curriculum require?

Our curricula across year groups in key stages 1-3 are designed to cover 36 weeks across the school year, so schools can adapt the curriculum to their context and allow for other activities both within and beyond the curriculum e.g assessments, school trips. At key stage 4, year 10 also covers 36 weeks, but year 11 is reduced to 26 weeks (approximately two terms) recognising schools will not be teaching new content in the run up to exam leave and exams.

At key stages 1-2 our primary geography curriculum is designed for one lesson to be taught every week. Our key stage 1 lessons are designed to be taught in approximately 40 minutes, whereas our key stage 2 lessons are closer to an hour. At secondary, our key stage 3 geography curriculum is designed for two lessons to be taught every week, with lessons lasting approximately an hour. Our key stage 4 geography curriculum is designed for five lessons to be taught every fortnight, so approximately 2.5hrs of teaching per week.

We use threads to signpost groups of units that link to one another, that together build a common body of knowledge over time. We use the term thread, rather than concepts, themes or big ideas, because it helps to bring to mind the visual concept of a thread weaving through the curriculum. Our geography threads are:

The primary threads are a combination of specialised concepts such as ‘sustainability’ and ‘interconnection’, which link to the secondary threads and contextual threads, such as ‘natural resources’ and ‘local area’, which show how the content of different units can be grouped together.

The secondary threads are concepts that link units across the curriculum developing pupils’ knowledge and skills in geography over time. The ‘inequality’ thread, for example, helps pupils understand patterns of development, population, settlement and trade as well as helping pupils understand a range of regional studies. Our threads are informed by the broader, more abstract key concepts of environment, space, place and earth systems, as outlined in the Geographical Association’s ‘A framework for the school geography curriculum’.

Recommendations from subject specific reports

How does our curriculum address and enact recommendations from subject specific reports (e.g. EEF guidance reports & Ofsted Research Review)?

Our geography curriculum addresses a number of concerns identified in the recent Ofsted subject report. Topics are carefully planned to ensure progression as pupils move through the curriculum. Knowledge from previous units is used and built on in subsequent units to help pupils develop a broad understanding of places and processes, for example the knowledge of climate zones developed in our year 7 Weather and Climate unit will be used by pupils in later units when learning about biomes around the world. Threads, underpinned by more abstract broader concepts, are used to help pupils make links between topics and deepen their understanding of geographical issues.

Fieldwork is integrated into the curriculum, from year 1 to year 11, allowing each school to make use of their school grounds and local area. Pupils will use the fieldwork enquiry process to plan and carry out fieldwork so that they are confident in investigating places and processes independently. Regional studies are planned in each key stage to give pupils deep knowledge and understanding of different places and avoid reinforcing ‘single story’ narratives. Places are purposely used as case studies in different topics so that pupils don’t associate places with solely one geographical phenomenon. For example, in key stage 4 pupils will complete regional studies on both Jakarta and more broadly of Indonesia whilst using case studies from the region when learning about topics associated with natural hazards and global trade.

The use of Geographical Information Systems (GIS) is integrated across the curriculum so that pupils can use different GIS to visualise and analyse spatial patterns as well as using GIS to add and process fieldwork data.

How does our curriculum deal with elements that arise from the specific needs of the subject?

What geographical locations are featured in the curriculum?

The locations of our regional studies are chosen with diversity and global coverage in mind. In our primary curriculum, there is a focus on Europe plus North and South America. Our key stage 3 curriculum predominantly focuses on regional studies in Asia and Africa. Learning about Indonesia and Jakarta at key stage 4 gives pupils the opportunity to deepen their knowledge of a region of south-east Asia/Oceania, which is growing in international importance.

Across the curriculum our regional studies are:

More specific case studies and examples are woven into units across the curriculum. Where appropriate we use examples of geographical processes from our regional studies to deepen pupils’ knowledge of these places. For example, in our forest biome unit in year 7 pupils will learn about mangroves in India and boreal forests in Russia, which will help their understanding in preparation for the regional studies of these places later in the course.

Fieldwork is integrated into units across the curriculum so that pupils have the opportunity to investigate geographical processes in a range of different contexts. Pupils will learn how the fieldwork enquiry process is used to guide an investigation from the early stages of developing questions through to the final evaluation. Pupils learn about a wide range of data collection, presentation and analysis techniques, including how Geographical Information Systems can be used at each of these stages. Fieldwork lessons are easily adapted to address the local context of schools, whilst retaining the fieldwork enquiry process.

The Geographical Association

Geography Southwest

Secondary

Geography

Inequality

Globalisation and interconnection

Sustainability and climate change

Physical systems and processes

Human systems and processes

Risk and resilience

Representation and identity

This unit teaches pupils about geographical skills. Pupils will learn how to identify, describe and analyse atlas and OS maps at different scales. They will also learn how to construct and interpret photos, diagrams, graphs and thematic maps. Pupils will also learn numerical and statistical skills. 

Using atlases

Using OS maps to locate places

Using OS maps to analyse physical features

Describing landscapes using maps

Sketch maps and cross sections

Using and interpreting photographs

Constructing graphs in geography

Interpreting graphs in geography

Using statistical data in geography

Using and interpreting spatial data

Geographical skills

This unit teaches pupils about natural and tectonic hazards, their location, causes and effects. Pupils learn about the different types of hazard before focusing on earthquakes and volcanoes. Pupils will learn about tectonic processes, hazard impacts and the options for mitigation and adaptation.

An introduction to natural hazards

Factors affecting hazard risk

Plate tectonic theory

Global distribution of earthquakes and volcanoes 

Processes at constructive/divergent plate margins

Processes at destructive/convergent plate margin

Processes at conservative plate margin

Primary and secondary effects and responses to tectonic hazards  

Example of impacts and responses in a HIC   

Example of impacts and responses in a LIC/NEE  

Reducing risks from earthquakes and volcanoes

Using GIS to visualise the distribution of earthquakes and volcanoes

Natural and tectonic hazards

This unit teaches pupils about weather hazards at the global and national (UK) scales. Pupils learn about global atmospheric circulation before focusing on the formation, impacts and responses to tropical storms. Pupils also learn about extreme weather events in the UK.

Global atmospheric circulation model, pressure belts and surface winds  

Tropical storms – distribution, formation and development

Tropical storms – hazards and effects 

Tropical storms – responses 

Reducing risks from effects of tropical storms 

Example of tropical cyclone 

Weather hazards in the UK

Example of UK weather hazard – causes, impacts and management

Using GIS to visualise and understand global atmospheric circulation

Weather hazards

This unit teaches pupils about the evidence, causes and impacts of climate change. Pupils learn that climate change is not just a recent trend but that it has occurred natuarlly over geological time. Pupils will also learn about the strategic options associated with mitigation and adaptation. 

Evidence for climate change from the Quaternary to present

Natural and human causes of climate change 

Effects of climate change on people and environment

Managing climate change – mitigation

Managing climate change – adaptation

Using GIS to visualise management of desertification

Climate change

This unit teaches pupils about ecosystems and biomes at different scales. Pupils learn about the factors influencing biome distribution and the physical systems and processes regulating them. Pupils will also learn about the impact of population growth and resource extraction on biomes.

Understanding small-scale ecosystems

Changes in small-scale ecosystems

The distribution and characteristics of global biomes

The factors affecting biome distribution

Using GIS to visualise the distribution and characteristics of global biomes

Ecosystems, biomes and the biosphere

This unit teaches pupils about the tropical rainforest biome. Pupils learn about  the biotic and abiotic characteristics of tropical rainforests and the adaptations of plants and animals. Pupils will also learn about the importance of tropical rainforests and how they are under threat.

Characteristics of tropical rainforests

Plant and animal adaptations in tropical rainforests

Nutrient cycling and biodiversity in tropical rainforests

Deforestation in the tropical rainforest

Deforestation case study in the tropical rainforest

Value of tropical rainforests to people and the environment

Sustainable rainforest management

Using GIS and story maps to visualise deforestation patterns and trends

Tropical rainforest

This unit teaches pupils about the location, characterisitics, opprtunities and challenges associated with one global environment, either hot deserts or cold environments. Pupils will also learn about plant and animal adaptation and about issues facing their chosen environment. 

Hot desert and cold environments

Cold environments

Hot deserts

This unit teaches pupils about the UK's physical landscape, forming a solid foundation for further studies of physical systems and processes. Pupils learn how geology and past processes have influenced the physical and human landscape of the UK.

UK landscapes - the role of geology

UK physical landscapes

This unit, comprising of three variants, teaches pupils about processes and landforms associated with coastal, river and glacial landscapes. Pupils will learn about the formative processes involved in creating distinctive landforms and of the need for management. 

Coastal, river and glacial landscapes

Coastal landscapes

Glacial landsapes

River landscapes

This unit teaches pupils about patterns and trends in global urbanisation. Pupils study regional variations, patterns and growth in urbanisation and the development of megacities. Pupils also learn about the changing factors affecting growth, urban land uses and sustainable urban living. 

Global trends in urbanisation

Factors affecting the growth of cities

Sustainable urban living 

Using GIS to visualise global trends in urbanisation

Patterns of global urbanisation

This unit teaches pupils about the development, importance and characteristics of Jakarta, an emerging country/NEE. Pupils will study the opportunities and challenges associated with the growth of the city, considering issues such as housing, services, the environment and sustainability. 

Location and importance of Jakarta

Social opportunities associated with urban growth

Economic opportunities associated with urban growth

Challenges associated with urban growth: housing

Challenges associated with urban growth: people and the economy

Challenges associated with urban growth: environmental issues 

Example – urban planning improving the life of urban poor

Strategies for achieving sustainability: 'top-down' strategies

Strategies for achieving sustainability: 'bottom-up' strategies

Jakarta: case study of a major city in a Newly Emerging Economy

This unit teaches pupils about the geography of Liverpool, one of the UK's most important cities. Pupils learn about Liverpool's location and importance at different scales and about its characteristics. Pupils will learn about the factors leading to economic, social and environmental change.

UK population distribution

Location and importance of cities in the UK and wider world

Impacts of national and international migration on Liverpool

Opportunities created by urban change: people

Opportunities created by urban change: infrastructure

Challenges created by urban change: social and economic 

Challenges created by urban change: environmental 

Impact of urban sprawl on the rural-urban fringe 

Case study of an urban regeneration project 

Sustainable living in Liverpool

Interdependence of Liverpool and rural areas: economic flows

Interdependence of Liverpool and rural areas: changes to rural areas

Liverpool: Case study of a UK city

This unit teaches pupils about fieldwork, an important assessment component at GCSE. Pupils will learn about the six stages of enquiry (formulating a question; collecting, presenting and analysing data; and writing conclusions and an evaluation). Pupils will also consider four field study options. 

Formulating an enquiry question

Collecting human geographical data 

Collecting physical geographical data

Presenting geographical data

Analysing geographical data

Evaluating geographical enquiries

Coastal fieldwork

River fieldwork

Urban fieldwork

Rural fieldwork

Fieldwork

This unit teaches pupils about global economic development. Pupils learn how, using a variety of measures, economic development is unequal and how this is reflected in demographic characteristics. Pupils learn about the causes and consequences of inequality and consider how they can be reduced. 

Defining and measuring development 

Development and demography 

Causes of global inequalities 

Consequences of global inequalities

Strategies used to reduce development gap

Case study of how tourism can reduce the development gap

Using GIS to visualise measures of development and inequalities

Global variations in economic development

This unit teaches pupils about Indonesia, a case study of an emerging country/NEE. Pupils learn about the location and importance of Indonesia at different scales and the economic and social characteristics of the country. Pupils will also learn about industrial developments, population and aid. 

Location and importance of Indonesia

Changing industrial structure of Indonesia

TNCs in Indonesia

International aid in Indonesia

Impacts of economic development in Indonesia

Using GIS to visualise the development and impact of a new capital city for Indonesia 

Indonesia: case study of a Newly Emerging Economy

This unit teaches economic change in the UK. Pupils will learn about the causes of economic change and the move to a post-industrial economy. Pupils will learn about economic developments in rural areas, developments in transport, the north-south divide and the role of the UK in the wider world.

Causes of economic change

Post-industrial economy

Impacts of industry on the physical environment 

Social and economic changes in the rural landscape

Improvements and new developments in transport (road, rail, ports and airports)

The north-south divide

Place of UK in wider world 

Economic futures in the UK

This unit teaches pupils about natural resources in the UK. Pupils will learn about the demand and provision of food, water and energy in the UK and the associated opportunities and challenges.

The importance of food, water and energy for human development

Food resources in the UK

Water resources in the UK

Energy resources in the UK

Resources in the UK

This unit, comprising of three variants, teaches pupils about global inequalities in food, water and energy production and consumption. Pupils learn about resource security and about sustainable futures. 

Subject

School phase

KS3 & KS4 Geography

Unit sequence

Year 7

Year 8

Year 9

Year 10

Year 11

Need help with our new curriculum?