Geography Curriculum

Intent

At Marlborough Road Academy, the geography curriculum is designed to develop pupils’ curiosity and fascination about the world and its people, fostering an interest that will remain with them throughout their lives. We aim to deepen pupils’ understanding of the world while strengthening their sense of place.

Our curriculum supports pupils to think like geographers by developing key geographical skills, including:

• Collecting,analysing and interpreting data.

• Using maps, globes and aerial photographs.

• Naming and identifying countries, continents and oceans.

• Communicating geographical information in a range of ways.

We prioritise the development of subject-specific vocabulary, enabling pupils to articulate their understanding clearly, both verbally and in writing.

The curriculum is designed to meet the needs of all learners and ensures clear continuity and progression, with key concepts and skills embedded throughout planning,teaching and learning.

Implementation

Geography is taught through a carefully sequenced curriculum in which knowledge and skills are progressively built upon and regularly revisited. Teachers plan with clear end points in mind, underpinned by key vertical concepts.

As part of the planning process:

• Knowledge organisersidentify key knowledge and vocabulary.

• Pre-learning quizzes establish prior knowledge and inform teaching.

Learning is scaffolded to ensure accessibility for all pupils, with regular opportunities for retrieval practice to strengthen recall.

Pupils are provided with opportunities to apply their knowledge and skills through written outcomes, allowing them to write as geographers.

Lessons are delivered in line with Rosenshine’s Principles of Instruction to support effective learning and retention.

Impact

Our geography curriculum is carefully planned to demonstrate clear progression. Pupils who keep up with the curriculum are making good progress.

Impact is measured through:

• Ongoing formative assessment within lessons, enabling teachers to adapt teaching and address gaps promptly.

• Low-stakes post-learning quizzes for each unit, assessing pupils’ understanding of core knowledge and identifying misconceptions.

• Pupil voice and book scrutiny, providing insight into how securely knowledge is embedded and how effectively pupils make links between units and concepts.

These approaches ensure that pupils develop secure geographical knowledge, apply key skills effectively, and are well prepared for the next stage of their education.