Curriculum Intent

The Geography curriculum at James Bateman Middle School is rich in carefully sequenced substantive and disciplinary knowledge. It is designed to help pupils understand the world around them, how places are connected and how human and physical processes shape environments at local, national and global scales.

Across Humanities, the curriculum is structured around two shared curriculum anchors:

· Substantive Knowledge – the core geographical knowledge, concepts and vocabulary pupils need to know, remember and apply.

· Disciplinary Knowledge – how pupils learn to think like geographers by asking questions, using geographical evidence, identifying patterns, analysing information and reaching informed conclusions.

Within Geography, these are strengthened through the subject-specific anchor of Place & Space. This helps pupils develop an increasingly secure understanding of location, scale, spatial patterns, interconnection and human–physical interaction.

Knowledge and disciplinary thinking are carefully sequenced from Years 5–8, with pupils progressing from describing and identifying geographical features towards explaining processes, analysing patterns and evaluating geographical issues.

Our curriculum aims to ensure that all pupils can access ambitious geographical learning. Adaptive teaching, modelling, scaffolding, retrieval and carefully selected resources help remove barriers while maintaining high expectations.

Geography also contributes to pupils' wider development by encouraging:

· curiosity about the world;

· readiness, resilience and respect;

· understanding of different places, cultures and communities;

· consideration of sustainability and environmental responsibility;

· critical and independent thinking;

· and awareness of the wide range of careers connected with geographical knowledge and skills.

At the heart of the Geography curriculum is a commitment to broadening pupils' horizons and helping them understand their place within an increasingly interconnected world.

Implementation

Geography is taught through a carefully sequenced curriculum that combines substantive knowledge, disciplinary knowledge and Place & Space.

Pupils build geographical knowledge progressively across Years 5–8, revisiting and deepening important ideas relating to location, physical processes, human geography, interdependence, sustainability and environmental change.

Disciplinary knowledge is developed through opportunities to:

· ask and investigate geographical questions;

· use maps, atlases and geographical information;

· interpret data and other forms of geographical evidence;

· identify patterns and relationships;

· undertake geographical enquiry and fieldwork;

· explain human and physical processes;

· and analyse and evaluate geographical issues.

The Place & Space anchor encourages pupils to consider where places are, what they are like, why they are changing and how they are connected to other places.

Fieldwork and geographical enquiry are important parts of the curriculum. Pupils have opportunities to apply classroom knowledge to real places and develop observation, mapping, data collection and enquiry skills.

Reading Across the Curriculum is embedded within Geography to develop fluency, subject vocabulary and access to geographical knowledge. Short, purposeful texts support pupils in understanding geographical processes, places and issues while encouraging them to think like geographers.

Careers Across the Curriculum also forms part of each year group's learning. Topic-linked careers help pupils recognise how geographical knowledge and transferable skills can lead to roles across areas such as environmental science, planning, conservation, engineering, surveying and sustainability.

Lessons and resources provide a structured starting point for teachers but are designed to be adapted appropriately to meet the needs of individual classes.

Impact

Ready, Resilient, Respectful

Through Geography, pupils develop the knowledge and disciplinary skills needed to understand the world and their place within it.

Pupils become increasingly:

· Ready – with secure geographical knowledge, vocabulary and enquiry skills;

· Resilient – able to investigate problems, interpret evidence and respond to challenging geographical questions;

· Respectful – developing an understanding of different places, communities, cultures and perspectives.

As pupils progress, they become increasingly able to explain geographical processes, analyse patterns and interactions, evaluate geographical issues and justify conclusions using appropriate evidence.

They also develop a greater understanding of sustainability, environmental change and the interconnected nature of the modern world.

Evidence of Knowledge and Skills

Assessment supports teachers in identifying what pupils know, remember and can apply.

A range of evidence is used, including:

· retrieval activities and low-stakes questioning;

· work in pupils' books;

· classroom discussion;

· geographical vocabulary;

· maps, data and enquiry activities;

· extended explanations and evaluations;

· fieldwork and practical geographical work;

· and end-of-unit assessments.

End-of-unit assessments provide one source of evidence to support teacher judgement. They do not generate a stand-alone final judgement or override the wider evidence teachers gather through pupils' work, discussion and application of geographical knowledge.

Assessment considers substantive knowledge and disciplinary knowledge alongside pupils' developing understanding of Place & Space.

Teachers use assessment information to identify misconceptions, inform future teaching and provide appropriate support and challenge.

Student Voice

Pupils are encouraged to talk confidently about their geographical learning, use subject-specific vocabulary and explain connections between places, processes and people.

Discussion, enquiry, fieldwork, maps, practical resources and real-world examples provide opportunities for pupils to ask questions and apply their knowledge in meaningful contexts.

Pupil voice, alongside book monitoring, assessment evidence and lesson visits, helps us understand how successfully the Geography curriculum is being implemented and where further development may be needed.

Through Geography, pupils develop into increasingly knowledgeable, curious and informed young people who can engage thoughtfully with the geographical opportunities and challenges facing their communities and the wider world.

Click here to view the Geography Progression Map