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Geography
BackAt Excelsior, our Geography curriculum is designed to foster a deep, lasting understanding of the world, beginning with the familiar and building towards the global. It is ambitious, inclusive, and explicitly sequenced to ensure all pupils, regardless of background or prior attainment, can access, retain, and apply powerful geographical knowledge and skills.
We begin with our local environment to connect pupils to their community and gradually broaden their horizons to include national and global challenges, enabling them to make sense of place, identity, and global interdependence.
By weaving together case studies (from Newcastle to Mumbai, the River Tyne to the African continent), enquiry-based fieldwork, and rich geographical vocabulary, our curriculum meets and exceeds National Curriculum expectations. It equips pupils not only with academic knowledge, but also with critical thinking, curiosity, cultural capital, and the confidence to engage with the issues that shape their world. This lays a secure foundation for success at GCSE and beyond.
Subject leader: Nichola.Luke@excelsiornewcastle.org.uk
EA Foundations (Y5, Y6 and Y7)
Intent
At Excelsior Academy, we believe that Geography helps pupils make sense of the world around them by exploring the relationships between people, places and environments. Our intent is for pupils to develop a greater understanding of the world, its diverse communities and cultures, and their place within it.
The Geography curriculum at Excelsior Academy is informed by the National Curriculum and is designed to build upon prior learning while preparing pupils for future geographical study. In line with the National Curriculum, we aim to develop knowledge and skills that are transferable across the curriculum and support pupils' moral, social and cultural development.
Geography is an investigative subject that encourages pupils to ask questions, explore different perspectives and understand the complex interactions between physical and human processes. We seek to inspire pupils' curiosity and fascination about the world and its people, fostering an interest that will remain with them throughout their lives.
Through the study of Geography, pupils develop an understanding of diverse places, people, resources and environments, alongside a deeper knowledge of the Earth's key physical and human features. The curriculum promotes critical thinking, enquiry and problem-solving, helping pupils understand both local and global issues.
Our curriculum is carefully designed to ensure that knowledge and skills are progressive and transferable. Pupils build upon previous learning, enabling them to become increasingly confident geographers who can make connections between different geographical concepts and apply their understanding in a range of contexts.
Implementation
To meet these objectives and ensure progression, we have mapped the essential characteristics and end points that pupils will demonstrate as successful geographers preparing for the next stage of their education.
These are supported by threshold concepts that are fundamental to geographical understanding and are broken down into progressive milestones throughout the curriculum.
At Excelsior Academy, we place a strong emphasis on geographical skills, fieldwork and geographical communication. Pupils are encouraged not only to learn geographical knowledge but also to apply and use it beyond the classroom. The school grounds, local area and wider region provide valuable opportunities for practical investigation and fieldwork activities.
Geography is taught throughout the year using a spiral curriculum approach. Key themes and concepts are revisited regularly, allowing pupils to deepen their understanding and make connections between new and previous learning. Pupils study a range of locations, environments and geographical issues, comparing and contrasting places at local, national and global scales.
Learning focuses on both physical and human geography, including topics such as climate, settlements, population, natural resources and environmental change. Pupils also develop key geographical skills including map reading, compass work, interpretation of geographical data, use of atlases and digital mapping, and fieldwork techniques.
Assessment opportunities are built into the curriculum to monitor progress and support future learning. Teachers use questioning, discussion, practical activities and written outcomes to ensure pupils are developing the knowledge and skills needed to become confident and capable geographers.
Impact
Through our Geography curriculum, pupils will know, remember and understand more about the world around them and the geographical processes that shape it.
Outcomes in pupils' work will demonstrate a broad and balanced Geography curriculum, evidencing the acquisition of key knowledge, vocabulary and geographical skills. As pupils progress through EA Foundations, they will revisit and build upon previous learning, enabling them to develop deeper understanding over time.
Pupils will be able to communicate geographically, ask thoughtful and insightful questions, analyse information and draw informed conclusions about a range of geographical issues.
Through fieldwork, investigations and the study of places and environments, pupils will develop the skills and confidence to apply their knowledge beyond the classroom. They will gain a greater appreciation of the diversity of people, places and cultures, while developing an understanding of their responsibilities as local, national and global citizens.
At Excelsior Academy, we want pupils to enjoy learning about Geography and leave EA Foundations with curiosity about the world, an appreciation of different perspectives and the knowledge and skills needed for the next stage of their education and for life in the wider world
| Term | Year 5 | Year 6 | Year 7 |
|---|---|---|---|
| Autumn | Physical Geography: Weather, climate and biomes | Locational and Place Knowledge: Ordnance Survey Forest School | Introduction to Geography |
| Forest School |
| Weather and Climate | |
| Spring | Locational and Place Knowledge: Compass directions and Tropics | Physical Geography: Natural disasters | Ecosystems |
|
|
| Rivers | |
| Summer | Human Geography: Natural resources | Human Geography: Population and Demographics | Geographical Fieldwork |
|
| Geographical Fieldwork |
Year 5 Curriculum
| Topics: Physical Geography: Weather, climate and biomes | |
|---|---|
| What pupils will know | Focus – North America
|
| What pupils will be able to do |
|
| Assessment | Fieldwork completed at Scotswood Gardens |
| Topics: Locational and Place Knowledge: Compass directions and Tropics | |
|---|---|
| What pupils will be know | Focus – The United Kingdom and North America
|
| What pupils will be able to do |
|
| Assessment | Create an annotated world map Locate an item successfully on a map using grid references |
| Topics: Human Geography: Natural resources | |
|---|---|
| What pupils will know | Focus – The United Kingdom and North America
|
| What pupils will be able to do |
|
| Assessment | Fieldwork |
Year 6 Curriculum
| Topics: Locational and Place Knowledge: Ordnance Survey | |
|---|---|
| What pupils will know | Focus – The United Kingdom and Central and South America
|
| What pupils will be able to do |
|
| Assessment | Create an annotated world map Map challenge |
| Topics: Physical Geography: Natural disasters | |
|---|---|
| What pupils will be know | Focus - Central and South America
|
| What pupils will be able to do |
|
| Assessment | Factfile on the Ring of Fire |
| Topics: Human Geography: Population and Demographics | |
|---|---|
| What pupils will know | Focus – The United Kingdom and Central and South America
|
| What pupils will be able to do |
|
| Assessment | Designing independent fieldwork |
Year 7 Curriculum
| Topic: Introduction to Geography | |
|---|---|
| What pupils will know | • Geography is the study of people, places and environments. • The difference between human, physical and environmental geography. • The names and locations of the seven continents and five oceans. • The countries and major cities of the United Kingdom. • The location of the UK within Europe and the wider world. • How maps represent places at different scales. • How to use compass directions, OS symbols, scale, four-figure and six-figure grid references. • How geographers use maps, photographs, graphs and data to investigate places. • How places are connected locally, nationally and globally. • Key geographical vocabulary including location, place, environment, scale, sustainability and interdependence. |
| What pupils will be able to do | • Distinguish between human and physical geographical features. • Locate continents, oceans, countries and key places using maps. • Use latitude and longitude to describe global location. • Use compass directions accurately. • Interpret OS maps using symbols and grid references. • Measure distance using map scale. • Interpret geographical photographs and sources. • Identify patterns and relationships using geographical evidence. • Explain connections between people, places and environments. • Use geographical vocabulary accurately when speaking and writing. |
| Assessment | How: End-of-unit assessment covering: • Location knowledge. • OS map skills. • Geographical vocabulary. • Interpretation of geographical information. When: End of the unit (Autumn Term) Revision Sheets |
| Topic: Weather and Climate - How do they vary? | |
|---|---|
| What pupils will know | • The difference between weather and climate. • Weather describes short-term atmospheric conditions. • Climate describes average conditions over a longer period of time. • The main elements of weather including temperature, precipitation, wind, air pressure and cloud cover. • How weather is measured using different instruments. • How to interpret climate graphs. • The location and characteristics of major climate zones. • How latitude, altitude and distance from the sea influence climate. • How atmospheric processes create different types of rainfall. • How extreme weather affects people and environments. • How climate varies across the world. |
| What pupils will be able to do | • Distinguish between weather and climate. • Interpret climate graphs. • Describe global climate patterns. • Explain why climates vary between places. • Use weather and climate data accurately. • Explain the formation of different rainfall types. • Analyse maps and graphs to identify climate patterns. • Explain how weather and climate influence people and environments. • Use geographical evidence to support explanations. |
| Assessment | How: Mid-unit assessment covering: • Weather and climate differences. • Weather measurements. • Climate graphs. • Climate patterns. End-of-unit assessment covering: • Weather processes. • Climate zones. • Factors affecting climate. • Rainfall processes. • Climate impacts. |
| Topic: Ecosystems (Tropical Rainforests) | |
|---|---|
| What pupils will know | • An ecosystem is a community of living organisms interacting with each other and their physical environment. • Ecosystems contain both biotic and abiotic components. • The world contains a range of major biomes including tropical rainforests, deserts, grasslands and tundra. • Climate influences the location and characteristics of global ecosystems. • Tropical rainforests are located mainly around the Equator. • Tropical rainforests have high temperatures, high rainfall and high biodiversity. • Plants and animals have adapted to survive within tropical rainforest environments. • Tropical rainforests provide important environmental, economic and social benefits. • Human activities, including deforestation, are threatening tropical rainforest ecosystems. • Deforestation has local and global consequences. • Tropical rainforests can be managed sustainably. |
| What pupils will be able to do | • Identify and describe the distribution of global biomes. • Interpret climate graphs for different ecosystems. • Explain the relationship between climate and ecosystems. • Describe the characteristics of tropical rainforest environments. • Explain how plants and animals adapt to rainforest conditions. • Analyse the causes and impacts of deforestation. • Interpret maps, graphs and photographs linked to ecosystem change. • Evaluate strategies used to manage tropical rainforests sustainably. • Construct evidence-based geographical arguments about environmental issues. |
| Assessment | How: Mid-unit assessment covering: • Ecosystems. • Biomes. • Tropical rainforest characteristics. • Climate graphs. End-of-unit assessment covering: • Tropical rainforest structure. • Adaptations. • Biodiversity. • Causes and impacts of deforestation. • Sustainable management. |
| Topic: Rivers | |
|---|---|
| What pupils will know | • The features of a river system including source, mouth, tributary, confluence and drainage basin. • The stages and processes of the water cycle. • How water moves through a drainage basin. • How rivers change from source to mouth. • The processes of river erosion, transportation and deposition. • The four types of erosion: hydraulic action, abrasion, attrition and solution. • The four types of transportation: traction, saltation, suspension and solution. • How river processes create different landforms. • How waterfalls, meanders and floodplains form. • The physical and human causes of flooding. • The social, economic and environmental impacts of flooding. • How flood risk can be managed using hard and soft engineering strategies. |
| What pupils will be able to do | • Identify and describe features of a river system. • Explain how the water cycle operates. • Explain how river processes shape landscapes over time. • Use diagrams to explain the formation of river landforms. • Interpret maps, photographs and river data. • Explain why flooding occurs. • Analyse the impacts of flooding on people and environments. • Compare different flood management strategies. • Evaluate responses to flooding. • Use geographical evidence to construct explanations and arguments. |
| Assessment | How: Mid-unit assessment covering: • River systems. • The water cycle. • Drainage basins. • River processes. End-of-unit assessment covering: • River erosion. • Transportation and deposition. • River landforms. • Causes and impacts of flooding. • Flood management strategies. |
| Topic: Geographical Fieldwork | |
|---|---|
| What pupils will know | • Geography uses enquiry to investigate questions about people, places and environments. • The stages of the geographical enquiry process. • How to create an effective enquiry question. • The difference between primary and secondary data. • The difference between quantitative and qualitative data. • Different methods geographers use to collect data. • Why data collection methods need to be reliable and accurate. • How graphs, maps and charts can present geographical information. • How geographers identify patterns and trends in data. • The importance of evaluating the strengths and limitations of an investigation. |
| What pupils will be able to do | • Formulate a geographical enquiry question. • Select appropriate methods to collect geographical data. • Collect primary data accurately. • Present information using suitable graphs and techniques. • Identify patterns and relationships within data. • Analyse geographical evidence. • Write conclusions supported by evidence. • Evaluate the success of a geographical investigation. • Suggest improvements to enquiry methods. |
| Assessment | How: End-of-unit assessment covering: • The geographical enquiry process. • Data collection methods. • Data presentation techniques. • Data analysis. • Drawing conclusions. • Evaluating an investigation. Revision Sheets |
EA Horizons (Y8, Y9, Y10 and Y11)
Aims of the EA Horizons Geography Curriculum
Across Years 8, 9, 10 and 11, our Geography curriculum develops pupils' understanding of the physical and human processes that shape the world around them. Through the study of a wide range of contemporary and historical geographical issues, pupils develop the knowledge, skills and confidence needed to interpret, analyse and respond to the challenges facing local, national and global communities.
Throughout EA Horizons, pupils build upon their prior geographical learning by exploring key concepts including:
- Place – understanding the characteristics and significance of different locations.
- Space – exploring how geographical features, populations and processes are distributed.
- Interdependence – recognising the connections between people, places and environments.
- Environmental Interaction – examining relationships between human activity and the natural world.
- Sustainability – understanding how resources can be managed responsibly for future generations.
- Change Over Time – investigating how environments, societies and landscapes evolve.
Pupils develop a secure understanding of both physical and human geography through the study of topics such as natural hazards, climate change, urbanisation, development, ecosystems, resource management and globalisation. They are encouraged to think critically about geographical issues and consider different viewpoints, helping them become informed and responsible global citizens.
Fieldwork, enquiry and geographical investigation remain central to the curriculum, enabling pupils to collect, analyse and evaluate data while developing practical geographical skills. Pupils also strengthen their ability to interpret maps, use geographical information systems (GIS), analyse data and communicate findings effectively.
As pupils progress through Years 10 and 11, they deepen their understanding of global geography through the GCSE Geography curriculum. Learning encourages independent enquiry, critical thinking and analytical skills, enabling pupils to investigate complex geographical issues and evaluate a range of evidence and perspectives.
The curriculum develops pupils' knowledge of places, environments and global challenges while encouraging them to consider the social, economic and environmental impacts of decision-making. Through the study of contemporary geographical issues, pupils gain a greater understanding of their role within an increasingly interconnected world.
By the end of Year 11, pupils will have developed the geographical knowledge, enquiry skills and critical thinking required for further education, employment and life beyond school. They will be equipped to understand the opportunities and challenges facing the world and have the confidence to engage thoughtfully with geographical issues at local, national and global levels.