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Sequencing of the Geography Curriculum

How we have sequenced the geography curriculum

1. Units of work have been planned which we know are relevant to our children, provide a framework for a broad understanding of human and physical geography and ensure coverage of the national curriculum. 

2. The units of work have been organised into 'strands' (The Weather and Our Climate,  

Maps, Leicester and Migration, Settlements and Trade, Contrasting Continents and Natural Wonders and the Environment) each of which develop particular aspects of geographical thinking and knowledge. These are linked to our drivers, issues relevant to our children and key subject knowledge, and provide the building blocks for learning.

3. Skills specific to the teaching of geography (disciplinary knowledge) are developed through critical thinking. Critical thinking has been mapped out alongside vocabulary, enabling children to progressively develop their ability to think like geographers and make connections between different areas of learning. 

4. Knowledge overviews have been created to support the teaching of each unit of work. The core knowledge is selected from these by teachers when planning lessons which provides the focus for teaching and learning.

5. An ambitious selection of ‘facts’ we want children to know by the end of each unit of work have been identified. These are linked to locational knowledge, key areas of critical thinking and our milestones.


Our curriculum ensures that teachers can quickly gain an overview of each unit of work, identify what the learning outcomes are and how learning needs to be developed from what has been taught previously.