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At TGMS, our Geography curriculum equips pupils with knowledge about diverse places, people and environments. We have seen that arming children with powerful knowledge and vocabulary about the world enables them to develop a love for the subject of Geography, and also recognise their own role in becoming a responsible global citizen. As children work through our balanced, progressive Geography curriculum, they will learn and understand more about their local area, the UK, Europe and the World. This curriculum structure helps pupils to deepen their understanding of both physical and human Geography.



At TGMS, our Geography curriculum has been developed in a way that links to our History curriculum; there are elements of Geography woven in to our History units, where appropriate, as well as teaching Geography in its own right. Geography units are explored thoroughly, ensuring that children develop a deeper understanding and depth to their learning. Retrieval practice at the beginning of lessons ensures that children are regularly being exposed to prior learning so that they are remembering what has previously been taught.


Through our Geography curriculum, our pupils have opportunities to investigate and interpret a range of geographical locations in Britain and across the wider world. We encourage children to become geographers through collecting, analysing and communicating their findings through discussion. Pupils are given access to a range of resources to develop their learning, such as atlases, digital technology, books, photographs and a range of maps. Geography at TGMS provides excellent opportunities to support all learning abilities through investigations, outdoor learning and analysing data.



Assessment in geography is an ongoing process. Teachers will make informal judgements about pupil’s progress and attainment as they observe them throughout lessons and mark their work.


At the end of each term, teachers will decide on a pupil’s level of attainment, noting which children are: 

  • Working below the age-related expectations (Emerging)
  • Working towards the age-related expectations (Developing)
  • Working at the age-related expectations (Secure)
  • Working above the age-related expectations (Above)


These judgements will be made in line with the National Curriculum. Progress is closely monitored by the subject leader and senior leadership team. Monitoring includes lesson observations, learning walks, book and planning scrutiny. Other methods that we use are pupil voice interviews, staff meetings for teacher CPD and disseminating best practices.


The findings of this monitoring will be used to inform the next steps for the children and the implementation of geography across the school as a whole.

Geography Curriculum Overview

Geography Progression of Knowledge and Skills

Geography Assessment Strategy