Appendix 2
Geography Curriculum map
Year 7
Pathway: Express – Graduate level literacy
Term
Topic
Skills addressed
Literacy skills addressed
Term 1
Map skills
 4 figure and 6 figure grid references.
 Measuring straight-line distance on maps and
accurately measuring specific distances.
 Identifying map symbols and using a map key
without support.
 Describing patterns on maps.
 Cross sections of contour lines.
 Finding places on an atlas and mapping these onto
a blank map of UK/World.
 Using geographical terms such as direction to
describe the location of places.
 Creation and then interpretation of climate graphs
starting to use data in description of patterns.
 Development of note taking from videos.
 Decision making skills and justification skills
developed.
 Use of writing frame to embed use of PEE.
LA3, LA4, LS2, LK1, LK2
Term 2
Term 3
India
National parks  Using geographical terms such as direction to




RA4, RA5, RS4, RS5, RK2, RK3
Key assessment tasks
End of unit assessment: OS
map based test
W
SA1, SK4, SK5
LA3, LA4, LS2, LK1, LK2
Mid unit assessment.
RA4, RA5, RS4, RS5, RK2, RK3
End of unit assessment:
Decision making exercise
W
SA1, SK4, SK5
LA3, LA4, LS2, LK1, LK2
describe the location of places.
RA4, RA5, RS4, RS5, RK2, RK3
Able to explain how geology impacts an area.
Comparative skills are developed.
Confidently explain why there areas are protected. W
Confidently able to create and explain a conflict
SA1, SK4, SK5
Mid unit assessment:
End of unit assessment: Test
Term 4
Term 5
Term 6
Coral reefs
Fairtrade
Coasts
matrix.
 Use of geographical terms to describe location of
coral reefs and then to describe the pattern on the
map.
 Use of geographical terms to explain adaptation to
environments.
 Empathy skills.
 Weighing up of different people’s points of view
and using this to inform own opinion.
 Development of debating skills.
 Embedding use of factual evidence to support
ideas.
 Decision making and explanation skills
developed.
 Confident use of the terms LEDC and MEDC.
 Able to explain issues around trade and why it is
unfair – starting to use examples.
 Development of graphical interpretation skills.
 Embedding use of factual evidence to support
ideas.
 Understand and confidently articulate own role in
fair trade.
 Use of geographical terms to describe coastal
processes.
 Use of geographical diagrams to aid the
explanation of coastal landform formation.
 Embedded use of factual evidence to support
ideas.
 Development of own research to support and
inform assessment writing.
 Weighing up the advantages and disadvantages of
different coastal management techniques.
 Decision making and justification skills
developed.
LA3, LA4, LS2, LK1, LK2
Mid unit assessment:
Extended writing task
RA4, RA5, RS4, RS5, RK2, RK3
End of unit assessment: Test
W
SA1, SK4, SK5
L LA3, LA4, LS2, LK1, LK2
Mid unit assessment: Letter
writing task
RA4, RA5, RS4, RS5, RK2, RK3
End of unit assessment: Test
W
SA1, SK4, SK5
LA3, LA4, LS2, LK1, LK2
Mid unit assessment: GCSE
tupe question.
RA4, RA5, RS4, RS5, RK2, RK3
W
SA1, SK4, SK5
End of unit assessment:
Decision making exercise