Written by Kit Rackley, NASBTT Associate Consultant Secondary Geography
The Department for Education’s recent Curriculum and Assessment Review, led by Professor Becky Francis CBE, marks a significant moment for educators across England, alongside the published government response to the Review. For secondary geography teachers, the implications are both promising and complex. This blog post offers a neutral overview of the review’s key points, followed by a critical reflection from the perspective of a climate and geography education advocate.
Overview: Key Points from the Review Relevant to Geography
The review aims to modernise the curriculum to better equip students for the challenges of the 21st century. Geography, as a subject inherently linked to global change, sustainability, and spatial thinking, features prominently in several recommendations:
- Curriculum Refinement: Minor adjustments to the Programmes of Study and GCSE specifications are proposed to improve progression and reduce repetition. The government response supports these refinements and confirms that subject-level consultations will begin in 2026, with implementation expected from 2028 onwards (source).
- Disciplinary Knowledge: A stronger emphasis on geographical enquiry, spatial reasoning, and digital tools is recommended, particularly at Key Stage 3.
- Fieldwork: The importance of fieldwork is reaffirmed, with calls for clearer expectations and its role in developing disciplinary understanding.
- Climate Change and Sustainability: These themes are to be embedded more explicitly across all key stages, especially within physical and human geography units.
- Media Literacy and Critical Thinking: Recognised as essential skills, particularly in the context of climate misinformation and emerging technologies.
- Diversity and Inclusion: The curriculum should reflect diverse perspectives and ensure students can see themselves represented.
Implementation of these changes is expected to follow further consultation, with no major shifts before 2028.
Critical Reflections: Opportunities and Challenges
Climate Education: A Welcome Inclusion, But Is It Enough?
The explicit mention of climate change and sustainability is a long-awaited step forward. Geography teachers have been advocating for this for years. However, the review’s language around “embedding” these themes feels cautious. Without dedicated curriculum time and assessment weight, there’s a risk that climate education remains marginal.
Disciplinary Knowledge: Empowering or Overwhelming?
The emphasis on disciplinary knowledge aligns well with geography’s strengths. Yet, this shift demands significant professional development. Teachers need support to confidently integrate digital tools, spatial reasoning, and media literacy into their practice—especially in schools where resources are stretched.
Fieldwork: Reinforced, But Vulnerable
Fieldwork is rightly highlighted as vital, but the review stops short of mandating it. In reality, fieldwork often suffers due to budget constraints and logistical hurdles. Stronger protections or funding commitments would have made this recommendation more impactful.
Diversity and Inclusion: A Vital Ethos, But Where’s the Detail?
The call for a more inclusive curriculum is essential. Geography offers rich opportunities to explore identity, place, and justice. However, the review lacks clarity on how this will be achieved. Will textbooks change? Will exam boards be held accountable?
Climate Literacy Gaps: A Missed Opportunity?
The DfE’s own climate literacy survey (Department for Education, 2024. Climate literacy amongst school leavers. Research Report RR1483. Available here) revealed significant gaps in students’ understanding of key concepts like net zero and mitigation. Geography is uniquely positioned to address these gaps, but the review could have gone further. Without clear curriculum time, teacher training, and assessment reform, climate literacy may remain patchy.
Strategy Disconnect: Where Is the Link to Climate Change and Sustainability Education?
As someone working directly with schools on the Climate Change and Sustainability Education Strategy, I find it concerning that the review does not clearly connect with this national initiative. The strategy (DfE Sustainability and Climate Change Strategy) aims to empower schools to take climate action and embed sustainability across their ethos and curriculum. Yet, the review feels siloed—missing an opportunity to align curriculum reform with the broader strategic goals. Geography teachers are already engaging with this strategy in practice; policy needs to catch up and provide coherent support.
Conclusion
The DfE review offers a foundation for meaningful change in geography education, particularly around climate and sustainability. But foundations need building upon. Geography teachers are ready to lead the way – what’s needed now is clarity, support, and commitment. And crucially, a joined-up approach that connects curriculum reform with national strategies already in motion. The government’s response sets a tentative timeline, but it’s up to educators and stakeholders to ensure the momentum leads to meaningful outcomes.