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The curriculum of our school is a reflection of our school ethos, vision and ambition. We seek to develop the whole child so that they can access all that life can offer. This means that in addition to the explicit curriculum that ultimately leads to external certification, we seek to develop lifelong learners who are spiritually, culturally, digitally and financially literate, in addition to understanding how to remain healthy and safe through their lifestyle choices.

Our Quality First Teaching Principles:

  • Highly focused lesson design with sharp learning objectives
  • High demands of pupil involvement and engagement with their learning
  • High levels of interaction for all pupils
  • Appropriate use of questioning, modelling and explaining on the part of the teacher
  • An emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups
  • An expectation that pupils will accept responsibility for their own learning and work independently
  • Regular use of encouragement and authentic praise to engage and motivate pupils

Curriculum vision


There are several aspects of geography from which students can be accurately assessed in terms of their progression over time.

Our Curriculum is designed to allow students to consolidate and build on the following:

1. Contextual World Knowledge of location, place and Geographical Features

Over time, students should build an extensive knowledge, relating to a wide range of places, environments and features in a variety of scales, extending from local to global.

They should demonstrate greater fluency with world knowledge by drawing on increasing breadth and depth of content and contexts.

2. Understanding of conditions, processes and interactions that explain geographical features, distribution patterns, and changes over time and space.

Over time, students should be able to demonstrate their ability to extend from the familiar and concrete to the unfamiliar and abstract. They should be able to connect information and ideas about people, places, processes and environments with increasing competence.

They should be able to demonstrate an increasing understanding of different people’s beliefs, values and attitudes.

3. Competence in geographical enquiry and the application of skills in observing, collecting , analysing, evaluating and communicating geographical information. 

Over time, students should be able to increase the range and accuracy of their investigative skills, and advance their ability to select and apply these appropriately.

These 3 strands of geography also incorporate many of the key geographical concepts which are at the heart of geography throughout the Key Stages;

  • Sustainability
  • Conservation and Stewardship
  • Interdependence and Globalisation
  • Conflict (Geopolitics incorporating Players/Stakeholders and Decision Makers)
  • Change (Physical, Human and Environmental)
  • Physical processes and Landforms
  • Places
  • Cause, Effect and Response Model
  Autumn Term Spring Term Summer Term

Year 7

An Introduction to “What is Geography” by looking at the 3 main strands: Physical, Human and Environmental Geography.

Students complete a major piece of work on Interdependence and begin to understand the concept of Globalisation, which is revisited in Year 8. Students then complete a large Unit of work on map skills, particularly Ordnance Survey Maps, which are a recurring theme. Other maps used are Satellite Images, Atlas Maps and an introduction to GIS maps.

Students begin to work on some real geographical issues, such as the Plastic Problem, Air Pollution, Waste Management and the Housing Crisis.

Each of these include reference to Cause and Effect Model, with some reference to responses. They are also introduced to the concept of sustainability and Stewardship of the planet.

Also included in this term is the large topic of Settlement, which incorporates Places and Changes over time and space. We also look at Sustainable Cities.

Students work on some Physical Geography by understanding the Water Cycle and Flooding.

The Cause, Effect and Response Model is also incorporated in the topic of Flooding.

They also look at Natural Hazards, including Hurricanes, Tornadoes and Tsunamis.

A real sense of Place is incorporated into these lessons, as well as the Cause, Effect, Response Model.  (this model is a constant theme throughout Geography and so it is important students are made aware early on in their Geographical Journey)

Year 8

The important and recurring topic of Population Growth and the link to Resource Consumption is explored this term. Once again, the concepts of sustainability and Conservation are at the heart of this topic.

We also look specifically at some Population Issues affecting the UK, such as the problem of our Ageing Population. (Cause, Effect, Response)

Another important topic is Energy exploitation, which allows us to again consider sustainability and conservation

Students engage in the topic of “Conflict” and we look at a range of conflicts around the world, including Heathrow expansion, Water Wars, Syria, Blood Diamonds. In this Unit of work students become more aware of the importance of Players, Stakeholders and Decision Makers having influence on very important global or National issues.

We also revisit and explore in more detail the concept of Globalisation, with particular focus on the Causes and Effects, especially for different parts of the world.

This topic also allows us to consider more Environmental themes as to how Fast Fashion affects the Environment? Is this sustainable in terms of Resource Exploitation?

Students begin to appreciate the global world we live in even more with the topic “How can the Rich Help the Poor?”

Topics such as Fair Trade and Aid are studied, with particular reference to Places and Change.

The link between Physical and Human Geography is explored more via the concept of Deforestation: Cause, Effect and Responses.

Finally, we also explore Climate Change, which encompasses many of the concepts such as sustainability, conservation, physical and human processes and Change.

Year 9

We start the AQA GCSE Specification with a series of lessons on Physical Landscapes around Britain.

This leads onto Coastal Landscapes, which includes the opportunity for students to study Physical Processes and Landforms.

They also understand how Coasts Change and how and why we manage the Coastline in different Ways.

Once again, Sustainable Management is a feature of this Unit.

Students study the Economic World, with particular reference to the Changing UK economy.

Once again, key concepts such as Change, Places and Cause Effect Response are at the heart of this Unit.

They learn about major Infrastructural Changes in the UK such as HS2, Cross Rail and other Changes designed to make the UK stronger economically.

In this way, Places are also studied.

We also consider strategies to reduce the development gap between the North and South, which links nicely to the next topic.

Following on from UK Economic Change, students study the Development Gap, which explores the concepts of how we can compare the levels of development using Statistics. They also begin to understand why some countries are poorly developed and how this can change.

We also reintroduce concepts studied in KS3 when we revisit Fair Trade and Aid among other methods of helping the Poor.

The last topic in this term is about Resource Management. This is a topic introduced in KS3 but developed further, with specific reference to Water Resources and the need for Sustainability.  

Year 10

Students continue their learning about Physical Processes and Landscapes by studying River Processes and Landforms at different parts of a river.

They then study how Rivers affect people and how people can manage rivers to control flooding.

Physical Processes is also studied in the topic of Natural Hazards with particular reference to Tectonic Hazards.

The Cause, Effect, Response Model is a large element of this topic. There are also many Places studied I context such as Japan, California and Iceland.

Physical Processes are also studied in the topic of Weather Hazards.

In addition, Cause, Effect and Response is considered as well, with specific reference to Hurricanes.

Places such as the Philippines are also studied in context.

Extreme Weather is studied in the context of the UK.

Climate Change is a topic which embraces Physical and Human Processes.

Students study the Physical and Human Causes, the Effects and in particular the Responses.

Urban Issues allow students to understand the concept of Urban Change and also the concept of sustainability in the context of Urban Environments.

We study Rio de Janeiro and London as two contrasting Cities, with particular reference as to Urban problems can be managed.

The next topic is Ecosystems and Biomes. We study Tropical Rainforests, with particular reference to the Structure of the Rainforest (Physical Processes), and also the Causes and Effects of Deforestation.

Sustainability is also explored again in the context of Management of the Rainforest with regard to Conservation and Stewardship.

Year 11

The concept of Ecosystems and Biomes is also explored through the topic of Hot Deserts.

We explore the Thar Desert as a region of Opportunities and Challenges.

There are 2 days of Fieldwork incorporated into the Curriculum.

AO4 is addressed largely here as students are given the opportunity to collect a range of data on a Human and Physical Geography Topic. They then explore how they can present the data and analyse the data with regard to answering a hypothesis.

They then evaluate the work.

Questions relating to any aspect of this fieldwork are part of Paper 3.

The concluding topic is a large Case Study of a Newly Emerging Economy (Nigeria)

This topic allows many concepts to be revisited such as Development, Urbanisation and Sustainability.


Preparation for Issue Enquiry for Paper 3

Students are given pre-release information about a geographical issue and we attempt to predict likely questions and answers.



It is hoped that the Geography Curriculum helps prepare students for the future as a well-informed Citizen of the World. We embrace and inform students about many Global and National issues which are very important, such as Climate Change, globalisation and development issues, conflicts around the world, sustainability issues and how we can manage the world better for the benefit of all.

An understanding of the concepts of Sustainability, Stewardship and Conservation are very important in our global multi-cultural economy…all of which are embedded in the geography curriculum at each Key Stage.

The KS3 Curriculum is intended to engage and motivate students and then to consider selecting geography as a GCSE Option.

Although we do not control the KS4 Curriculum, it is hoped that students are interested enough in the subject and see the value of it to continue to study at A Level and maybe beyond.