Curriculum Intent

To teach the Geographical processes that are necessary for students to make sense of the world around them. To allow students to be able to analyse global, local and current situations and develop secure conclusions that they can articulate both verbally and in written form. To understand the significant overlaps that Geography has with other subjects as well as how to apply knowledge and understanding in different situations. Geography students are aware of the value in the subject for a variety of jobs and how geography is one of the most employable academic subjects for students.

Year 7

In year 7 you will study the following the topics:

  • Autumn 1 – My Place in the World – Students will look at key geographical skills such as four and six figure grid references, lines of latitude and longitude, elevation and scale.
  • Autumn 2 – Geography in the Field – Students will look at the theory of fieldwork and complete a small fieldwork project
  • Spring 1– Africa- Continent of Contrast – Students will look at the development of various countries in Africa.
  • Spring 2 and Summer 1 – Fantastic Places – Students will look at the major world biomes and consider the differences in plants and animals at these biomes.
  • Summer 2 – Connected World – Students will look at the impact globalisation is having on their everyday life.

Year 8

In year 8 you will study the following topics-

  • Autumn 1 – Risky World – Earthquakes – Students will study the makeup and structure of the earth and two earthquakes to compare the effects and responses to both earthquakes.
  • Autumn 2 – Risky World – Volcanoes – Students will study the structure of a volcano and a case study about a recent eruption.
  • Spring 1 – Challenging Cities – students will consider how cities are designed and where they are located. Students will look towards the future with sustainable cities.
  • Spring 2 – Ice Age – Students will study the location and formation of glaciers. How climate has changed since the Ice Age and evidence for how it impacted Britain. How contemporary climate change has led to changes in these environments.
  • Summer 1 and 2 – Blue Planet – Students will look at the oceans and the impact humans and climate change is having on the oceans.

Year 9

In year 9 you will study:

  • Autumn 1 – How do people adapt to living with extreme weather? – Students will study the USA and the impact weather events are having on the population.
  • Autumn 2 – How does the human and physical geography of a place determine people’s quality of life? – Students will study Uganda looking at the development of the country and the opportunities and challenges the country faces.
  • Spring 1 and 2 – Around the World – This is a focus on the Middle East and Asia, understanding the impacts and importance that these countries have in shaping the global community. A study of Superpowers, managing population, living in difficult biomes, economic geography, energy security, tourism and migration due to conflict.
  • Summer 1 – Cracking Coasts – Students study a diverse range of landscapes and understand the physical processes behind these. Understanding of how we as humans interact with the coast and benefits and costs of management schemes.
  • Summer 2 – Wild Water/Rivers fieldwork – Students will study the how rivers shapes landscapes and the processes that occur. How to manage flooding and flood management schemes.

Year 10

  • Autumn Term – Challenge of Natural Hazards
  • Spring 1 and 2 – Urban Issues
  • Spring 2 – Urban Issues- Dharavi
  • Summer 1 – The Living World
  • Summer 2 – Fieldwork – Human

Year 11

  • Autumn 1 and 2– Changing Economic World
  • Spring 1 – Resource Management
  • Spring 2 – UK Physical Landscapes
  • Summer – Pre-release and Revision – Students will continue to look at the pre-release and revise key concepts linked to all topics.

Key Stage 5

Course-  A-Level Geography

Exam Board – AQA

Exam Code – 7037


Paper 1 – Physical Geography

Coastal Systems and Landscapes –  focuses on coastal zones, which are dynamic environments in which landscapes develop by the interaction of winds, waves, currents and terrestrial and marine sediments. The operation and outcomes of fundamental geomorphological processes and their association with distinctive landscapes are readily observable.

Hazards – focuses on the lithosphere and the atmosphere, which intermittently but regularly present natural hazards to human populations, often in dramatic and sometimes catastrophic fashion. By exploring the origin and nature of these hazards and the various ways in which people respond to them, students are able to engage with many dimensions of the relationships between people and the environments they occupy.

Water and Carbon Cycles – focuses on major stores of water and carbon at or near the Earth’s surface and the dynamic cyclical relationships associated with them. These are major elements in the natural environment and understanding them is fundamental to many aspects of physical geography.

Paper 2 – Human Geography

Population and the Environment – explores the relationships between key aspects of physical geography and population numbers, population health and well-being, levels of economic development and the role and impact of the natural environment.

Changing Places – focuses on people’s engagement with places, their experience of them and the qualities they ascribe to them, all of which are of fundamental importance in their lives. Students acknowledge this importance and engage with how places are known and experienced, how their character is appreciated, the factors and processes which impact upon places and how they change and develop over time.

Global Systems and Global Governance – focuses on the economic, political and social changes associated with technological and other driving forces which have been a key feature of global economy and society in recent decades. 

Fieldwork – NEA

Students complete an individual investigation which must include data collected in the field. It must be based on a question or issue defined and developed by the student relating to any part of the specification content. The NEA is 3,000 to 4,000 words.