Intent of Curriculum

In Geography, our intent is for the curriculum to promote a curiosity about the world for our learners. The curriculum will enable our learners to be confident to understand and ask questions about the world around them.  The intent is to develop a holistic knowledge of the subject at Key Stage Three in order to create a platform to build on at GCSE. It is our intent for Geography to be learned inside and outside of the classroom.  If our students do not pick Geography at GCSE, we want them to take a responsible attitude towards the world and adopt a life-long learning approach. We will support our learners to develop skills that are transferable across all subjects and employment in later life. We will develop knowledge in students to enable them to thrive in lessons and create schemata. Learning will be developed from the three core subjects to develop learners’ skills, knowledge and understanding. Learners will be inspired to continue the study of Geography Post 16. The learners will ‘think like a geographer’.

Implementation of Curriculum

Geography will be a journey that starts in KS3 and evolves through to KS4. We implement this through the aspiration to deliver high quality education which promotes a love of learning about the world. Work must be accessible and engaging for all learners through means such as differentiation to ensure that true progress is made. Schemes of Learning are bespoke to our context, for Key Stage Three we aim to fill the gaps in their learning from 46 different feeder schools and produce foundations for all learners. This will consist of a variety of different skills and knowledge, including, problem solving, and fieldwork. Application of knowledge is key for Geography and proves that learners are ‘thinking like a geographer’.

Human and Physical Geography are to be as equally weighted as possible and students are to develop learning from both sciences. This is applied through the Schemes of Learning to provide over time a varied curriculum.

Impact of Curriculum

In Geography the curriculum will make a profound, positive impact to the outcomes of every child. We will know that this is true as we are delivering a high standard of education, quality assured through qualitative and quantitate measures such as:

  • Attainment and Achievement outcomes
  • Observing lessons and scrutinising planning
  • Standards of learning in books
  • Student voice
  • Destination data
  • Attendance data
  • Behaviour data

KS3 Topics

Topics studied at KS3 from September 2016:

Year 7

Geographical Skills
Fantastic Places
Impossible Places

Year 8

Who wants to live forever?
Climate and extreme weather
Restless Earth


GCSE year 9 - 11

AQA course

The examination offered in KS4 is the AQA Geography GCSE in which students study the following:

Living with the Physical Environment

Challenges in the Human Environment

Geographical Applications

  1. Natural Hazards  (volcanoes/ earthquakes/extreme weather/global warming)
  2. The Living World (tropical rainforests/hot deserts)
  3. Physical Landscapes of the UK (coastal and river environments)
  1. Urban Challenges (global patterns and sustainable urban futures)
  2. The Changing Economic World (closing the development gap and differences in economic development)
  3. The Challenge of Resource Management (challenge of resources in the UK and globally with regards to either food or energy)
  1. Issue Evaluation (this is using pre-release material from the exam board)
  2. Fieldwork (to look at two contrasting geographical environments)


Students will participate in two contrasting fieldwork visits. Firstly students visit Sheringham Beach to look at the impacts of longshore drift and how it is managed. Secondly, students visit Leicester City Centre to see how regeneration has had social and environmental impacts.

Helping Your Child With Homework

One way of helping students at home, for all subjects in Humanities, would be for parents to encourage their children to read, listen to or watch the daily news.