Geography Curriculum Intent

In Geography, our intent is to promote a curiosity and fascination about the world and its people that will remain with pupils for the rest of their lives and encourage them to travel beyond their own doorstep and respect other people and their cultures. Geography is, by nature, an investigative subject, which encourages pupils to enthusiastically explore and question the world around them. The curriculum promotes their interest and understanding of diverse places, people, resources and both natural and human environments together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge and understanding of the world and their development of geographical skills should help them become global citizens who can critically evaluate geographical issues and ideas and live more sustainably in a complex and ever-changing world.

Key Stage 3

The KS3 Geography curriculum is based on developing pupils’ locational knowledge and place knowledge of the world’s major countries and regions and their physical and human features, developing pupils’ understanding of processes and interactions in physical geography and human geography and developing pupils’ geographical skills and use of fieldwork. The geographical concepts of place, space, systems and processes, cause and effect, change, planning and decision making, inequality, interdependence and sustainability are incorporated into the curriculum and are assessed to allow pupils to build upon their conceptual understanding as they move up the school.

Key Stage 4

Pupils opting for GCSE Geography will be studying the Eduqas A specification. The course uses an enquiry approach to the study of geographical information, issues and concepts that should enable pupils to develop the ability to think ‘like a geographer’. The course offers pupils the opportunity to travel the world from their classroom, exploring case studies in the UK, higher income countries (HICs), newly industrialised countries (NICs) and lower income countries (LICs). Fieldwork is an essential aspect of the course and pupils have the opportunity to conduct two geographical fieldwork investigations outside of school which will help pupils develop and apply their understanding of geographical concepts learned in the classroom. The course also helps pupils develop a wide range of geographical skills and applies functional skills (such as literacy, numeracy and ICT) into real-life contexts and contemporary situations and issues.

Year 7

(Modules, Topics)

Autumn

Welcome to Geography / Geographical Skills

  • What do you already know about Geography?
  • What are the three main types of Geography?
  • What is my new school like? (fieldwork)
  • What does the area where I live look like?
  • What does Manoa Island look like?
  • How do we use four figure grid references to locate places on a map?
  • How do we measure distances on a map?
  • How do we use six figure grid references to locate places on a map?
  • How do we show height on a map?
  • Where is Crazy Kevin?
  • How can we use Google Earth to explore the world?
  • How do we use an atlas to find out about the world?
  • How do we use latitude and longitude to locate places on Earth?
  • What do photographs tell us about the world?
  • End of Unit Test and Review

Spring

Population and resources / Rocks, weathering and soils

  • How do we use our planet as a natural resource?
  • Why are rocks important?
  • What are the three main types of rock?
  • How does weathering affect rocks?
  • How are landscapes affected by rock type?
  • Why is soil important?
  • Where do we all live?
  • How and why has the world’s population changed?
  • What are the main issues related to population?
  • Why is there conflict around the Aral Sea?
  • How does our food affect the environment?
  • Why are we so dependent on oil?
  • How does plastic affect the planet?
  • What can we do about plastic pollution?
  • Where should a new wind farm be built in South Tyneside?
  • Review and Target Setting

Summer

Rivers and flooding

  • Why are rivers important?
  • How do rivers change from source to mouth?
  • What do rivers do?
  • What landforms are created by rivers?
  • How do we conduct a river fieldwork enquiry?
  • What are the causes and effects of flooding?
  • How can we reduce the risk of flooding?

Africa and the Horn of Africa

  • What is Africa’s human geography like?
  • What is Africa’s physical geography like?
  • What are Africa’s biomes like?
  • What is Africa like today?
  • How does physical geography and climate affect life in the Horn of Africa?
  • Why are most coffee farmers in Ethiopia poor?
  • What is life as a nomad in the Horn of Africa like?
  • What opportunities and challenges do salt miners in Ethiopia face?
  • Why do some people in Somalia become pirates?
  • How is Djibouti’s location helping the country to develop?
  • Africa/Horn of Africa Test and Review

Year 8

(Modules, Topics)

Autumn

Weather and climate

  • How does weather affect people’s lives?
  • How did the Beast from the East affect people’s lives?
  • How do we present information about climate?
  • How does climate vary around the world?
  • What factors affect climate?
  • How can we investigate our school’s microclimate?
  • What have we found out about our school’s microclimate?

Ice

  • What was the UK like during the last ice age?
  • What are glaciers and where are they found?
  • How do glaciers change landscapes?
  • What landforms are shaped by ice?
  • What can OS maps tell us about ice?
  • Why are glaciers important?
  • Who killed Otzi?
  • What is Antarctica like and why is it important?
  • Review and Target Setting

Spring

Climate change

  • How has the Earth’s climate been changing?
  • Why has the Earth’s climate been changing?
  • What are the consequences of climate change on our planet?
  • What are the consequences of climate change for the UK?
  • What can we do about climate change?
  • Climate Change Test and Review

Coasts

  • What do we use coasts for?
  • How do waves shape the coastline?
  • What landforms are created by coastal erosion?
  • Coasts Exam Question and Mapwork
  • What landforms are created by coastal deposition?
  • Why did the Holbeck Hall Hotel fall into the sea?
  • How and why has the Holderness coast changed?
  • Should Mappleton be protected from coastal erosion?
  • What is going to happen to the Maldives

Summer

Asia, the Middle East and Russia

  • What is Asia’s human geography like?
  • What is Asia’s physical geography like?
  • What are Asia’s biomes like?
  • What is Asia like today?
  • What is the Middle East’s human and physical geography like?
  • How are people spread around the Middle East?
  • What do countries in the Arabian Peninsula have in common?
  • Why has Dubai grown so rapidly?
  • How can cities be more sustainable?
  • To what extent is Qatar a suitable place to host the World Cup?
  • Why is there conflict in the Middle East?
  • Asia and Middle East Test and Review
  • What is Russia’s human and physical geography like?
  • Why do most people live in European Russia?
  • Is Siberia a blessing or a curse for Russia?
  • Russia Test and Review

Year 9

(Modules, Topics)

Autumn

Development

  • How are people’s lives different?
  • What is development?
  • Unequal World Assessment
  • How did the development gap grow?
  • Why is Malawi so poor?
  • Why do people migrate from one country to another?
  • What are the effects of migration in the UK?
  • How can the development gap be reduced?
  • Development Test and Review

An increasingly urban world

  • How and why has Hebburn grown?
  • What is urbanisation and how are patterns of urbanisation changing?
  • Why are cities in NICs and LICs growing so quickly?
  • What are the opportunities and challenges for people
  • living in urban slums?
  • An Increasingly Urban
  • World Test and Review

Spring

Earning a living

  • What jobs do people do?
  • How have people’s jobs in the UK changed?
  • How have people’s jobs in Hebburn changed?
  • How is the world becoming more interconnected?
  • Where have the UK’s factory jobs gone?
  • Why did Munna become homeless?
  • Why did Nissan locate in the UK?

China

  • What do photographs tell us about China?
  • What is China’s human and physical geography like?
  • How has China become so powerful?
  • Was China’s One Child Policy a success or a failure?
  • What is life in rural China like?
  • Why is Chongqing growing so quickly?
  • How has China’s rapid economic growth affected the environment?
  • Why are China’s dams so controversial?
  • Review and Target Setting

Summer

Tectonic Landscapes and Hazards (Eduqas GCSE Geography A)

  • What is happening beneath our feet?
  • What is happening at plate boundaries?
  • What large-scale features are found at plate boundaries?
  • What are the main features of volcanic landscapes?
  • Why are some communities more vulnerable to tectonic hazards than others?
  • Which volcanic hazards are the most dangerous?
  • What were the causes and effects of the Mount Merapi eruption?
  • How might the risks associated with volcanic eruptions be reduced?
  • How would you deal with a volcanic eruption?
  • What were the causes and effects of the Nepal earthquake?
  • How might the risks associated with earthquakes be reduced?
  • Christchurch Earthquake GCSE Questions
  • How were the Japan and Solomon Islands tsunami different?
  • Tectonic Landscapes and Hazards Test and Review

AQA GCSE Geography (2021 Examination) 

(Modules, Topics) 

Year 9 Autumn

Paper 1 Section A 

Natural hazards 

Tectonic hazards 

Weather hazards 

Year 9 Spring

Paper 1 Section A 

Climate change 

Paper 1 Section B 

Ecosystems 

Tropical rainforests 

Year 9 Summer

Paper 1 Section B 

Hot deserts 

Paper 1 Section C 

UK landscapes 

Rivers 

Year 10 Autumn

Paper 1 Section B 

Hot deserts 

Paper 1 Section C 

UK landscapes 

Rivers 

Year 10 Spring

Paper 2 Section A 

Urban sustainability 

Paper 2 Section C 

Resource management 

Food 

Year 10 Summer

Paper 1 Section C 

Coasts 

Paper 3 

Physical Geography Fieldwork (South Shields) 

Unfamiliar fieldwork 

Year 11 Autumn

Paper 2 Section B 

Development Gap 

Nigeria 

Changing UK Economy 

Year 11 Spring

Paper 3 

Human Geography Fieldwork (Hebburn) 

Unfamiliar fieldwork 

Issue evaluation 

Year 11 Summer

Revision for Papers 1-3

Eduqas A GCSE Geography (2022 Examination)
(Modules, Topics)

Year 9 Autumn

Introduction to GCSE Geography 

Geographical Skills 

Year 9 Spring

Component 1 Theme 1 

Distinctive landscapes 

 Landform processes and change 

Year 9 Summer

Component 1 Theme 1 

Flooding issue 

Component 3 

Fieldwork 

Year 10 Autumn

Component 1 Theme 2 

Population 

Rural & urban change 

Global cities 

Year 10 Spring

Component 1 Theme 4 

Tectonic processes and landforms 

Vulnerability and hazard reduction 

Component 2 Theme 5 

Climate change 

Extreme weather

Year 10 Summer

Component 2 Theme 5 

UK weather and climate 

Ecosystems and people 

Component 3 

Fieldwork 

Year 11 Autumn

Component 2 Theme 6 

Global inequalities 

Water resources/management 

Regional economic development

Year 11 Spring

Component 2 Theme 7 

Social development 

Component 3 

Fieldwork 

Year 11 Summer

Revision for Components 1-3 

Eduqas A GCSE Geography (2023 Examination and beyond)
(Modules, Topics)

Year 10 Autumn

Component 1 Theme 1 

Distinctive landscapes 

 Landform processes and change 

Flooding issue 

Year 10 Spring

Component 1 Theme 2 

Population 

Rural & urban change 

Global cities

Year 10 Summer

Component 1 Theme 4 

Tectonic processes and landforms 

Vulnerability and hazard reduction 

Component 3 

Fieldwork 

Year 11 Autumn

Component 2 Theme 5 

Climate change 

Extreme weather 

UK weather and climate 

Ecosystems and people 

Component 2 Theme 7 

Social development

Year 11 Spring

Component 2 Theme 6 

Global inequalities 

Water resources/management 

Regional economic development 

Component 3 

Fieldwork 

Year 11 Summer

Revision for Components 1-3 

Exam Specification

Assessments

Key Stage 3

Pupils will be assessed formally as part of the school assessment windows (in class and/or the main hall).
Year 7 Assessment 1 – Manoa Island Map Task and Class Test on Geographical Skills
Year 7 Assessment 2 – Main Hall Test on Population and Resources / Rocks, Weathering and Soils
Year 7 Assessment 3 – River Thames Flooding Assessment / Class Test on Africa and the Horn of Africa
Year 8 Assessment 1 – Main Hall Test on Weather & Climate / Ice
Year 8 Assessment 2 – Exam-style questions on Climate Change and Coasts
Year 8 Assessment 3 – Qatar World Cup Assessment / Class Tests on Asia, Middle East and Russia
Year 9 Assessment 1 – Unequal World Assessment / Class Test on Urbanisation
Year 9 Assessment 2 – Main Hall Test on Earning a Living / China
Year 9 Assessment 3 – Volcanic Hazards and Christchurch Earthquake GCSE Questions
Pupils will also receive homework on a regular basis. This will consolidate and extend learning done in class and encourage pupils to develop their geographical skills.

Key Stage 4

Pupils will be assessed formally as part of the school assessment windows (in class and/or the main hall). Assessments will be set using exam-style questions and past papers (AQA for 2021 cohort and Eduqas A for subsequent cohorts).
AQA Cohort (2021)
Year 9: Tectonic Hazards, Weather Hazards, Climate Change, Ecosystems, Tropical Rainforests, Hot Deserts and Rivers
Year 10: Urban World, Urban Change in the UK, Urban Sustainability, Resource Management, Food, Coasts and Unfamiliar Fieldwork
Year 11: Mock Exam on Development Gap, Nigeria, Changing UK Economy and Physical Geography Fieldwork (South Shields); Human Geography Fieldwork (Hebburn) and Unfamiliar Fieldwork
Eduqas A Cohort (2022)
Year 9: Geographical Skills, Distinctive Landscapes, Landform Processes and Change, Flooding Issue
Year 10: Population, Rural & Urban Change and Global Cities, Tectonic Processes & Landforms, Weather, Climate and Ecosystems
Year 11: Development and Resource Issues, Social Development and Fieldwork Parts A and B
Eduqas A Cohort (2023 and beyond)
Year 10: Distinctive Landscapes, Landform Processes and Change, Flooding Issue, Population, Rural & Urban Change and Global Cities, Tectonic Processes & Landforms and Fieldwork Part A
Year 11: Weather, Climate and Ecosystems, Development and Resource Issues, Social Development and Fieldwork Part B

There has never been a more important time to use geographical knowledge and skills to pursue a career. None of the changes and challenges facing the UK and the world in the 21st century, including climate change, energy security, migration, urbanisation and globalisation, can be properly understood, let alone tackled, without geography.

Geography provides a broad training and education for students who wish to enter a range of careers as diverse as administration, business, media, natural and social sciences, cartography, tourism and planning.

Examples of jobs held by Geographers include:

Climatologist
Coastal Zone Manager
Community Development Officer
Conservation Officer
Delivery Manager
Earth Scientist
Environmental Manager
Geographic Information Specialist
Geologist
Map, Air Photo & Satellite Image Interpreter
Market Researcher
Tour Guide
Traffic Manager
Travel Agent
Urban/City Planner
Water Resource Manager

The list is almost endless as Geographers offer a wide range of transferable skills that are highly valued by employers in today’s ever-changing world. Geographers are particularly skilled at reading and understanding maps, graphs, charts, identifying spatial patterns and processes, using maths and computers to analyse geographical information, undertaking scientific research and engaging in decision-making and problem solving.