Geography
Subject Introduction
At Thornleigh, the Geography curriculum is designed to fulfil the demands of the National Curriculum while going beyond its framework to provide an ambitious, inclusive, and future-focused education for all learners. Geography enables students to explore and make sense of the complex, interconnected world around them, equipping them with the knowledge, skills, and values they need to become informed, responsible, and active citizens of the future.
Geography can help create citizens of the future by empowering students to engage with contemporary issues such as climate change, sustainability, urbanisation, globalisation, and social inequality. Students learn to evaluate different perspectives, make evidence-informed judgements, and appreciate the responsibilities of living in a rapidly changing world.
Ultimately, Geography at Thornleigh inspires a sense of wonder about the world, challenges students to think deeply about their role in shaping a sustainable future and equips them to make a positive difference to society whatever level they continue their study until.
Key Stage 3
Curriculum Intent
With the national curriculum for geography as its foundation, our curriculum aims to ensure that all pupils:
Develop contextual knowledge of the location of globally significant places - both terrestrial and marine - including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes and understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.
Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes, and interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India) and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities.
Curriculum Overview
Year 7
|
Unit of Work |
Focus |
What students study |
|
Understanding our local area and its place characteristics – both human and physical. |
|
|
Through an understanding of atmospheric processes, understanding how the impacts of these can be managed in an uncertain climate future. |
|
|
Understanding river processes and landforms and the management of the river ‘risk’. |
|
|
The industrial landscape of the UK has changed creating opportunities and challenges. |
|
Fieldwork opportunity – Microclimate study of Bolton
Year 8
|
Unit of Work |
Focus |
What students study |
|
Understanding why places develop at different rates and the barriers that slow development, especially in Africa.
|
|
|
There are hot and cold deserts which create different opportunities and challenges. |
|
|
In an ever-shrinking world, transportation and technological change has transformed our lives – but is it for the better?
|
|
|
Ice is significant in its role in shaping the landscape – both past and present. How does this create challenges and opportunities? |
|
Fieldwork opportunity – Tourism in a glacial environment (Ambleside, Lake District)
Year 9
|
Unit of Work |
Focus |
What students study |
|
More people are moving to cities than ever before – how are modern cities evolving and changing? |
|
|
Through a greater understanding of hazards, we can save lives and protect the places we live. |
|
|
Why do some countries have so much authority in the world? Is it fair? |
|
|
Understanding coastal processes and landforms and the management of the coastal ‘risk’. |
|
Fieldwork opportunity – Regeneration of the urban environment (Trafford Centre/Salford Quays)
Key Stage 4
Curriculum Intent
GCSE Geography aims to:
Develop and extend student knowledge of locations, places, environments and processes, and of different scales and social, political and cultural contexts (know geographical material).
Help students gain understanding of the interactions between people and environments; the change in places and processes over space and time, and the interrelationship between geographical phenomena at different scales and in different contexts (think like a geographer).
Students develop and extend their competence in a range of skills including those used in fieldwork, in using maps and Geographical Information Systems (GIS) and in researching secondary evidence, including digital sources; and apply the cycle of collecting, presenting and analysing (geographical) data, including categorising and evaluating information and hypotheses (study like a geographer).
Students will apply geographical knowledge, understanding, skills and approaches appropriately and creatively to real world contexts, including fieldwork, and to contemporary situations and issues; and develop well-evidenced geographical argument drawing on their knowledge and understanding. (understand the application of geography).
We follow the AQA GCSE Geography specification. The course outline can be found here.
Curriculum Overview
Year 10
|
Term 1a |
Natural Hazards |
The Tectonic Hazard and Climate Change |
|
Term 1b |
Natural Hazards |
Tropical Storms and UK Extreme Weather |
|
Term 2a |
Urban Issues and Challenges |
Urbanisation and Urban Issues in LICs/NEEs |
|
Term 2b |
Urban Issues and Challenges/The Living World |
Urban Issues in HICs Biomes and The Nutrient Cycle/UK Ecosystems |
|
Term 3a |
The Living World |
Rainforests and Desert Environments |
|
Term 3b |
Fieldwork |
Liverpool and Ainsdale Sand Dunes |
Year 11
|
Term 1a |
The Economic World |
The Development Gap and Nigeria |
|
Term 1b |
The Economic World/Coastal Landscapes |
UK Development Coastal Processes and Management |
|
Term 2a |
Resource Management |
UK Water, Food and Energy; Global Food |
|
Term 2b |
River Landscapes |
River Processes and Management |
|
Term 3a |
Issue Evaluation |
Focus based enquiry – changes each year |
|
Term 3b |
Examination |
Examination |
Key Stage 5
Curriculum Intent
The A level Geography curriculum in England is built around four core themes that develop students’ understanding of physical and human processes shaping the planet.
The Water and Carbon Cycles theme explores how these essential systems operate within the Earth’s land, ocean, and atmosphere, emphasising their interconnections and role in supporting life.
Landscape Systems focuses on physical processes and landforms in glaciated areas studied through a systems approach and fieldwork.
Global Systems and Global Governance examines the economic, political, and social interdependence of the modern world and the ways global institutions and laws regulate globalisation and inequality.
Changing Places investigates how relationships, connections, and representations shape the character and meaning of places at different scales. Across all themes, students apply both quantitative and qualitative geographical skills, supported by fieldwork and an independent investigation that integrates theory with real-world research.
As an optional unit we have selected Hazards and Contemporary Urban Environments.
We follow the AQA A Level Geography specification. The course outline can be found here.
A core requirement for the course is the NEA (Coursework). Information can be found in the specification.
Building for Post-16 / Futures
Geography education in England is structured to progressively develop knowledge, skills, and understanding from KS3 through to A level and beyond.
By A level, students apply this knowledge and skillset in greater depth and independence, studying physical systems like the water and carbon cycles, landscape processes, and human systems such as globalisation and governance, alongside exploring the meaning and change of places. A level also develops higher-level analytical, evaluative, and research skills, including extended fieldwork investigations and independent enquiry, preparing students for post-16 academic study, university courses in geography, environmental science, urban planning, and STEM fields, as well as careers in environmental management, policy, sustainability, GIS, and international development. Across all stages, the curriculum builds critical thinking, problem-solving, and global awareness, equipping students with transferable skills and a strong foundation for lifelong learning and real-world applications.
Curriculum Overview
Year 12
|
Term 1 |
Contemporary Urban Environments |
How the urban form can create impacts on a diverse range of aspects, e.g., climate, drainage, waste disposal, sustainability.
|
|
Term 2 |
Hazards |
Using specific examples and specific management models and contexts, how the hazard both impacts place and can be managed both today and in the future.
|
|
Term 3 |
Changing Places |
Peoples concept of place varies depending on experience, and places change over time. How do our relationships with place change as they develop?
|
Year 13
|
Term 1 |
Water and Carbon Cycles |
Many physical processes can be understood using a systems process. How do the vital components of water and carbon exist and interact in our ever-changing world?
|
|
Term 2 |
Global Systems and Global Governance |
Who rules the world? Can we rule the world and make it a safer more manageable place to live in? As the world becomes more inter-connected, how do we make sure there is protection in place to make sure everyone, and everything benefits?
|
|
Term 3 |
Glacial Systems |
The world has not always been warming. Snow and ice are a vital part of the shaping of our landscapes. What are the processes and landscapes of glaciation and how do we protect these fragile environments?
|
NEA is an individual project designed and completed by the student and makes up 20% of the overall grade. It is prepared and completed in the second half of Year 12 and first half of Year 13.