The national curriculum for geography 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.

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.

Are competent in the geographical skills needed to:
Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes.

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.

Pupils should consolidate and extend their knowledge of the world’s major countries and their physical and human features. They should understand how geographical processes interact to create distinctive human and physical landscapes that change over time. In doing so, they should become aware of increasingly complex geographical systems in the world around them. They should develop greater competence in using geographical knowledge, approaches and concepts [such as models and theories] and geographical skills in analysing and interpreting different data sources. In this way pupils will continue to enrich their locational knowledge and spatial and environmental understanding.

Locational Knowledge

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.

Place Knowledge

Understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia.

Human and Physical Geography

Understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in:

Physical geography relating to:

geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coasts.

Human geography relating to:

Population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources

Understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems.

Geographical Skills and Fieldwork

Build on their knowledge of globes, maps and atlases and apply and develop this knowledge routinely in the classroom and in the field.

Interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs.

Use Geographical Information Systems (GIS) to view, analyse and interpret places and data.

Where:

Year 7 mapping spatial data from microclimate investigation onto a map of the school site. Interpreting maps of Bolton and Cambridge at different scales over time.

Year 8 mapping development data onto a choropleth map of Africa. Describing changes to Glaciers using Google Earth.

Year 9 mapping spatial data from litter fieldwork investigation onto a map of the school site. Interpreting aerial photographs of changing coastal environments.

Use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information.

Year 7 Visit to the Bollin Trail in Cheshire.

Year 8 Visit to Ambleside.

Year 9 Visit to Salford Quays.

Three contrasting locations are visited throughout KS3. All looking at concepts and processes which are then tested and increase in independence.

GCSE geography aims to:  

Develop and extend their knowledge of locations, places, environments and processes, and of different scales and social, political and cultural contexts (know geographical material).  

Gain understanding of the interactions between people and environments, 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).  
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).  

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).

Location Knowledge

Locational Knowledge and Context

Building on key stage 3 knowledge of the world’s continents, countries, regions and their physical, environmental and human features to include: 

An appreciation of different spatial, cultural and political contexts.

Recognition of important links and inter-relationships between places and environments at local, regional, national and international scales 

More detailed contextual knowledge of two countries of contemporary global significance, in addition to the UK.

Place Knowledge

Geography of the UK

In-depth knowledge and understanding of the UK’s geography to include its physical and human landscapes, environmental challenges, changing economy and society, the importance of cultural and political factors, and its relationships with the wider world.

Physical Geography

Processes and Change Geomorphic Processes and Landscape

How geomorphic processes (e.g. weathering, slope movement and erosion by water, wind and ice) have influenced and continue to influence the landscapes of the UK and the interaction of those processes with human activity.

This should include detailed reference to some distinctive physical landscapes in the UK (e.g. chalk, limestone, glacial, coastal deposition, river valley).

Changing Weather and Climate

The causes, consequences of and responses to extreme weather conditions and natural weather hazards, together with their changing distribution in time and space.

The spatial and temporal characteristics, evidence for and causes of climatic change over the past two million years to the present day.

People and Environment: Processes and Interactions

Global Ecosystems

An overview of the distribution and characteristics of large scale natural global ecosystems (such as tundra, rainforest and temperate forest), drawing out the interdependence of climate, soil, water, plants, animals and humans and the issues related to sustainable use and management.

Resource Management and Biodiversity

How humans use, modify and change natural ecosystems in ways that may be sustainable or unsustainable. At least three specific examples at local and regional scales should be chosen to illustrate how this may lead to beneficial (e.g. agriculture and food production, identifying new energy resources) and/or detrimental outcomes (e.g. desertification, loss of biodiversity, soil degradation) for human well-being.

Human Geography: Processes and Change

Cities and Urban Society in the 21st Century

The causes and effects of rapid urbanisation and contrasting urban trends in different parts of the world with varying characteristics of economic and social development.

In addition, two case study cities should be chosen to examine ways of life and contemporary challenges arising from and influencing urban change in at least one major city in an economically advanced country, and one major city in a poorer county or recently emerging economy. City studies should be set within the context of their region, country and the wider world, including an understanding of the causes and impacts of national and international migration on the growth and character of these cities.

Global Economic Development Issues

The causes and consequences of uneven development at global level as the background for considering the changing context of population, economy and society and of technological and political development in at least one poorer country or one that is within a newly emerging economy. This country study should include examination of the wider political, social and environmental context within which the country is placed, the changing nature of industry and investment, and the characteristics of international trade, aid and geo-political relationships with respect to that country.

Maps, fieldwork and geographical skills GCSE specifications should require students to develop and demonstrate:

Maps

The use of a range of maps, atlases, Ordnance Survey maps, satellite imagery and other graphic and digital material, including the use of Geographical Information Systems (GIS), to obtain, illustrate, analyse and evaluate geographic information. To include making maps and sketches to present and interpret geographical information.

Fieldwork

Different approaches to fieldwork undertaken in at least two contrasting environments in order to explore physical and human processes and the interactions between them (e.g. city street, beach, woodland, suburban estate, moorland edge). This should involve the collection of primary physical and human data.

Use of Data

The collection, interpretation, analysis, presentation, application and evaluation of primary and secondary data. This should include: fieldwork data; GIS material; library and digital sources; visual and graphical data; and numerical and statistical information.

Geographical Argument

A requirement for students to write descriptively, analytically and critically, to communicate their ideas effectively, to develop an extended written argument, and to draw well-evidenced and informed conclusions about geographical questions and issues.

We follow the AQA GCSE Geography specification. The course outline can be found here.

AS and A level specifications in geography should encourage students to gain enjoyment, satisfaction and a sense of achievement as they develop their knowledge and understanding of the subject. The content should enable students to be inspired by their geographical understanding, to engage critically with real world issues and places, and to apply their geographical knowledge, theory and skills to the world around them. Students should grow as independent thinkers and as informed and engaged citizens, who understand the role and importance of geography as one of the key disciplines relevant to understanding the world’s changing peoples, places and environments.

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.

Teaching and Learning Approaches

• Explanations
• Modelling
• Questioning
• Marking and Feedback
• Long Term Memory
• Homework

Building for Key Stage 5

KS3 geography lays the foundation for KS5 by introducing students to the key concepts, processes, and skills of the subject. Pupils explore both physical and human geography, such as rivers, coasts, ecosystems, climate, urbanisation, population, and development. They develop geographical skills like map reading, using GIS, interpreting graphs, and conducting simple fieldwork. At this stage, the focus is on understanding patterns, processes, and interconnections, and on developing curiosity about the world.

GCSE geography builds on this foundation by deepening understanding and introducing more complex topics and case studies, both local and global. Students study physical environments (e.g., hazards, rivers, coasts, ecosystems) and human environments (e.g., urban change, global development, resource management). They also develop more advanced data analysis and fieldwork skills, including sampling, measurement, data presentation, and evaluation. Critical thinking and problem-solving are emphasised, as students interpret evidence and consider multiple perspectives on geographical issues.

By the time students reach KS5, whether pursuing A level, vocational geography courses, or other post-16 study that involves geographical knowledge, they are prepared to handle more analytical and independent study. They can explore interconnected systems, apply theoretical frameworks, conduct detailed investigations, and evaluate complex socio-environmental issues. Essentially, KS3 introduces concepts and skills, GCSE consolidates them and adds complexity, and KS5 expects students to synthesise knowledge, think critically, and undertake independent enquiry.

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. At KS3, students explore foundational physical and human geography concepts, such as rivers, coasts, ecosystems, climate, population, and settlements, while developing basic geographical skills like map reading, data interpretation, and simple fieldwork. GCSE Geography builds on this foundation by introducing more complex topics, real-world case studies, and global perspectives, while strengthening quantitative and qualitative skills, including data collection, analysis, GIS, and structured fieldwork investigations.

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.