Curriculum – Geography

Curriculum Aims

Humanities

We aim to provide students with powerful disciplinary knowledge and subject-specific skills across the humanities, enabling them to understand and engage with the world as informed, thoughtful, and responsible global citizens in modern, diverse Britain.

Geography

1. Become active, informed global citizens, equipped with geographical knowledge and skills to understand and respond to challenges in a diverse and interconnected world.
   
   
2. Develop powerful geographical knowledge, understanding human and physical processes and how their interactions shape environments and societies over time.
   
   
3. Apply knowledge, skills, and concepts confidently, using geographical thinking and terminology to communicate and explain ideas effectively.

Knowledge & Skills

Curriculum Implementation & Progression

Year 7: Local Geography and Foundations

Curriculum Focus

Year 7 builds a strong foundation through a local-to-national lens, helping students understand geography through familiar places before widening their perspective.

Topics

• Thinking like a Geographer
• UK: Local, Regional, National
• Urban Living: HIC and LIC
• Local Fieldwork
• Being a Global Citizen
• Life in a Cold Biome

Knowledge Development

Students develop:

• A secure understanding of place through studying their local area and the UK
• Core knowledge of human geography (urbanisation, settlement, inequality)
• Introduction to physical geography (biomes, climate)
• Awareness of global citizenship and sustainability

Skills Development

Students learn to:

• Use maps, atlases, and grid references confidently
• Carry out fieldwork (data collection, presentation, simple analysis)
• Describe and explain geographical patterns using key terminology
• Begin to compare HICs and LICs

Curriculum Rationale

The focus on local geography and fieldwork ensures students can anchor abstract concepts in real-world experience, building confidence and engagement early.

Year 8: Discrete Topics and Global Understanding

Curriculum Focus

Year 8 is structured around distinct geographical topics, allowing students to explore key concepts in depth across both human and physical geography.

Topics

• Development in Kenya
• Our Hazardous World
• How Weather Impacts Us
• Water on the Land
• Globalisation: The Global Fashion Industry

Knowledge Development

Students deepen understanding of:

• Development and inequality (using Kenya as a case study)
• Physical processes (weather, hazards, rivers)
• Global systems (trade, globalisation, supply chains)
• The relationship between people and environment

Skills Development

Students learn to:

• Interpret and analyse data (graphs, climate charts, development indicators)
• Explain processes using cause, effect, and sequence
• Use case studies to support explanations
• Begin to evaluate impacts of geographical issues

Curriculum Rationale

Discrete units allow students to build depth of knowledge while encountering a wide range of environments and issues, preparing them to think more critically.

Year 9: Synoptic Thinking, Contemporary Geography, and Futures

Curriculum Focus

Year 9 develops higher-order geographical thinking, encouraging students to make connections, think critically about modern issues, and engage with the future of the planet.

Topics

• Russia: Resources, Impact and Power
• Geography Today: Population
• Geography in the Media
• The Future
• Our Changing Coastline

Knowledge Development

Students develop:

• Understanding of resource management and geopolitical power
• Insight into population change and its global impacts
• Awareness of how geography is represented and interpreted in the media
• Knowledge of future challenges (sustainability, climate change, urban growth)
• Understanding of coastal processes and management

Skills Development

Students learn to:

• Make connections across topics (e.g. population, resources, climate)
• Critically analyse sources, bias, and representation (media literacy)
• Evaluate different viewpoints and solutions
• Think at different scales (local to global)
• Use evidence to justify informed judgements

Rationale

This structure allows students to move beyond isolated topics and begin to:

• Think synoptically
• Engage with real-world, contemporary issues
• Develop as critical, informed global citizens

 Developing Global Citizens

Across KS3, students are consistently encouraged to:

• Understand interdependence in a globalised world
• Recognise inequality and sustainability challenges
• Develop empathy and responsibility towards people and environments
• Consider solutions to real-world issues

This ensures students leave KS3 not only with knowledge, but with the ability to engage critically and responsibly with the world.

Progression Summary

• Year 7: Local, concrete, skills-led foundation
• Year 8: Discrete, knowledge-rich topic exploration
• Year 9: Synoptic, evaluative, and conceptual thinking

KS4

Life Skills Summary

RSHE in Geography

The Geography curriculum makes a purposeful contribution to the delivery of statutory RSHE by exploring how relationships, health, equality and safety are experienced across different places and contexts. Through carefully selected case studies and themes, students engage with real-world issues that deepen their understanding of respectful relationships, wellbeing and global citizenship.

“The Life of a Child” lesson allows students to explore how a child’s life is shaped by where they are born. This includes: access to healthcare, education and resources affects life chances. How relationships and environments impact wellbeing from an early age. This supports RSHE learning around family roles, responsibilities and the importance of stable, supportive relationships.

In the Development and Kenya unit in Year 8, we include the life of the Maasai Tribe,  examining how culture, beliefs and traditions shape ways of life. Students are about to develop respect for different cultural practices and values and understand that relationships and lifestyles vary globally, reinforcing the themes of tolerance, respect for diversity and challenging stereotypes.

In Russia (Year 9) the lesson titled “LGBTQ – Equality or Not?” allows students to investigate inequality and discrimination. The students explore the impact of discrimination on individuals and  their wellbeing. This presents the opportunity to consider the human rights, equality and justice groups in society experience. This directly supports content on protected characteristics, prejudice, respect, and the impact of inequality within relationships and society. Also, in our Population topic, Exploitation, Safety and Vulnerability is considered while looking at Human Trafficking. Students engage with issues of exploitation and vulnerability to understand the causes and consequences of human trafficking. Understanding how individuals can be manipulated, coerced or exploited, highlighting the global inequalities that increase risk.

Media, Perception and Online Awareness are looked at in a new unit, Geography in the Media. Students develop critical awareness of how information is presented, including analysing how language is used to influence public opinion. Evaluating portrayals of global events in the media and on social platforms. Recognising bias, misinformation and exaggerated narratives, reinforcing online safety, critical thinking, and understanding how media can shape perceptions, relationships and behaviours.

Through these topics, Geography supports RSHE by providing students with a deeper understanding of how relationships, wellbeing, equality and safety are influenced by place, culture and global systems. Students develop empathy, respect and critical awareness, enabling them to navigate relationships confidently and responsibly in both their local and global communities.

Health in Geography

The Geography curriculum supports the Health Education curriculum by developing students’ understanding of how environment, global inequalities, media, and population issues influence health and wellbeing.

Through the study of development in year 8 (Kenya vs UK), students explore how access to healthcare, food, and sanitation impacts physical health and quality of life, fostering awareness of global health inequalities. Units on population and food security reinforce understanding of nutrition, healthy lifestyles, and the consequences of limited resources.

The Year 9 focus on geography in the media equips students with critical thinking skills to evaluate online content, recognise misinformation, and understand how digital environments influence mental wellbeing, self-perception, and decision-making. Additionally, learning about human trafficking and population-related crime strengthens students’ awareness of risk, exploitation, and personal safety.

Overall, Geography contributes to Health Education by promoting informed decision-making, media literacy, empathy, and an understanding of the wider social and environmental factors that shape both physical and mental health.

Citizenship in Geography

Citizenship and Geography together help students understand how the UK functions as a democratic society within a global context. Geography supports this by providing real-world context for example: Year 7: The UK’s place in the world, including links with the European Union and global trade. Year 9 & 11: Population change, urbanisation, and how issues are presented in the media

At KS4, students deepen their understanding of:

• Democracy and global governance (Nigeria, COP and other Non government organisations).
• Human rights and international law (Fair trade and free trade, The Commonwealth, EU and Trade regulations).
• Different political systems worldwide (Nigeria, Brazil)

Together, our topics help students understand global interdependence, appreciate diversity, and develop the skills and knowledge needed to engage responsibly with the world, both now and in the future. Students develop as informed, responsible citizens who understand how local and global issues are connected and how they can influence change. Here are some examples from the curriculum that support our students in becoming global citizens by developing knowledge, empathy, and critical thinking:

• Thinking like a Geographer builds key skills such as enquiry, decision-making, and understanding different perspectives.
• Local, national and regional Geography helps students see how their lives in the UK connect to wider global systems.
• Urban living (Manchester and Dharavi) highlights inequality, development, and contrasting living conditions, encouraging empathy and awareness.
• Global citizens & Global fashion explore sustainability, ethical choices, and the impact of consumer behaviour worldwide.
• Life in a cold biome & Water on the land show how environments shape how people live and the importance of protecting natural resources.
• Development and Kenya helps students understand global inequality and the factors influencing quality of life.
• Our hazardous world & How weather impacts us develop awareness of global risks and the need for preparedness and resilience.
• Russia & Population deepen understanding of cultural, political, and demographic differences across the world.
• Geography in the media encourages critical thinking about how global issues are presented and interpreted.
• The future and coasts focus on sustainability, climate change, and long-term responsibility for the planet.

SMSC in Geography

The Geography curriculum supports pupils’ SMSC development by helping them understand the world, their place within it, and the experiences of people from different backgrounds and cultures.

Spiritual Development – Through topics such as Global Citizens, Development in Kenya, Russia, Population and Urbanisation, pupils develop curiosity and fascination about the world. They reflect on different beliefs, values and ways of life, consider their own perspectives, and gain a deeper understanding of global issues and cultural diversity.

Moral Development – Geography encourages pupils to explore ethical issues including inequality, development, migration, sustainability and the gender pay gap. Through discussion and enquiry, pupils learn to evaluate different viewpoints, understand the consequences of decisions and develop informed opinions about local and global challenges.

Social Development – Collaborative learning is embedded throughout the curriculum through paired work, group activities and classroom discussions. Pupils develop communication, cooperation and listening skills while learning to respect the views of others. Topics promote understanding of communities and support the development of British values, including democracy, mutual respect and tolerance.

Cultural Development – The curriculum exposes pupils to a wide range of cultures, countries and communities, including studies of Kenya, Nigeria, Japan, Russia, Europe and the UK. Pupils develop an appreciation of cultural diversity, understand how societies are shaped by geographical, economic and political factors, and recognise the shared experiences that connect people across the world.

Overall, Geography develops informed, reflective and responsible global citizens who are equipped to understand and engage positively with an increasingly interconnected world.