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Geography

Geography Curriculum Overview

  • Curriculum Aim & Intent

    Aim

    To inspire pupils to become curious, knowledgeable and critical thinkers about the world around them by equipping them with a deep understanding of physical and human processes, the interdependence of people and environments, and the challenges of sustainable development at local, national and global scales. 

    Intent

    Our Geography curriculum is designed to build pupils’ geographical knowledge, skills and understanding in a coherent and sequenced way from Key Stage 3 through to Key Stage 5. At Key Stage 3, pupils develop a strong foundation in physical and human geography, including place-based studies and contemporary global issues, supported by fieldwork and GIS skills. This prepares them for the demands of the AQA GCSE Geography course at Key Stage 4, where pupils deepen their understanding of physical and human systems, environmental sustainability, and decision-making processes through topics such as natural hazards, urban issues, and resource management. 

    At Key Stage 5, pupils follow the Edexcel A-level Geography specification, beginning with core topics such as Tectonic Processes and Globalisation in Year 12 and progressing to advanced thematic and synoptic content in Year 13, including the development of independent investigation skills. Across all key stages, the curriculum promotes geographical literacy, enquiry-based learning, and a sense of global citizenship, preparing pupils for further study, employment and engagement with the world as informed and responsible individuals. 

  • Brief Overview of Curriculum Content for Each Term

    Autumn term  Spring Term  Summer Term 
    Yr 7 
    • What is Geography? (Our City) 
    • United Kingdom (Our Country) 
    • Europe (Our Continent) 
    • North America 
    • Settlement 
    • Geographical Enquiry 
    Yr 8 
    • Weather and Climate 
    • Population 
    • Africa 
    • River Landscapes 
    • Coastal Landscapes 
    • Glacial Landscapes 
    • Geographical Enquiry 
    Yr 9 
    • Restless Earth 
    • Industry 
    • Asia 
    • South America 
    • Global Issues 
    • Geographical Enquiry 
    Yr 10 
    • The Living World (Ecosystems, Tropical Rainforests and Hot Deserts) 
    • Urban Issues and Challenges (Urbanisation and Rio de Janeiro) 
    • Urban Issues and Challenges (Sunderland and Sustainable Cities) 
    • Physical Landscapes in the UK (Coastal and Glacial Landscapes) 
    • The Changing Economic World (Development Gap and a NEE: Nigeria) 
    • Fieldwork (Physical and Human) 
    Yr 11 
    • The Changing Economic World (UK Economy) 
    • The Challenge of Natural Hazards (Tectonic Hazards) 
    • The Challenge of Natural Hazards (Weather Hazards and Climate Change) 
    • The Challenge of Resource Management (Food Management) 
    • Issue Evaluation (Paper 3 Pre-Release) 
    • Revision and Preparation for GCSE Exams 
    Yr 12
    • Tectonic Processes and Hazards 
    • Dynamic Places: Globalisation 
    • Glaciated Landscapes and Change 
    • Shaping Places: Regeneration 
    • Physical Fieldwork: Glacial Landforms in the Lake District 
    • Human Fieldwork: Contrasting Areas of Wealth; East Boldon and Hendon. 
    • Revision and Preparation for AS-level Exams 
    Yr 13
    • Physical Systems and Sustainability: Water Cycle and Water Insecurity 
    • Human Systems and Geopolitics: Superpowers 
    • Physical Systems and Sustainability: Carbon Cycle and Energy Security 
    • Global Development and Connections: Migration, Identity and Sovereignty  
    • Revision and Preparation for A-level Exams 

  • How Our Curriculum Caters For SEND Students

    How does our Curriculum cater for students with SEND?

    In Geography, there is the potential for using a wide range of learning approaches in the subject to increase the possibility of matching different learning needs. At Southmoor, we think it is important to avoid presenting students with SEND with an oversimplified and dull geography curriculum. As with all students, they deserve a rich geographical experience and therefore, we plan exciting geography in the same way we do for all students. We aim to engage students with SEND in the geography content of lessons and, wherever possible, link it to their personal experience to make it more meaningful for them. We understand that visual resources are often more accessible for students with SEND and they may be able to achieve more verbally than in written form, so strive to involve them fully in discussions, drama and role plays. We take particular care when we are teaching controversial topics or those with complex geographies. We understand that some may find it difficult to cope with higher level conceptual understanding and, because of this, may be in danger of reinforcing stereotypes or prejudices they hold rather than challenging them. We will avoid using unnecessarily complex teacher language. Finally, we will not set our expectations low for these students. It is wrong to give them tasks that do not stimulate their interest, rather they must be selected carefully to avoid any potential barriers without confining what we ask of them to the mundane. 

    To ensure we have consistently inclusive geography lessons, our monitoring and evaluation focuses on the following key areas: 

    • Learning environment (e.g. sound and light, seating, resources etc.) 
    • Multi-sensory approaches, including ICT (e.g. visual timetables to aid organisation, screen filters etc.) 
    • Working with additional adults (e.g. consulting students, planning support etc.) 
    • Managing peer relationships (e.g. grouping students, managing group work, developing responsibility etc.) 
    • Adult-student communication (e.g. teacher’s communication, visual aids etc.) 
    • Formative assessment (how to improve their work) (e.g. clear learning objectives, retrieval of prior knowledge, effective feedback etc.) 
    • Challenging task with appropriate scaffolding to ensure success for all 
    • Motivation (e.g. well-structured lessons, relevant and motivating tasks etc.) 
    • Memory and consolidation (e.g. regular recapping, reducing strain on working memory, consolidating learning etc.) 

  • How Our Curriculum Caters For Disadvantaged Students

    How does our curriculum cater for disadvantaged students and those from minority groups?

    At Southmoor, we recognise that a well-planned geography curriculum can play a key role in supporting disadvantaged students and those from minority groups by promoting equity, inclusion, and representation. Below are the key strategies we use to ensure the curriculum is inclusive and supportive: 

    1. Representation in Content 

    • Diverse Case Studies: Including examples from a wide range of global regions, including the Global South, and highlight voices and experiences from diverse ethnic, cultural, and socioeconomic backgrounds. 
    • Local Relevance: Incorporating local case studies and issues that reflect the community, helping disadvantaged students see the relevance of geography to their own lives. 
    • Cultural Sensitivity: Avoiding stereotyping and ensure that cultural practices and regions are presented respectfully and accurately. 

    2. High Expectations with Support 

    • Clear Scaffolding: Breaking down complex geographical concepts into accessible steps and using structured support for extended writing or data interpretation. 
    • Tiered Vocabulary: Explicitly teaching subject-specific terminology (Tier 3 vocabulary) and supporting with Tier 2 vocabulary for exam-style questions. 
    • Retrieval and Repetition: Using regular low-stakes quizzing (such as mini whiteboards) and retrieval tasks to reinforce core knowledge over time, helping reduce cognitive load for students who may not have wider support at home. 

    3. Curriculum Design and Sequencing 

    • Carefully Sequenced Content: Building knowledge progressively to ensure secure understanding, especially for those who may have gaps from earlier schooling. 
    • Enquiry-Based Learning: Promoting questioning, discussion, and critical thinking, which allow all students to develop their own viewpoints and understanding of the world. 
    • Flexible Assessment: Using a variety of assessment forms (visual, verbal, written) to capture understanding in ways that support different learning needs. 

    4. Inclusive Fieldwork and Enrichment 

    • Accessible Fieldwork: Planning trips and practical work that are free or low-cost, with consideration for travel, food, and equipment needs to ensure all pupils can participate. 
    • Virtual Alternatives: Using technology (e.g. virtual fieldwork, GIS) to ensure access for those unable to attend physical visits. 
    • Role Models: Highlighting geographers from minority or disadvantaged backgrounds to raise aspiration and demonstrate diverse career pathways. 

    5. Culturally Responsive Teaching 

    • Pupil Voice: Actively seeking feedback and involving students in shaping curriculum choices and learning approaches. 
    • Safe Spaces for Discussion: Ensuring a respectful environment where pupils feel comfortable discussing sensitive or controversial issues such as migration, inequality, and environmental justice. 
    • Staff Awareness: Providing ongoing CPD to all teachers of geography on tolerance, unconscious bias, inclusion, and equity in curriculum delivery. 

  • Knowledge Organisers

  • Other Related Curriculum Documents

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SR2 7TF

T: 0191 594 9991
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