Geography
Our curriculum for geography is designed to ignite students’ curiosity about the world around them, enabling them to develop a deep understanding of the complex relationships between people, places, and environments. We believe that geography plays a vital role in fostering global citizenship, environmental stewardship, and critical thinking skills that are essential for our students to thrive in an increasingly interconnected and diverse world. Our curriculum intent for geography is driven by the following principles. We provide a strong foundation in both physical and human geography; ensuring students understand Earth’s features, climates, ecosystems, cultures, societies, and economies.
Through practical activities and fieldwork, we enhance students’ abilities in spatial thinking, map interpretation, data analysis, and the use of geographic tools and technologies. We emphasize sustainable development and environmental appreciation, encouraging students to understand the interdependence between human societies and the natural world. We explore environmental issues and inspire students to contribute to environmental preservation.
Geography fosters critical thinking skills by analysing complex issues, engaging in debate, and evaluating different perspectives. Students tackle global challenges like migration, urbanization, and conflicts to propose sustainable solutions. Our curriculum equips students with transferable skills beyond the classroom. Through collaborative projects, research tasks, effective communication, and digital literacy, students become independent, team-oriented, and responsible citizens ready for an ever-changing world.
Through our geography curriculum, we aspire to empower our students with the knowledge, skills, and attitudes necessary to understand and positively engage with the complexities of our globalized world. By nurturing their curiosity, empathy, and critical thinking, we aim to prepare them to become active participants in shaping a sustainable and inclusive future.
Overview
| Year | Term | Topic(s) | |
| Year 7 | Autumn |
My Place Project How has Croydon been changed by its environment? |
Tour of the UK How is the UK affected by its landscape and human activities? |
Spring |
What is Economy? How does an economy impact a country? |
Natural Resources Is the Earth running out of natural resources? |
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Summer |
Brazil How does Brazil manage its physical and human challenges? |
Tourism What factors have led to an increase in tourism around the world? |
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| Year 8 | Autumn |
Weather and climate What tools do Geographers use to understand weather and climate? |
Climate Change How does climate change impact the world? |
Spring |
Russia and Ecosystems Is the geography of Russia a curse or a benefit? |
The Middle East Why is the Middle East an important region? |
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Summer |
Africa Is Africa truly poor? |
Japan How far has Japan’s traditions evolved as a result of its geography? |
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| Year 9 | Autumn |
India How has India been transformed into a developed international power? |
Glaciers How does ice change the world? |
Spring |
Deserts What are the opportunities and challenges of ‘deserted’ regions? |
Population and Urban Development How are populations changing? |
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Summer |
Earthquakes and Volcanoes Can we ever know enough about earthquakes and volcanoes to live safely? |
Rainforests What are the challenges of destroying the ‘lungs of the Earth’? |
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| Year 10 | Autumn |
Component 2: UK Geographical Issues Coastal change and conflict |
Component 2: UK Geographical Issues River processes and pressures |
Spring |
Component 1: Global Geographical Issues Hazardous Earth: climate and extreme weather |
Component 1: Global Geographical Issues Development Dynamics |
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Summer |
Component 1: Global Geographical Issues Challenges of an Urbanising World (India) |
Component 2: UK Geographical Issues Geographical investigations (Physical Landscape) Inc. Fieldwork in Hastings |
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| Year 11 | Autumn |
Component 2: UK Geographical Issues The UK’s evolving human landscape Inc. Fieldwork in London |
Component 3: People and Environment Issues People and the Biospheres; Consuming energy resources |
Spring |
Component 3: People and Environment Issues – Making Geographical Decisions Forests Under Threat |
Revision |
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Summer |
Revision and Exams |
Exams |
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Qualification Details
| Exam Board | EdExcel |
| Course Title and Syllabus | Geography Specification B
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Details of Papers |
Paper 1: Global Geographical Issues: Students cover three main topics: Hazardous Earth, Development Dynamics and Challenges of an urbanised world. This paper is assessed with a 1 hour and 30 minutes written exam, with three 30-mark sections. This paper consists of 94 marks, with up to 4 four spelling, punctuation, grammar and use of specialist terminology (SPaG). This paper is 37.5% of the GCSE. Paper 2: UK Geographical Issues: Students cover three main topics: The UK’s evolving physical landscape, including coastal change and conflict as well we Ricer processes and pressures; The UK’s evolving human landscape, including a case study, and dynamic UK cities; and Geographical investigation which include one physical fieldwork investigation (coasts) and one human fieldwork investigation (the City of London). This paper is assess with a 1 hour and 30 minute exam, consisting of 94 marks and is 37.5% if the GCSE. Paper 3: People and Environment issues – Making Geographical Decisions: Students cover three main topics: People and the biosphere, forests under threat and Consuming energy. A fourth section of this paper looks at making a geographical decision. This paper is 1 hour and 30 minutes, consisting of 64 marks and makes up 35% of the GCSE. |