Geography underpins a lifelong ‘conversation’ about the earth as the home of humankind. Geography therefore contributes to a balanced education for all young people in schools, colleges and other settings." (A Different View, GA 2009)

Geography is challenging, motivating, topical and engaging. In our diverse society students need, more than ever before, to understand other people and cultures. The Geography department believes that geographical knowledge, concepts and skills are essential components of a broad and balanced curriculum. Geography makes a major contribution to students’ physical, intellectual, social and emotional development.

Geography must be a rigorous study of the real world. It must seek explanations about how the world works and help us think about alternative futures. 

Students who study Geography are well-rounded individuals, developing many transferable skills from across the curriculum. The students are able to perceive their place in the world and take the knowledge and understanding gained into the future.


Aims and Objectives

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. 

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. 
  • To stimulate students' interest in their surroundings and in the variety of human and physical conditions on the earth's surface
  • To foster students' sense of wonder at the beauty of the world around them
  • To help students develop an informed concern about the quality of the environment and the future of the human habitat and thereby enhance students' sense of responsibility for the care of the earth and its people.



Mrs R Kenshole - Subject Learning Leader for Geography

Mr B Hunt

Mrs T Laney-Hubbard

Mr A Woolnough

Mr M Hickey


All of our KS3 assessments mirror those at KS4 to include similar command words and format. We have increased the level of challenge at KS3 to prepare students for the challenges of the new KS4 curriculum.

In the Geography department students in both KS3 and KS4 have exercise books. Within their exercise books students have their class work which is preparation work for their assessments and their assessments itself.  The assessments contains assessed projects/work at KS3 or mid / end of unit tests/practice exam questions at KS4.  Assessment work needs to be marked in detail as per the whole school marking policy above.  

Students’ exercise books should also be checked. However, this is at the discretion of the teacher. They may choose to self / peer mark even teacher marked. *

Students should be trained in the skills of peer and self-assessment, and these techniques can be incorporated in both the marking of their exercise books and assessments.

*If classes are split – students will have two exercise books. Therefore, assessments will be recorded by each individual teacher.


The following is the whole school requirement for marking.

•       Regular feedback

•       Target and progress data tracking systems/ pro forma in a clear and obvious place in the student’s work.

•       Clear comments on what has been achieved which are linked to attainment criteria.

•       Clear comments which outline how to improve, and next steps which are linked to attainment criteria.

•       Literacy issues being identified and clear actioning and follow up by the teacher.

•       Evidence of AFL approaches so that there is a clear marking dialogue between teacher and student.

•       Actioning by the student in response to the teacher’s comments – as well as skills and content. This can also apply to aspects of literacy.



Subject Documents Date  
Geography Year 7 Curriculum Overview 14th May 2020 Download
Geography Year 8 Curriculum Overview 14th May 2020 Download
GCSE Geography Year 9 Curriculum Overview 14th May 2020 Download
GCSE Geography Year 10 Curriculum Overview 14th May 2020 Download
GCSE Geography Year 11 Curriculum Overview 14th May 2020 Download