Curriculum
Geography
Subject Staff
Mr Adshead
Mrs Kumar-white
The Geography Way
Our subject has a ‘Subject Way’ at the heart of it. Our Subject Way is designed to help students become young subject specialists. The Subject Way has two main purposes:
Firstly, to teach students the vital skills they need to achieve their full potential and gain the very best grades they can. Secondly, to teach students how each subject relates to the wider world, incorporating the life skills they will learn.
It is our belief that knowing how what you learn links to the wider world, brings a subject to life and therefore improves overall understanding and engagement.
Curriculum Intent
At WPT we aim to ensure our Geography curriculum is designed to sequence learning and embed the key skills that are required to develop curious students into competent Geographers.
Our curriculum empowers students to develop their interest around a wide range of interlinking themes that expose students to a wider world beyond that of the local community. Our 5-year curriculum builds on prior learning and ensures that we nurture students’ skills for learning so they develop over time.
Geography is central to curriculum and experiential learning and enrichment. We ensure all our students who study Geography in Year 7, 8 and 9, and those who study it throughout the 5-year course, see a world beyond the classroom, community and borough. Our intention is to develop a curriculum that helps students have the world at their fingertips and develop into well-rounded human beings ready and able for the challenges of the world beyond school.
INTENTION 1 – The removal of barriers to learning
In Geography we remove barriers to learning and support students’ ability to access the curriculum through the development of literacy, numeracy, oracy skills and vocabulary acquisition.
Misconceptions do not go unchallenged and the supportive environment within each and every lesson ensures that students develop their own literacy and vocabulary in a high challenge, low fear environment.
Literacy and Vocabulary
In Geography we outline keywords and glossaries used. Key terms are highlighted using a key terms symbol to make the importance of these words clear. Reading strategies are employed as appropriate e.g. use of guided reading tasks. The Frayer Model is being embedded in schools – this can be especially helpful where EAL is a barrier to learning or reading age is low. These are used throughout each topic and used within our day to day teaching. We use a reading model and literacy symbols so students can identify reading skills required for tasks.
Numeracy
In Geography we embed maths skills across the curriculum. Maths skills are one of our key strands for student development: calculating, creating and interpreting using a range of math skills. This is built into our Can Do statements at KS3 and then exam specifications at KS4 and 5. We work with the Maths Department to ensure the teaching methods used for our maths skills mirror those in maths to ensure consistency for our children.
Oracy
Geography provides a variety of opportunities for students to develop oracy skills within all schemes of work- discussion, debate, peer teaching and questioning. These are built into lessons as appropriate and guidance is given e.g. key term lists / speaking frames.
INTENTION 2 – Developing skills for learning
Developing student knowledge and essential learning skills go hand in hand. Students need to remember with fluency in order to be fully established mini-subject specialists. We strive, at all times, for personal excellence by developing the six key skills for success:
- Recall
- Interpretation
- Creativity
- Analysis
- Evaluation
- Divergent thinking
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As a subject we are developing five key strands of geographical skill:
- Geographical understanding- knowledge of the human and physical world
- Communication and decision making – being able to articulate understanding in a range of ways e.g. verbal/ written/ using graphs and data
- Synoptic skills – being able to use a wide range of evidence and sources within communication geographical ideas and concepts
- Map skills – developing a range of skills within both human and physical geography
- Numeracy skills – developing: calculating, creating and interpreting using a range of math
skills
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Recall activities are built into lessons across all key stages and these are highlighted to students as effective ways to help them remember more information as appropriate. These are referred to as GEOG Flashback tasks.
Evaluation is explicitly taught as a skill at KS4/5 with the use of the ‘to-what-extent-o-meter’ to guide students’ use of language to enable them to effectively evaluate.
Acronyms are consistently used across the department to build up skills e.g. PEE / PEEL / PEEEL for evaluation skills (KS3/4/5); CLOCC for map analysis; TEA and TEAML for graph analysis
(KS4/5)
Interpretation and breaking down of exam questions is supported by BUG / BUM acronyms.
INTENTION 3 – Fostering personal attributes
Our curriculum promotes the skills and attributes our children need in order to develop the independence, responsibility, accountability and resilience essential to have a happy and successful life. We refer to this crucial aspect of our curriculum intent as ‘The Way’ and it is embedded in everything we do. ‘The Way’ enables us to develop well-rounded individuals ready for the next stage. It is about embedding employability skills such as resilience, collaboration, communication, aspiration, responsibility, tolerance and respect, in order for them to be an active participant in the local community and beyond. ‘The Way’ works in tandem with the Pledges to support students’ enhancement of personal attributes.
‘The Way’ is embedded in assemblies, form periods and our extracurricular programme. It is the language that we speak and key aspects of ‘The Way’ are as follows:
- We are nice to people
- We say please and thank you
- We are equipped to learn
- We work hard
- We are prepared to make mistakes
- We listen to others
- We believe in ourselves
- We are proud of our achievements
- We take pride in our appearance
- We take responsibility for our actions
- We are ambitious
- We take risks
INTENTION 4 – Enriching student experiences and broadening their horizons
Our intention is to broaden the horizons of all our students whilst also celebrating the culture, context and traditions of the local community of which we serve. Our curriculum gives all individuals opportunities beyond a traditional mainstream education and is more ambitious than the KS3 National Curriculum. We aim to ensure there are many opportunities to enrich their cultural capital in order for them to become well-rounded human beings ready for the next stage. This aim is met through our programme of challenges, known as The Pledges. Our curriculum will include for all:
- Experiential learning through trips, visitors and guest speakers
- Hands-on experiences in and out of the classroom
- Extracurricular enrichment through activities in Geography Week and Activity Weeks
- Wider opportunities through residential, Camps International, charitable work and our Duke of Edinburgh provision
We have introduced The Pledges to work simultaneously with The Way, to foster skills and attributes our children need to be successful in life. The Pledges demand independence, resilience, and responsibility, challenging students to flourish outside of the classroom.
Curriculum
How Geographers Investigate the World
Topic 1: How Can We Be Good Geographers?
Students learn essential geography skills including map reading, location work, and using digital mapping technology (GIS). They’ll complete fieldwork around school and discover how geography connects local places to the global world.
Topic 2: How Is Our World Changing?
Global population patterns and migration will be explored by students, investigating why some places are densely populated while others aren’t. They’ll analyse data using technology and examine how population changes affect communities, including climate change impacts on migration.
Topic 3: Is It Possible to Survive in Hostile Environments?
Students investigate Earth’s coldest places, learning how plants, animals, and people adapt to extreme environments like Siberia. Through virtual fieldwork, they’ll explore these remote locations and debate environmental protection issues.
Topic 4: Who Will Be the Next Superpower?
This topic examines what makes countries powerful by studying the rise of India and China. Students compare these nations’ development, explore major cities like Mumbai and Beijing, and consider how global power is shifting in the 21st century.
Topic 5: How Can We Investigate Changes to Our Coastline?
Your child will study how waves shape our coastlines, creating features like cliffs and beaches. They’ll investigate coastal erosion and flooding issues, and evaluate different methods used to protect seaside communities
How Can We Live Sustainably?
Topic 1: How Do We Use Our Planet as a Natural Resource?
Students explore how we extract and use Earth’s resources including water, forests, oil, and food. They’ll investigate current challenges like water scarcity and energy dependency, evaluating whether our planet can support growing populations. Case studies examine renewable energy solutions and sustainable resource management for the future.
Topic 2: What Is the Future of Our Weather and Climate?
Your child will learn about global climate patterns and investigate evidence of climate change. They’ll analyse how human activities are affecting our climate and examine the unequal impacts worldwide. Through fieldwork and data analysis, students develop skills in reading climate graphs and explore solutions for tackling climate change.
Topic 3: Are Natural Hazards Really Natural?
Students investigate how human activities influence natural disasters like tropical storms and wildfires. They’ll examine recent events including the 2022 European heatwave and California wildfires, exploring how human decisions and climate change can make natural hazards more destructive.
Topic 4: How Is Our World Becoming More Urbanised?
This topic explores why more people are moving to cities and the challenges this creates. Students compare urban development in the UK with rapid city growth in Nigeria, focusing on Lagos as a case study. The unit ends with a creative project where students design their own sustainable city.
Topic 5: Is Russia a Prisoner of Its Geography?
Your child will investigate the world’s largest country, exploring why Russia is so vast and how geography affects where people live. They’ll examine how people survive in Russia’s harsh northern regions and understand how geography shapes the country’s development.
Topic 1 – What are the opportunities and challenges in Africa?
In this unit, students will explore the diverse and dynamic continent that is Africa. They will begin by investigating Africa’s key physical and human features, including deserts, rivers, mountains and cities. Students will also examine how Africa’s population is changing and what this means for the future. Also, students will explore the major environmental challenges that the continent faces, including desertification and to consider how these challenges affect the lives of the people who live there. The topic will also look at how desertification is being managed, and assess the success of these strategies. Finally, students will explore the history of this diverse continent (focusing on colonisation and the slave trade) and how its history continues to shape its present.Â
Topic 2 – What is the journey of the dollar?
In this unit, students will explore the complex pathways through which money moves across the world and the impacts of these flows on people, places and the planet. The start of the topic focuses on how money moves around the world, introducing students to the concept of globalisation. The unit also delves into case studies including USA-China trade links, TNCs (Apple), as well as China’s investment within the African continent, focusing mainly on Nigeria. Students will also exploe the impacts of fast fashion, and end the topic studying how the dollar returns to the USA and the environmental problems with AI (Artificial Intelligence). Students will also be given the opportunity to consolidate their learning by creating a revision resource following the journey of the dollar.
Topic 3 – What is the biggest challenge facing Japan today?
In this topic, students will explore the unique physical and human geography of Japan to investigate the biggest challenges the country faces today. Beginning with Japan’s key geographical features and the physical processes that shape its dynamic landscape, students will examine how natural hazards like earthquakes, tsunamis, volcanoes and typhoons impact the environment and daily life. They will also evaluate Japan’s strategies for managing these tectonic and climatic threats. Alongside natural challenges, students will explore human issues such as Japan’s ageing and shrinking population and pressures of life in Tokyo – the largest city in the world. By the end of the unit, students will develop a well-rounded understanding of how natural and human factors combine to create complex challenges for modern Japan.
Topic 4 – What is the journey of the River Nile?
In this topic, students will embark on a geographical journey along the River Nile, the longest river in the world. They will begin by exploring where the Nile is located and why it has been so vital to the countries it flows through. As they trace the river’s path, students will investigate how the Nile changes along its course and the natural and human factors that influence it. The topic will delve into major developments like the Grand Ethiopian Renaissance Dam and the issues surrounding its construction. Students will also examine the impact of flooding in Egypt and consider how this powerful river both sustains and threatens life. Finally, the unit will explore the strategic and economic importance of the Suez Canal, asking whether it is more than just a waterway. Through these lessons, students will gain a deeper understanding of how the River Nile shapes the environment, politics and people of northeastern Africa.Â
Topic 5 – Why is the Middle East an important world region?
In this topic, students will explore the geographical, political and cultural significance of the Middle East to understand its role on the world stage. Starting with the question “Middle of what, East of where?”, students will investigate the regions location and why it matters. They will examine the climate challenges that affect daily life and development, and explore how this region is deeply connected to the wider world – through energy, trade, religion and migration. The topic will also look at the rise of Saudi Arabia as a regional powerhouse and how countries across the Middle East are working toward greater sustainability. Finally, students will evaluate the global consequences of conflict, focusing on the war in Syria and its impact beyond the region. The unit will help students develop an understanding of why the Middle East continues to be one of the most influential and complex regions in the world.
Topic 6 – Why are tropical rainforests important to the planet?
Tropical rainforests are vital ecosystems that play a key role in supporting life on Earth. In this topic, students will explore where rainforests are found and what makes them unique. They will investigate the rich biodiversity and natural resources these environments offer, and why they are so valuable to both local communities and the global climate. The unit examines the causes and consequences of deforestation and considers the challenges of balancing human needs with environmental protection. Students will also learn about the ways in which indigenous people live sustainably in the rainforest, and evaluate whether rainforests can be used without destroying them.
Topic 7 – Where does our food come from?
Food is something we rely on every day – but have we ever stopped to think about where it comes from and the journey it takes to reach our plates? In this topic, students will uncover the global story behind the food we eat, from the farmers who grow it to the factories that process it and shops that sell it. They will explore how everyday items like chocolate and biscuits connect to wider economic and environmental issues, including palm oil production and its consequences. The unit also tackles big questions around fairness in farming, the impacts of food on ocean health and how making better food choices could help protect our planets future.
The Challenge of Natural Hazards
This topic explores natural events that can cause damage and disruption, such as earthquakes, volcanic eruptions, tropical storms, and extreme weather in the UK. Students examine what causes these hazards, their effects on people and the environment, and how we can predict, prepare for, and respond to them. They also study the impact of climate change, learning how human activity is influencing global weather patterns and increasing risks.
Key focus areas include:
- Tectonic hazards (earthquakes and volcanoes)
- Tropical storms (like hurricanes and typhoons)
- UK extreme weather (floods, storms, heatwaves)
- Climate change: causes, effects, and management
The Changing Economic World
This topic looks at why some countries are wealthier than others and explores how countries can develop over time. Students examine the global development gap, its causes (like poor trade links or colonial history), and strategies for reducing it. They study the economic growth of newly emerging economies (NEEs) and how development affects quality of life. Students also explore how the UK’s economy is changing in the 21st century, including the shift from manufacturing to services.
Key focus areas include:
- Global development gap: causes and solutions
- A case study of a newly emerging economy (Nigeria)
- Changes in the UK economy: industry, infrastructure, regional differences
 The Living World
In this unit, students explore how ecosystems work and how plants, animals, and humans interact within them. The main focus is on rainforests and cold environments, where students learn about biodiversity, adaptation, and how these fragile environments are being affected by human activity. Students also study a small-scale UK ecosystem, a woodland, to understand local environmental processes.
Key focus areas include:
- Ecosystems and food chains
- Tropical rainforests: structure, deforestation, and sustainability
- Cold environments: characteristics, opportunities and challenges
UK Physical Landscapes
This topic looks at the diverse physical features of the UK, focusing on two key landscapes: coasts and rivers. Students study how natural processes shape these environments, including erosion, weathering, transport, and deposition. They learn how landforms like beaches, cliffs, meanders, and waterfalls are formed, and how people manage these landscapes to protect them from flooding and erosion.
Key focus areas include:
- UK’s physical geography (mountains, rivers, coastlines)
- Coastal landscapes and management
- River landscapes and flood management
Urban Issues and Challenges
This unit focuses on how cities are growing and changing around the world. Students study the opportunities and challenges created by urbanisation, both in low-income/NEE cities and UK cities. They explore how cities can become more sustainable, manage housing and transport, and reduce inequality. Case studies focus on a major city in a LIC/NEE (Mumbai, India) and one in the UK (London).
Key focus areas include:
- Urban growth and its impact on people and the environment in Mumbai and London
- Urban planning in Mumbai: housing, services, transport
- London: challenges (e.g. housing, traffic) and regeneration strategies
- Sustainable urban living: waste, energy, transport solutions
Resource Management – Energy Focus
In this topic, students explore how natural resources like food, water, and energy are used around the world. The main focus is on energy—how it is produced, how demand is changing, and how supply can be made more sustainable. Students study the UK’s changing energy mix, the environmental effects of different energy sources, and how to reduce energy use. They also explore global inequalities in resource distribution.
Key focus areas include:
- Global patterns of energy supply and consumption
- Advantages and disadvantages of renewable vs non-renewable energy
- A case study of how energy is managed sustainably (micro-hydropower in Nepal or wind power in the UK)
- UK energy future: fossil fuels vs renewables
Fieldwork
Fieldwork is a vital part of the AQA GCSE Geography course. It gives students the chance to apply what they’ve learned in the classroom to the real world, helping them develop skills in data collection, analysis, evaluation, and teamwork. Students must complete two fieldwork investigations—one focused on a human geography topic and the other on a physical geography topic.
Human Geography Fieldwork – Regeneration in Sheffield
In Y10, students take a trip to Sheffield to investigate how parts of the city have been regenerated (improved and redeveloped). They focus on The Moor shopping area to investigate the success of the regeneration.Â
Students collect data through:
- Pedestrian countsÂ
- Land use mappingÂ
- Environmental quality surveysÂ
Physical Geography Fieldwork – Coastal Management in Hornsea
In Y11, students visit Hornsea on the Holderness Coast, one of the fastest-eroding coastlines in Europe. They explore how the coastline is being protected and whether current management strategies are effective. This helps them understand coastal processes, erosion, and how human activity interacts with the natural environment.
Students collect data by:
- Measuring sediment accumulation
- Coastal management quality surveyÂ
Subject Director
B Fields
- bfields@cliftonschool.org
Find out more
If you would like more information about our curriculum, please contact Mrs Leng, Headteacher using the details on our contact page.
