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The intent of the geography curriculum is:

  • To study a knowledge-rich, horizon-widening breadth of content examined through physical, social, economic, environmental, cultural and political contexts to build student’s awareness of locations, places and environments at a range of spatial and temporal scales.
  • To emphasise the importance of a deep understanding of both physical and human processes, and on applying this understanding to interrogate people-environment interactions and people-place connections.
  • To facilitate a mastery of the application of geographical knowledge, skills and approaches to enable students to examine a range of important geographical questions and issues.
  • To engage students with critical issues and concepts that shape the world we live in. These include, but are not limited to, causality, climate change, development, geopolitics, globalisation, identity, inequality, interdependence, mitigation and adaptation, physical systems and feedback and sustainability..
  • To foster the development of students’ character (including ethics and values) and attributes relevant to world beyond education, providing a platform to develop social and environmental sensitivity and build an innate responsibility in students to become informed and engaged global citizens.
  • To provide a platform for students to carry forward transferrable skills and experiential approaches for implementation in their chosen future pathways and careers.

The KS3 curriculum is carefully sequenced to enable students to achieve mastery in the subject. The course content is outlined below:

Year 7

  • Introduction to Big Concepts in Geography
  • The Natural World
  • Place and Space
  • Physical Systems I – Flood Risk
  • Place Study: China

Year 8

  • Population and Migration
  • Weather and Climate
  • Development
  • Physical Systems II – Coastal Landscapes
  • Place Study: Russia and the Arctic

Year 9

  • Global Resource Challenges
  • Physical Systems III – Tectonic Activity
  • The Nation State
  • Geography of Conflict
  • Place Study: The Sahel

Paper 1 – Living with the Physical Environment

Section A: The Challenge of Natural Hazards

A critical examination of the threats posed by natural hazards, such as earthquakes, tropical storms, extreme weather and climate change, and an evaluation of the methods used to manage disasters.

Section B: The Living World

An investigation into the critical components of the natural world, focusing on sensitive environments that are under threat from human activity. Issues such as deforestation in tropical rainforests and desertification in hot deserts are explored in depth.

Section C: Physical Landscapes in the UK

An exploration of the diverse landscapes of the UK, focusing on the coastal zone and river systems. Processes and landforms are explored, whilst a diverse array of management strategies are examined to consider their effectiveness in these dynamic places.



Paper 2 – Challenges in the Human Environment

Section A: Urban Issues and Challenges

A study of urban spaces in the UK and beyond, focusing on the opportunities and challenges associated with changes faced as a result of rapid rural-urban migration. In-depth case studies of Rio de Janeiro and Bristol provide an effective lens through which to consider the future of urban spaces.

Section B: The Changing Economic World

A study of the rapid change in economies around the world, exploring critical geographical concepts such as development, inequality and poverty. In-depth case studies include Nigeria (A Newly Emerging Economy) and the UK, providing a comparison in terms of wealth and health.

Section C: The Challenge of Resource Management

An examination of the challenges the planet faces in managing essential resources such as food, water and energy. This is first addressed in the context of the UK, with a more in-depth analysis of the global challenge of meeting the rising demand for energy.

Paper 3 – Geographical Skills and Applications

Section A – Issue Evaluation

A critical evaluation of a contemporary issue that changes each year. This promotes critical-thinking and problem solving used to reach a judgement based on an enquiry question linked to the wider geography specification.

Section B – Fieldwork

Two geographical enquiries (one physical and one human) will be carried out during 4 days of fieldwork in Year 11. This is an exciting opportunity to carry out collaborative work in the field; this is completed in the Shropshire Hills as Preston Montford Field Studies Centre.


This is a highly academic and rigorous course that demands a high level of written communication, the mastery of the use of geographical skills, and a detailed understanding of issues, concepts and processes related to physical and human topics. Ultimately, it is designed to be highly rewarding, and build awareness of the interconnectedness of physical and human systems. The course is outlined below:

Paper 1 (30%)

Unit 1 – Tectonic Processes and Hazards

Unit 2B – Coastal Landscapes and Change

Unit 5 – The Water Cycle and Water Insecurity

Unit 6 – The Carbon Cycle and Energy Insecurity


Paper 2 (30%)

Unit 3 – Globalisation

Unit 4A – Regenerating Places

Unit 7 – Superpowers

Unit 8B – Migration, Identity and Sovereignty


Paper 3 (20%)

Synoptic Investigation


NEA – Non-Examined Independent Investigation (20%)

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