Our aim in Geography is to inspire an understanding and respect for the wonder of our planet. "Geography is the subject which holds the key to our future"- Michael Palin

We follow the syllabus Geography B (Geography for Enquiring Minds) (9-1) - J384 

Below is a breakdown of how students are assessed

Specification at a glance

Assessment overview

We follow the syllabus Geography B (Geography for Enquiring Minds) (9-1) - J384 

Below is a breakdown of how students are assessed

Specification at a glance

Assessment overview

People and society


1 hour 15 mins


Students explores the social, cultural, political and economic forces that make places unique, and how these change over time and space, particularly the growth of urbanisation and the challenges of feeding an ever-growing population.

There are four topics:

  • Urban futures
  • Dynamic development
  • UK in the 21st century
  • Resource reliance.

Fieldwork skills include understanding and applying specific geographical knowledge, understanding and skills to real-world human geographical contexts.

Component 03: Geographical exploration


1 hour 30 mins


This component draws on geographical knowledge, understanding and skills that have been developed in components 01 and 02. This synoptic assessment enables students to demonstrate their understanding of the connections between the different elements of the subject.

Geographical skills:

  • Cartographic
  • Graphical
  • Numerical
  • Statistical.

This component includes a decision-making exercise, here students can become critical thinkers and develop arguments.

 Key Stage Three

Pupils should consolidate and extend their knowledge of the world’s major countries and their physical and human features. They should understand how geographical processes interact to create distinctive human and physical landscapes that change over time. In doing so, they should become aware of increasingly complex geographical systems in the world around them. They should develop greater competence in using geographical knowledge, approaches and concepts [such as models and theories] and geographical skills in analysing and interpreting different data sources. In this way pupils will continue to enrich their locational knowledge and spatial and environmental understanding.

Pupils should be taught:

Locational knowledge

  • extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities

Place Knowledge

  • understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia

Human and physical geography

  • understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in:
  • physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coasts
  • human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources
  • understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems

Geography – KeyStage 3

Geographical skills and fieldwork

  • build on their knowledge of globes, maps and atlases and apply and develop this knowledge routinely in the classroom and in the field
  • interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs
  • use Geographical Information Systems (GIS) to view, analyse and interpret places and data
  • use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information.

Year 7 programme of work -                                                                            

Topic  1

What is Geography?

 Topic  2

Map Skills And Place Knowledge

 Topic  3

World Environments

Topic  4


Topic  5

Energy and Natural resources

Topic  6

Africa, Russia and the Middle East

















Year 8 programme of work -

Topic  1


Topic  2


Topic  3

Global Hazards

Topic  4

Weather and climate change

 Topic 5

Polar Environments

(The Arctic and Antarctic)

Topic  6

 The UK’s role in the world


“The leadership team has maintained the good quality of education within the school”.

[Ofsted 2017]

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