The Geography Curriculum
Students who study Geography at Temple Moor develop a love of places. They acquire knowledge and understanding of how the world is shaped by both natural and human processes and this allows them to recognise their current and future role within society.
Details about curriculum structure
Students study Key Stage 3 Geography over 3 years for 4 hours per fortnight. Key Stage 4 Geography is taught as an option over two years, as is A-level Geography.
What will students study?
Key Stage 3
Students start with the topic ‘Introduction to Geography’. Students develop their knowledge of human and physical features for various regions around the world, comparing the similarities and differences between each. This is supported through the development of competencies relating to atlas reading. The next topic, ‘Fantastic Places’, focuses on specific areas of the world which are unique. Students investigate each location in depth looking at the various human and physical features, the impact of human activity at each location as well as the various stakeholders who are affected by the use of each. Students also begin to develop their geographical skills in Year 7 from grid references to scale; competencies that are embedded in all subsequent topics to further develop these skills. The final unit studied provides students with the chance to develop their geographical investigative skills in conducting a short study. This allows students to collect their own primary data and develop their data presentation techniques.
Students will study climatic hazards including the causes, effects, response and management of tropical storms, tornadoes, drought and forest fires. Students will judge how successful the response to hazards such as Super Storm Sandy were and be able to offer alternatives. Students also study current and prominent issues such as climate change and habitat destruction, studying both the physical and human causes, evaluating the severity of the effects as well as whether mitigation or adaptation is the best strategy in dealing with the issue.
Students will begin by studying significant global events that occurred throughout the year 2019-2020 from; Greta Thunberg’s climate change protests, the Australian wildfires, the Hong Kong protests, UK storms, through to the response to Covid-19, Students will assess the significance of each event and how successfully it was managed. Students then go on to develop their knowledge and competencies further in making the links between the effects of tectonic hazards and the short-term and long-term responses, as well as how management of these hazards reduces the risk to humans. Students will also be able to independently analyse resources and use these to justify their decision in solving geographical issues. Students continue to study current and prominent case studies and focus on the role they will have on these in the future such as plastic recycling and waste management. The final topic requires students to conduct a fieldwork investigation which includes collecting primary and secondary data, using a range of suitable presentation techniques, and analysing the data to reach a sound conclusion.
Key Stage 4
Students alternate each week between learning Paper 1 – Physical Geography and Paper 2 Human Geography. In year 10 the physical topics covered include tectonic and climatic hazards as well as ecosystems. Students develop their knowledge of the physical processes operating within each topic as well as the effects these processes have. Students are then able to assess how different stakeholders are affected and present a strong argument for the best sustainable strategies when trying to reduce these effects. Students also collect the primary data for their fieldwork investigations (one human and one physical) during the summer term. Through this, students will be able to apply knowledge and understanding in order to interpret, analyse and evaluate information and issues related to their enquiry.
The human topics studied in Year 10 are Urban Issues and Challenges, this gives students the opportunity to study the growth of mega cities and the reasons behind this growth as well as focus in depth on urban change within a Newly Emerging Economy (Brazil) as well as within the UK. Students will also develop an understanding of sustainable urban living allowing them to make decisions in the future in relation to the environment.
In year 11 students learn the physical topics coastal landscapes and glacial landscapes from Paper 1. Students develop their knowledge of the physical processes operating within each topic as well as the effects these processes have upon both landscapes and people. Students are then able to assess how different stakeholders are affected and present a strong argument for the best sustainable strategies when trying to reduce these effects.
The human elements of the course covered in year 11 provide students with the opportunity to study changes to the economic world such as investigating the causes, impacts and possible solutions to the economic differences that can be found between the north and the south of England.
Students will also explore issues regarding resource security focusing on food, water and energy allowing them to again make more informed decisions in the future. For each of these topics, students will analyse the current and future challenges in these areas and the need for sustainable management.
Key geographical and numerical competencies have been embedded throughout the delivery of both physical and human units, to provide frequent opportunities for students to further develop these skills in preparation for Paper 3 Geographical Skills.
Key Stage 5
Year 12 and Year 13
At Key Stage 5, students’ study AQA Geography A-level (7037) which comprises of two examinations and a piece of independent field work. Paper one focuses on Physical Geography; Coasts, Water and Carbon Cycles and Hazards, and these topics are studied in Year 12. In Year 13, students study paper 2 topics which focus on: Changing Places, Global Systems and Global Governance, and Contemporary Urban Environments.
Each topic allows students to develop their knowledge and understanding of processes, concepts, environments, interactions and change at a variety of scales as well as interpreting and analysing geographical information and issues.
Students also conduct their own independent enquiry In Year 13. After initial teacher guidance on the suitability of their chosen investigation, students conduct all stages of an investigation from completing risk assessments to statistical analysis. Finally, students evaluate and reflect on their investigation showing an understanding of the wider context and ethical dimensions of their coursework.
Qualification which we offer at KS4 and KS5 (including links)
KS4 – AQA GCSE Geography
KS5 – AQA A-level Geography
Enrichment and extra-curricular opportunities in the subject
Fieldwork is embedded into KS3 for students to practice data collection as well as the presentation and analysis of this data. This is developed further at both KS4 and KS5.
Additional reading is set at KS5 through the departmental purchase of Geography journals as well as the use of topical news stories in lessons.
Where could Geography ultimately take you?
Geography allows progression onto a wide range of degree courses in Higher Education. Careers directly linked with geography include:
- Town and Country Planning Surveyor
- Travel Agent
- Transport Planner
- Environmental Agencies
Links to other sites which support study in this subject
Contact details to find out more about our curriculum
Programme Leader: Mr N Duba: email@example.com