Geography is a largely versatile and diverse discipline described as the “mother of all sciences” (Livingstone, 1992) and the “jack of all trades” (Lau and Pasquini, 2008). These definitions are vague and support the ideology that geography is everything. It is true that most things can be connected to geography, but geography is not simply the study of everything (Standish, 2017). Our young people will be given the opportunity to create their own experiences of geography, based around the big ideas or threshold concepts, enabling them to meet every citizen as an equal. This will be achieved through a knowledge-rich and coherent curriculum, where geographical knowledge is exact and taught to be remembered and not merely encountered.


We will ensure that the young people of today, tomorrow and years to come understand geography as the discipline that studies the physical and human built environment, how they have become and the interactions between them that give rise to spatial patterns and areal differentiation. This will ensure they leave us with the ‘geographic advantage’ described by Hanson, (2004). We use the example below:


We do not want our young people to recognise that it is raining outside. We want them instead to recognise that there is a low-pressure system in the air bringing cumulonimbus clouds and heavy rain. This may lead to flooding because humans have built on floodplains which are formed by successive flooding and deposition of sediment or the migration of meanders. This flooding has significant effects on the lives of people, the economy and the environment, but these effects differ based on location. Temporary homelessness for those whose homes flood; roads may become blocked, isolating communities and farms may need evacuating, affecting the livelihoods of farmers and the supply of local produce. If our young people recognise this, they may pursue solutions to the problems and become our next wave of meteorologists, town planners, environmental officers, or civil engineers as part of their fantastic future.

Key Stage 3 at a Glance

Year 7

Autumn 1   - Mapping Geography (Our Manchester)

Autumn 2   - Weather and Climate

Spring 1     - Climate Change

Spring 2     - Brazil

Summer 1  - Population and Urbanisation

Summer 2  - Rivers

Year 8

Autumn 1   - Africa

Autumn 2   - Crime and Conflict

Spring 1     - Tectonic Hazards

Spring 2     - Tectonic Hazards

Summer 1  - Environments in Danger

Summer 2  - Coasts

Year 9

Autumn 1   - China

Autumn 2   - Polar and Tundra Environments

Spring 1     - European Union

Spring 2     - Geographical Skills

Summer 1  - Resource Management

Summer 2  - Energy

Key Stage 4 at a Glance

Year 10

Autumn 1   - Urban Issues and Challenges (Inc. Human Fieldwork)

Autumn 2   - Natural Hazards

Spring 1     - Weather Hazards and Climate Change

Spring 2     - Economic Change

Summer 1  - Economic Change

Summer 2  - River Landscapes (Inc. Physical Fieldwork)

Year 11

Autumn 1   - Coastal Landscapes in the UK

Autumn 2   - Ecosystems and Tropical Rainforests

Spring 1     - Cold Environments and Issue Evaluation

Spring 2     - Issue Evaluation