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Academy |
Burton Borough School |
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Subject |
Geography |
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Updated |
07/12/2025 |
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Lead/author |
R. Kelso-Davies |
About the curriculum and useful information
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Subject introduction To include:
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Key stage 3 |
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Intent |
We want every Burton Borough student to be able to “go out into the world as a thoughtful citizen, understand what is going on and understand how you can choose to make a difference in our ever-changing world.” As Michael Palin, past president of the RGS stated, ‘Geography illuminates the past, explains the present and prepares us for the future. What could be more important than that?’
To achieve our intent, we have designed, and continually refine, a curriculum which challenges students to think, act, write and speak like geographers. In the planning and refinement of our curriculum, we prioritise providing a knowledge rich experience with regular opportunity to develop the skills needed to think like a geographer. We offer a broad and balanced curriculum which is logically sequenced such that students are able to build upon prior learning as they progress throughout key stage 3. Our guiding principles when developing our curriculum are:
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Implementation |
Year 7 curriculum implementation Build a foundation of locational knowledge – where in the world are we? In relation to other places? - Knowledge of the continents and oceans; knowledge of where we are within the UK, our setting Build a foundation of core skills which can be drawn upon throughout the rest of our Geography lessons. - Mapskills; Core Graphicacy skills; Ability to describe place in relation to other parts of the world Begin to explore processes and place in relation to the real world.
Year 8 curriculum implementation Broaden students' foundation of locational knowledge – where in the world are we? In relation to other places? - Knowledge of the continents and oceans; knowledge of where we are within the UK, our setting; How do we differ from other parts of the world? How are we similar to other parts of the world? Broaden students' foundation of core skills which can be drawn upon throughout the rest of our Geography lessons. - Mapskills; Core Graphicacy skills; Ability to describe place in relation to other parts of the world; ability to explain basic geographical processes; ability to make values-based judgements Begin to explore processes and place in relation to the real world. How are coastal and river landforms created? How do we manage the landscape?
Year 9 curriculum implementation Deepen students understanding of locational knowledge and how it influences people – where is the Middle East and why is so different to the UK? Why is Africa so different to the UK, what challenges does it face? Deepen students' knowledge and ability to use Geographical skills which can be drawn upon throughout the rest of our Geography lessons. - Map skills; Sophisticated Graphicacy skills (Climate Graphs); Ability to describe place in relation to other parts of the world; ability to explain geographical processes (e.g. why deserts are located where they are); ability to make values-based judgements Explore processes and place in relation to the real world. How does climate influence life in the Middel East? How has Ice shaped the landscape? How does energy procurement impact places on a local and a global scale?
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Impact |
As Barrack Obama said “The study of geography is about more than just memorizing places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exist across continents.”, If our students on finishing year 9 have a reasonable understanding of how varied and wonderful our world and the people and cultures that exist within it are, and how they can make conscious positive contributions, however big or small, then we will have done our job. |
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Homework To include expectations of homework, types of homework, how set and frequency |
Homework at KS3, depending on the year group is set every 2-3 weeks and uses a range of strategies from completion of work to help support classwork, students will also use retrieval practices through quizzes, questions and application of skills to help support Knowledge retention and engagement. Each task is designed to enrich the learning opportunities and encourage students to work independently. |
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Enrichment To include a list of range of enrichment opportunities |
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Careers To include an overview of skills developed with the subject and a list of progression (eg. A levels/T levels) and career goals |
Careers involving Geography are regularly featured in our lessons. The skills you will learn in Geography can be applied throughout your life. You will develop communication and teamwork skills. You’ll learn how to analyse and evaluate while looking for connections and explanations. These are key skills required by employers in your future. In fact, geographers are seen as some of the most employable graduates in the UK thanks to their range of skills and ability to think laterally. A Level Geography is a fantastic bridging subject for the Arts and Sciences giving you the flexibility and breadth of knowledge to be able to apply yourself to a range of possible careers. Degree Level Geography allows you to focus more specifically on a chosen area of the subject for example oceanography, geology, population, Geographical Information Systems or environmental sustainability. Careers through Geography are simply too diverse to mention them all here. You could be an environmental management consultant, an urban planner, a meteorologist, a seismologist – so many roles there is surely something for everyone. We’re not sure there is a job out there that can’t be done better with a Geographical qualification!
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Key stage 4 |
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Intent |
As above. |
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Implementation |
At KS4 we follow the Edexcel specimen A course, We feel this gives our students a good broad knowledge of the world around us and an overview of many of the complex relationships occurring within it. As such the course is broadly split into Human and Physical Geography. Within Physical Geography we study Rivers, Coastal landscapes, Weather and associated Hazards (Tropical storms and Droughts) and Climate change and Ecosystems. Whilst in Human Geography we study Global Development and focus in on the rapid development in India to showcase a range of aspects of development; Resource Management in which focus in on Energy and finally Changing cities, where we contrast growth and change overtime in Manchester against growth and change overtime in Mexico City. |
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Impact |
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Homework To include expectations of homework, types of homework, how set and frequency |
At KS4 homework is set each week and will often be a task that supports the progress and development of the student's core knowledge. This may be as a consolidation of the work covered in our lessons, or as a “flipped learning” activity that will enable students to delve deeper into a topic in class and dispel common misconceptions. |
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Enrichment To include a list of range of enrichment opportunities |
To enrich the learning of our GCSE students we currently run two fieldwork visits. To deepen knowledge and understanding of our rivers unit we take students to Carding Mill Valley where they complete a river study looking at how the river characteristics change as we go downstream – comparing width, depth, velocity and the bedload within the river. Later in the course we undertake our second fieldwork visit, this time to Salford Quays to look at the impacts of Urban regeneration and ask the question “Has Urban regeneration at Salford Quays been successful”. Here students carry out a range of different techniques such as environmental surveys, pedestrian counts, transport surveys, visitor interviews and visual impact surveys. In the past we have taken KS4 visits to Iceland. Currently no foreign visit is planned but the department are looking into options to change this. |
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Careers To include an overview of skills developed with the subject and a list of progression (eg. A levels/T levels) and career goals |
As above. |
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Autumn term 1 |
Autumn term 2 |
Spring term 1 |
Spring term 2
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Summer term 1 |
Summer term 2 |
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Year 7 |
Mapskills |
Natural resources |
The economy |
Weather & Climate |
Population |
Russia |
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Knowledge Compass directions Map symbols Grid References |
Knowledge Natural resources Rock types Renewable / Non Renewable energy Fossil Fuels |
Knowledge Sectors of the Economy Importance of work Globalisation Transnational Corporations
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Knowledge Difference between weather and climate Why does it rain? Tropical storms Uk Weather and climate |
Knowledge Why population changes Demographic Transition model Impacts of population change |
Knowledge Where is Russia? Climate of Russia How does climate influence vegetation in Asia? Tiaga forests
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Skills Compass directions Map symbols Grid References |
Skills Info graphics Geological Timescales |
Skills Scale of economy |
Skills GIS – rain location |
Skills Population pyramids Extended writing |
Skills Climate Graphs (reading) |
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Year 8 |
Role of Stones; Rivers |
Development |
Coasts |
Tectonics |
Asia |
Sustainability |
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Knowledge Rock Types Types of soil River processes River landforms Managing rivers |
Knowledge How development varies around the world How we measure development |
Knowledge Coastal processes Caostal landforms Managing coasts
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Knowledge Structure of the Earth Plate boundaries Volcanic eruptions Earthquakes Tsunamis |
Knowledge Locational Geography of Asia Manufacturing in Asia Shanty towns Sweat shops 3 Gorges Dam One child policy |
Knowledge What sustainability is Sustainability goals How we can be more sustainable Sustainable cities |
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Skills Cross sections GIS – River basins |
Skills Choropleth maps |
Skills |
Skills Choropleth maps
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Skills |
Skills Choropleth maps
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Year 9 |
Geographical Issues |
Glaciation |
Climate Change |
Africa & The Middle East |
Resource Management |
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Knowledge Global Biomes Tropical Rainforests Polar regions - Greenland |
Knowledge How ice shapes the land Landforms created by Ice How landscapes shaped by ice are managed |
Knowledge What CC is The greenhouse effect Enhanced greenhouse effect Causes of CC Impacts of CC Responses to CC |
Knowledge Location How is Africa different from other parts of the world? Why is much of Africa so poor? Deserts and desertification Development in Africa Where is the Middle East? How is it different from other parts of the world? Climate of the middle east |
Knowledge Are the world’s resources evenly spread? Impacts of uneven distribution of resources Energy Energy management |
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Skills Distribution maps GIS Debate skills Extended writing |
Skills Field sketches GIS |
Skills Graph reading |
Skills Climate graphs - plotting |
Skills
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Skills Pie charts BUG Extended writing |
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Year 10 |
Topic Global Development
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Topic Weather Hazards and Climate Change |
Topic Ecosystems |
Topic Uk Landscapes - Rivers
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Topic Exam Prep and Fieldwork
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Knowledge Variations in the level of development Causes of uneven development AID; International strategies INDIA – Characteristics; Trade; Employment sectors; TNCs; Geopolitical relationships |
Knowledge Core concepts of weather Atmospheric circulation Ocean currents Causes of climate change Impacts of climate change Responses to climate change Tropical storms Drought |
Knowledge Ecosystems Biomes Tropical rainforests – characteristics; biodiversity; threats and management Deciduous woodlands |
Knowledge River processes River landforms Hydrographs Flooding Flood defences |
Knowledge Revision prior to year 10 exams Rivers fieldwork – Carding Mill Valley Urban environments – Regeneration in Salford Quays |
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Year 11 |
Topic Changing Cities
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Topic UK Landscapes - Coasts |
Topic UK Challenges |
Revision and Exam Preparation – Fine tuning of knowledge and exam techniques.
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Knowledge Trends in Urbanisation Population distribution in UK Manchester case study Structure; processes; deindustrialisation; inequality; changes in retail Mexico City case study Growth, inequality; effects; structure
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Knowledge Processes; Waves Erosional landforms Depositional landforms Coastal flooding Managing coastal flooding
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Knowledge Resource consumption Settlement Landscape challenges Climate change challenges |
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Curriculum Mapping Document 2025-26
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Assessment Objective |
Description |
% of final grade |
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AO1 |
Demonstrate knowledge of locations, places, processes, environments and different scales. |
15 |
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AO2 |
Demonstrate geographical understanding of: ● concepts and how they are used in relation to places, environments and processes; ● the inter-relationships between places, environments and processes. |
25 |
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AO3 |
Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues and to make judgements. |
35 |
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AO4 |
Select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings. 25 (5% used to respond to fieldwork data and contexts) |
25 |
Breakdown of Assessment Objectives:
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AO1 |
AO2 |
AO3 |
AO4 |
Total for all Assessment Objectives |
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PAPER 1 |
6.7% |
11.3% |
11.3% |
8.3% |
37.5% |
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PAPER 2 |
6.7% |
11.3% |
11.3% |
8.3% |
37.5% |
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PAPER 3 |
1.6% |
2.4% |
12.4% |
8.4% |
25% |
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TOTAL |
15% |
25% |
35% |
25% |
100% |
For more information regarding the Geography Curriculum please contact the Head of Department via our contact form.