Geography Curriculum Overview 2017-18

The grid below gives an overview of the curriculum for this academic year

Year 7

Global Connections

Students learn:

  • How people and places are connected at a variety of scales (local, regional, national and global) and how they interact over time
  • How to ask geographical questions, think critically and constructively and expand their personal experiences of geography

Map Skills

Students learn:

  • To read, interpret and analyse a variety of maps and scales, including Ordnance Survey maps
  • To understand the importance of Geographical Information Systems (GIS) in analysing spatial data and information

Exploring Britain

Students learn:

  • About the physical and human environments around the UK
  • Understand the diverse nature of Britain


Students learn:

  • About tropical rainforests to include how people live in the Amazon and the plants and animals that are found there
  • The river Amazon and its features


Students learn:

  • Students look at how settlements have changed over time and why

Year 8

Climate Change

Students learn:

  • How and why global climate is changing over time the impacts of climatic change on people and places the management strategies available to develop enquiry skills

The Arctic Environment

Students learn:

  • How and why the Arctic environment is changing over time
  • How people and wildlife are adapted to the Arctic environment
  • How the Arctic environment can be sustainably managed

Hot, arid environments

Students learn:

  • How and why hot, arid environments are changing over time
  • How people and wildlife are adapted to hot, arid environments
  • How hot, arid environments can be sustainably managed

Saving Endangered Species

Students learn:

  • How and why some wildlife species are endangered
  • How wildlife has adapted to their environment
  • How wildlife and their environment can be sustainably managed

Why do people live longer than previous generations?

Students learn:

  • How and why do people live longer than previous generations?
  • What are the effects of people living longer on society?
  • How can people manage their lives to live longer?

Cultural diversity and conflict

Students learn:

  • How and why do cultures conflict?
  • How can cultural conflicts be managed?

Year 9


  • What are tornadoes and how do they form?
  • What are the impacts of tornadoes?
  • How can tornadoes be managed?

Development and globalisation

Students learn:

  • Understand what development and globalization are
  • Understand that countries are at different stages of development and how we measure development
  • The key differences between ACs and LIDCs
  • The barriers to development
  • Positive and negative impacts of globalization
  • The role fair trade can play in tackling exploitation of workers in LIDCs


  • What is the human and physical environment in Australia like
  • What are the push and pull factors for life in Australia
  • What are the benefits and drawbacks of migration to Australia

Plate Tectonics

Students learn:

  • How and why earthquakes and volcanoes occur
  • The impact of these natural hazards on people and place
  • How people can plan for earthquakes and volcanoes

Tropical storms

  • What are hurricanes/typhoons/cyclones and how do they form?
  • What are the impacts of tropical storms and how does the level of development in a country effect the impacts seen?
  • How can tropical storms be managed?


OCR B – Geography for enquiring minds

Our Natural World

Global Hazards

  • To develop an understanding of a variety of hazards that impact human lives both within the UK and worldwide.
  • Study the causes and impacts of droughts, tropical storms and tectonic events.

Changing Climate

  • Analyse patterns of climate change from the start of the Quaternary period to the present day, considering the reliability of a range of evidence for the changes
  • Theories relating to natural climate change and consider the influence of humans on the greenhouse effect.
  • Social, economic and environmental impacts of climate change at both local and global scales

Distinctive Landscapes

  • To understand how processes make landscapes distinctive.
  • An understanding of how the geomorphic processes shape river and coastal landscapes
    Consider the impact of human influence on these

Sustaining Ecosystems

  • Explore the distribution and characteristics of the Earth’s ecological wonders
  • Investigate two contrasting ecosystems of tropical rainforests and polar environments, exploring physical cycles and processes that make these ecosystems distinctive, the threats posed to their existence and how humans are attempting to manage them for a more sustainable future

People and Society

Urban Futures

  • Explore why, and consider how the global pattern of urbanisation is changing
  • Study two cities, one from an advanced country (AC) and one from either an emerging and developing country (EDC) or a low-income developing country (LIDC). Within each city, contrasting ways of life, geographical processes, problems and solutions

Dynamic Development

  • Consider the changing nature and distribution of countries along the development spectrum
  • Examine the causes of uneven development
  • In-depth study of one country, considering its development journey so far, how its global connections may influence the future and possible alternative development strategies

UK in the 21st Century

  • Study the diverse range of cultures, identities and economies make up the patchwork of the UK
    Consider some of the drivers for change
  • Look at the global significance of the UK
  • Investigate the UK’s political and cultural connections with the rest of the world

Resource Reliance

  • Investigates emerging patterns, where demand is outstripping supply
  • Consider the question ‘can we feed nine billion people?’
  • Study what it means to be food secure, how countries try to achieve this and reflect upon the sustainability of strategies to increase food security

The course integrates fieldwork and geographical skills into the content

If you wish to contact the person responsible for this page, please email