Geography Curriculum Statement 2025
Intent
Our Geography curriculum for KS3 SEMH learners aims to provide an inclusive, engaging, and accessible learning experience that builds curiosity about the world and equips pupils with essential knowledge and skills for life. The intent is to develop knowledge and understanding, build skills for life, and promote personal growth and cultural awareness. Pupils will explore their local environment and its links to global systems, learning about physical and human processes, sustainability, and interdependence. Through practical activities such as map work, data interpretation, and enquiry-based learning, pupils will develop problem-solving, critical thinking, and communication skills. The curriculum fosters respect for diversity, empathy, and an appreciation of global challenges, encouraging pupils to make informed decisions about sustainability and fairness.
At Key Stage 4, we are introducing Pearson Edexcel GCSE Geography for our incoming Year 10 students. We will follow the specification and first certifications will be ion 2027.
Implementation
The curriculum is sequenced to progress from familiar and concrete topics, such as the local environment, to global and abstract concepts like migration and global issues, ensuring accessibility and cognitive development. Engagement strategies include the use of visual resources, interactive activities, and real-life examples to maintain interest and reduce anxiety. Scaffolding and support are provided through differentiated tasks, structured discussions, and vocabulary support to meet SEMH needs. Practical skills are developed through regular opportunities for map reading, data handling, and adapted fieldwork. Cross-curricular links are embedded by incorporating literacy and numeracy skills through report writing, data analysis, and presentations.
Impact
By the end of KS3, pupils will demonstrate improved geographical knowledge and understanding of key concepts such as place, process, and interdependence. They will show progress in practical skills including map interpretation and data analysis, display greater confidence in expressing ideas, working collaboratively, and engaging with global issues. Pupils will develop resilience and emotional regulation through structured, supportive learning experiences and be prepared for KS4 Geography or related vocational pathways.
Rationale for Topic Choices
In Year 8, topics include My Place, which builds confidence by starting with familiar surroundings and linking personal experience to geography; Food, Energy, Waste, which introduces sustainability and resource management in a relatable way; BRICS, which broadens global awareness through emerging economies; Sport and Leisure, which connects geography to pupils’ interests; Global Interdependence, which highlights how countries rely on each other; and Physical Processes, which provides foundational knowledge of natural processes. In Year 9, pupils study Why Do People Move? Parts 1 and 2, exploring migration and its causes; Tourism, examining economic and environmental impacts; and Big Issues, addressing global challenges such as climate change and inequality. Topics progress from local to global, concrete to abstract, and personal relevance to wider societal issues, supporting SEMH learners by building confidence and gradually increasing cognitive demand.
How SEMH Needs Are Addressed
The curriculum addresses SEMH needs through calm, predictable routines and clear expectations to reduce anxiety. Engagement is promoted through high-interest topics and practical activities. Differentiation is achieved with scaffolded tasks, visual aids, and simplified language for accessibility. Social skills are developed through collaborative tasks, and wellbeing is supported with positive reinforcement and opportunities for success to build self-esteem.
Key Stage 4: GCSE Geography B (Edexcel)
Intent
The Geography curriculum at GCSE aims to inspire a lifelong curiosity and fascination about the world and its people. Through the Pearson Edexcel GCSE Geography B course, students develop a deeper understanding of both the physical and human environments, their interdependence, and the challenges they face in the 21st century.
This specification is structured around key global themes and real-world geographical issues. It empowers students to think critically, evaluate evidence, and propose sustainable solutions to modern-day challenges. The course places strong emphasis on contemporary issues such as climate change, globalisation, and urbanisation, ensuring relevance and engagement.
Students are encouraged to become global citizens who are environmentally aware, socially responsible, and geographically literate. Through fieldwork and enquiry-based learning, they gain practical and analytical skills that extend beyond the classroom, supporting future study and active participation in a changing world.
Subject Overview
Exam Board: Pearson Edexcel
Specification: GCSE Geography B (1GB0)
Assessment: 100% Exam (3 externally assessed papers)
Paper 1: Global Geographical Issues (37.5%)
Paper 2: UK Geographical Issues (37.5%)
Paper 3: People and Environment Issues – Making Geographical Decisions (25%)
The course builds a narrative of interconnected places, spaces, and processes, starting from global issues through to national and local scales, with applied fieldwork and decision-making skills embedded throughout.