Geography

Our Key Stage 3 curriculum is designed around the development of three forms of geographical knowledge: 

• Contextual (locational) knowledge – knowing places, environments and case studies like a geographer “know like a geographer” 

• Propositional (theoretical) knowledge – understanding the geographical processes, concepts and theories that shape our world “understand like a geographer”. 

• Procedural (skills) knowledge – exploring geographical questions through enquiry, fieldwork and geographical skills “explore like a geographer”. 

Through these forms of knowledge, students are taught to think geographically. 

The curriculum is organised around engaging enquiry questions that encourage students to investigate geographical issues at a range of scales. These enquiries are underpinned by five recurring "Big Ideas": 

• Climate 

• Development 

• Sustainability 

• Geomorphology 

• Human-Physical Interactions 

Students revisit these concepts throughout KS3, allowing their understanding to become increasingly sophisticated and interconnected over time. 

Lessons build strong locational knowledge before developing deeper place knowledge through the study of contemporary case studies from around the world and within the UK. Students use a wide range of geographical tools and sources, including atlases, OS maps, GIS, fieldwork data, graphs, articles, photographs and satellite imagery. Through analysing, interpreting and evaluating evidence, students learn to communicate like geographers using precise geographical vocabulary and extended written explanations. 

Geographical enquiry, fieldwork and GIS are embedded throughout the curriculum, enabling students to investigate real geographical questions, collect and interpret data, draw conclusions and evaluate evidence. Alongside developing geographical literacy and numeracy, students learn to make informed decisions about contemporary issues. 

Our curriculum also supports students' personal development by encouraging curiosity, empathy and global awareness. Through exploring contemporary challenges and geographical careers, students develop the confidence to understand the world around them and recognise their ability to influence its future. 

Students have the opportunity to continue their geographical studies at GCSE as part of our broad and balanced Key Stage 4 curriculum. At HASU, Geography is taught through OCR's Geography for Enquiring Minds specification, which builds upon the powerful geographical knowledge, understanding and skills developed at Key Stage 3.  

Through an enquiry-based approach, students investigate contemporary geographical challenges and develop a deeper understanding of the relationships between people, places and environments at local, national and global scales.  

The course is organised around eight enquiry-based topics across both physical and human geography: 

Our Natural World 

• Global Hazards 

• Changing Climate 

• Distinctive Landscapes 

• Sustaining Ecosystems 

People and Society 

• Urban Futures 

• Dynamic Development 

• UK in the 21st Century 

• Resource Reliance 

These topics are carefully sequenced to enable students to make conceptual links within and across units, whilst developing an increasingly sophisticated understanding of geographical processes and interconnections. Contemporary case studies from the UK and around the world are used throughout to contextualise learning and support students in applying their knowledge to unfamiliar situations. 

Teaching is structured around the four OCR assessment objectives: 

• AO1: Demonstrate knowledge of locations, places, environments, processes and scales. 

• AO2: Demonstrate geographical understanding and explain relationships between places, environments and processes. 

• AO3: Apply knowledge and understanding to analyse, evaluate and make judgements about geographical issues. 

• AO4: Select and use geographical skills and techniques to investigate questions and communicate findings.  

Within lessons, students regularly revisit prior learning through retrieval practice before engaging with new geographical content. They develop their understanding of key geographical theories, concepts and processes and are encouraged to make synoptic connections across the curriculum. Students analyse a wide range of geographical sources, including maps, GIS, photographs, graphs, statistical data and contemporary articles, developing their ability to interpret evidence, evaluate viewpoints and construct well-supported arguments. 

Geographical skills are embedded throughout the curriculum. Students develop cartographic, graphical, numerical and statistical skills alongside their geographical understanding, enabling them to think critically and communicate effectively as geographers. GIS and enquiry-based approaches are routinely used to deepen understanding and strengthen analytical skills.  

Fieldwork is a fundamental part of the GCSE course and is integrated throughout teaching. Students undertake at least two fieldwork enquiries in contrasting environments, investigating both physical and human geographical processes. Through planning enquiries, collecting and presenting data, analysing results and evaluating methods, students experience geography beyond the classroom and develop a deeper appreciation of how geographical concepts operate within their own local area and wider world.  

Ultimately, our GCSE Geography curriculum aims to develop knowledgeable, inquisitive and reflective geographers who can critically engage with contemporary issues, consider multiple perspectives and make informed decisions about the challenges facing the world today.

How do we teach Geography at HASU at KS5? 

A Level Geography is a popular and successful subject at HASU6, attracting students who are interested in understanding the complex interactions between people, places and environments. The subject develops a wide range of analytical, evaluative and research skills which complement both science and humanities disciplines and prepare students well for higher education and future careers. Geography is particularly valued for its ability to combine scientific understanding with critical thinking about contemporary global issues.  

At Harris Academy Sutton, we teach OCR A Level Geography through an enquiry-based approach which encourages students to become engaged, reflective and critical geographers. Students develop an in-depth understanding of physical and human geographical processes, explore contemporary geographical debates and investigate real-world issues at a variety of scales from local to global. Throughout the course, students are encouraged to apply geographical theories, concepts and models to unfamiliar contexts whilst developing evidence-based arguments and independent judgement.  

The course is organised into four components: 

Physical Systems 

• Coastal Landscapes 

• Earth's Life Support Systems  

Through these topics, students explore landscapes as dynamic systems and investigate the interconnections between atmospheric, terrestrial and marine environments. Students examine how physical processes operate over a range of temporal and spatial scales and consider how human activity influences these systems.  

Human Interactions 

• Changing Spaces; Making Places 

• Global Migration 

• Power & Borders 

These topics allow students to investigate how places are shaped by flows of people, resources, money and ideas, as well as the role of globalisation, identity, inequality and governance in shaping human experiences across the world. Students analyse how global processes create opportunities and challenges for different places and communities.  

Geographical Debates 

• Disease Dilemmas 

• Hazardous Earth 

Through these contemporary topics, students engage critically with some of the most significant challenges facing society today. They develop their ability to evaluate differing viewpoints, interpret evidence and construct well-reasoned geographical arguments about risk, resilience, sustainability and adaptation. 

Investigative Geography (NEA) 

Students complete an independent geographical investigation worth 20% of the A Level qualification. This coursework requires students to design and carry out their own geographical enquiry linked to any aspect of the specification. Students collect and analyse both primary and secondary data before producing an individual investigation of approximately 3,000–4,000 words. This component encourages students to develop independence, resilience, critical thinking and advanced research skills which are highly valued by universities and employers. 

Teaching at Key Stage 5 is structured around the three OCR Assessment Objectives: 

• AO1: Demonstrate knowledge and understanding of places, environments, concepts, processes, interactions and change at a variety of scales. 

• AO2: Apply knowledge and understanding in different contexts to interpret, analyse and evaluate geographical information and issues. 

• AO3: Use a variety of quantitative, qualitative and fieldwork skills to investigate geographical questions, analyse evidence and draw conclusions. 

Within lessons, students regularly revisit previous learning through retrieval practice and synoptic activities that encourage links across the specification. Students engage with contemporary case studies, academic literature, GIS, statistical data, maps and a range of geographical sources. They develop the ability to think critically, challenge assumptions, evaluate evidence and communicate sophisticated geographical arguments through both discussion and extended writing 

Fieldwork is a fundamental part of the A Level course. Students undertake a minimum of four days of geographical fieldwork, covering both human and physical geography. Fieldwork allows students to develop practical research skills, apply geographical theory to real-world contexts and gain valuable experience that underpins their independent investigation. Students learn how to formulate research questions, collect and analyse data, evaluate methodologies and draw evidence-based conclusions.  

Ultimately, our A Level Geography curriculum aims to develop independent, intellectually curious and socially aware geographers who are equipped to understand and engage critically with the opportunities and challenges facing the world in the twenty-first century.  

What exam board do we study at Key Stage 5? 

Students studying A Level Geography follow the OCR A Level Geography (H481) Specification. 

The qualification is assessed through: 

• Physical Systems (22%) 

• Human Interactions (22%) 

• Geographical Debates (36%) 

• Investigative Geography NEA (20%)  

The specification places a strong emphasis on geographical enquiry, synoptic thinking, fieldwork and independent investigation, helping students to develop the knowledge, skills and understanding required for further study and future employment.  

The full specification can be found on the OCR website here.