Glossopdale School


Curriculum Content: Geography

Aims and ambitions:

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.


Year group

Topics include

By the end of the year, students should be able to:


  • Where in the World?
  • Map Skills.
  • India.
  • Weather and Climate.
  • Climate Change.
  • Africa.
  • Use simple geographical words.
  • Describe what places are like.
  • Describe some different views about places.
  • Draw and begin to describe simple types of graph.
  • Use grid references, scale, symbols and contours on an Ordnance Survey map.


  • Restless Earth.
  • Russia.
  • Ice on the Land.
  • Urbanisation in the UK.
  • Geography of the Peak District.
  • Asia.
  • Ask geographical questions and investigated answers using a range of skills.
  • Use geographical words with increasing confidence.
  • Describe similarities and differences between places.
  • Recognise and describe human and physical processes.
  • How physical and human actions can cause change.
  • Explain why people might have different opinions..


  • Restless Earth*.
  • Population Change.
  • Coastal Processes.
  • Tourism in the Peak District.
  • Urbanisation in the UK*.
  • Russia*.


2019-2020 only.


  • Can effectively use a range of different sources of information.
  • Draw conclusions from evidence.
  • Recognise links between different places and understand places can depend on each other.
  • Explain how different environments are changing and how they can be managed.
  • How people can manage environments sustainably.


Changing Environments:

  • Coasts and coastal management.
  • Rivers and river management.
  • Weather and climate.
  • Climate change – cause and effect. 

Environmental Challenges:

  • How ecosystems function.
  • Ecosystems under threat.
  • Water resources and management.
  • Ask relevant enquiry questions.
  • Reach conclusions which consider different opinions.
  • Describe and explain geographical features from around the world and on different scales.
  • Describe and explain a range of physical and human processes and recognise that these interact at different scales.
  • Explain how conflicts can arise over use of environments.
  • Explain how different approaches to management can benefit places.


Environmental challenges continued…

  • Desertification

Changing Places – Changing Economies:

  • Urbanisation in contrasting global cities.
  • Urban and rural processes and change in the UK.
  • A global perspective on development issues.
  • Use many sources of information to support my conclusions.
  • Evaluate different methods of enquiry and consider their influence on the validity of conclusions.
  • Explain how physical and human processes work together.
  • Show how processes create geographical patterns.
  • Explain what is meant by sustainable development.

GCSE Key Information


Geography GCSE (9-1)

Exam board


Website link

Extra-curricular opportunities in Geography


All GCSE students are required to attend a minimum of 2 days fieldwork which will focus on both physical and human geography. Knowledge and skills gained will have particular relevance for the ‘Applied Fieldwork’ exam (30% of the GCSE qualification).


It is anticipated that fieldwork opportunities for Year 7 to 9 students will be implemented over the coming months.