Our Vision for Geography at HEA
Geography at Huish aims to equip students with the knowledge and skills to make sense of our complex and dynamic world. Our students learn and master important knowledge about how the world works and develop an in-depth understanding of how it can and will change in the future.
Our ambitious curriculum equips students with the tools to think through alternative social, economic and environmental futures for a range of places. Huish geographers will have the skills to communicate their knowledge and understanding of the world with clarity, whilst ensuring that their views and judgements are evidence-based. Students will consistently link their understanding to real world examples and see the importance of place combined with a pride and understanding of our rural community. Fieldwork helps bring the subject alive, offering students the opportunity to learn about places within our local area and beyond.
Students will develop their understanding of the world’s diversity of environments, peoples, cultures and economies. Through this, students will develop a global ‘open mindedness’ so that they can develop respect and learn to challenge misconceptions and stereotypes in an ever-changing world.
Geography Themes/Domains
Throughout our curriculum, there are the following areas of knowledge and key concepts that are revisited through KS3 - KS5.
| Domain of Knowledge | Key Concepts |
| 1. Physical Earth | Hydrology, Geology and natural resources. |
| 2. Ecological Relationships | Ecosystems and biomes. |
| 3. Weather and Climate | Global climate and climate change. |
| 4. Geographical Skills | Maps and diagrams, interpreting data, fieldwork, scale and perspective. |
| 5. Space and Place | Locational knowledge and named case studies. |
| 6. Economy and Development | Development, employment and industry, trade. |
| 7. Population and Communities | Demography, migration, communities and countries. |
| 8. Human Use of Resources | Land, using natural resources, living sustainably. |
Curriculum Overview
Year 7
| Year 7 | |
| Topic 1 |
An introduction of geographical skills Students start with learning about the location of continents and oceans before learning OS map skills such as symbols, direction and 4-figure grid references. Introduction to global climate A study of the location of global biomes which leads into the causes and effects of climate change. |
| Topic 2 |
Development An investigation into what development is. How is it measured, and why is it that some countries are more developed than others? A more in-depth look at development in Asia and Africa, with a specific focus on aid projects to encourage development in the Democratic Republic of Congo. |
| Topic 3 |
Water and rivers A study into how rivers change from source to mouth. How waterfalls and meanders are created through processes of erosion and deposition. Why do rivers flood and how can flood risk be managed. A specific focus on two contrasting areas that flood, The Somerset Levels and Bangladesh. |
| Topic 4 |
World of work Students learn the different employment sectors and how countries have different employment profiles. They learn why different industries locate in different places and the impact that industry can have on a place. Finally, a case study of industry in Russia. |
| Topic 5 |
The Middle East An investigation into this important and diverse region of the earth. The focus is on the importance of fossil fuels and how Saudi Arabia is trying to diversify its economy. Development in Yemen and how this country has not had the same success as others in the region. Finally, how desertification could affect this region in the future. |
Year 8
| Year 8 | |
| Autumn 1 |
Coasts Students will study what physical processes shape out coaslines and the spectacular landforms that they create. The students visit Lulworth Cove as an example of a coastal landform. The focus then shifts to coastal erosion and management, with a case study of the rapidly eroding coastline at Happisburgh. |
| Autumn 2 |
Population Building on their previous understanding of development indicators, students will recap and apply these concepts to explore population growth and structure. They will deepen their understanding of population distribution and population change through the analysis of population pyramids. The unit will also cover the challenges posed by aging and youthful populations, as well as migration, including forced and voluntary movements. |
| Spring 1 |
Ecosystems Students revisit the concepts of the greenhouse and enhanced greenhouse effect from Year 7. They move on to global precipitation patterns and use climate graphs to compare climates across different regions. Students will focus on two contrasting biomes: one terrestrial and one marine. They will investigate the unique opportunities and threats faced by these biomes and examine various management strategies to protect and sustainably manage these environments. |
| Spring 2 |
Tectonics Students begin by learning about geological timescales and the structure of the Earth. They study tectonic plate movement before learning about the formation of volcanoes and the causes of earthquakes. The unit concludes by examining how people live with the risks posed by volcanoes and earthquakes, including methods of predicting, planning for, and responding to tectonic hazards. |
| Summer 1 |
Weather systems They then explore, in more detail, the natural factors that influence climate, beyond human-driven climate change. The unit moves on to examine how air pressure systems shape weather patterns in the UK. Finally, students zoom out to investigate global extreme weather events such as heatwaves and wildfires and explore the growing evidence linking these events to climate change. |
| Summer 2 |
Geography of East Africa In this unit, students explore the geography of East Africa. They revisit key concepts through the lens of opportunities and challenges in East Africa's diverse landscapes, climates, and human-environment interconnections. |
Year 9
| Year 9 | |
| Autumn 1 |
Climate change An in-depth study of the evidence that exists for climate change as well as both the human and natural causes of these phenomena. The effects both locally and globally are considered. Finally, students look at adaption and mitigation strategies which attempt to reduce the effects of climate change. |
| Autumn 2 |
Energy Students are introduced to the idea of different energy sources and investigate the energy mix of different countries. They study the concept of conflicts over energy and what energy sources are the most sustainable for the future. |
| Spring 1 |
Life in an NEE An investigation into newly emerging economies focusing on China, South Korea, Brazil and Nigeria. The aim is to understand what has caused economic growth in these countries and what the impacts of this growth are. |
| Spring 2 |
Glaciation After looking at how rivers and the sea have changed our landscapes in year 7 and 8, students now investigate ice and the impact that glaciers have had on the UK. Landforms created by ice moving and also how glaciers are an important tourist attraction. |
| Summer 1 |
Urbanisation The world is becoming more urban. Why is this, and what impact will it have in the future? Students also study what it is like to live in urban areas in different countries as well as a look at how urban areas in the UK have changed over time and the impact of deindustrialisation on our cities, particularly Liverpool. |
| Summer 2 |
Infiltration fieldwork To complete KS3, students study rocks and soils and conduct an investigation into how different surfaces infiltrate water at different speeds and how this information influences land use. |
Year 10
| Year 10 | |
| Autumn 1 |
Natural hazards Students study the causes, impacts and responses to tectonic hazards, with case studies of Chile and Nepal. Next, they study climatic hazards, specifically tropical storms and a case study of Typhoon Haiyan. Finally, they look at climate change and extreme weather in the UK, with a case study of flooding in Somerset. |
| Autumn 2 | |
| Spring 1 |
The living world This unit is all about ecosystems and global biomes, in particular the tropical rainforest and hot deserts. They study how plants and animals have adapted to these biomes, and how both offer opportunities and challenges to the people that live in them. |
| Spring 2 |
Rivers The focus of this topic is how rivers change from source to mouth and how the landforms that exist in each stage of a river are created. Then students study river flooding and how rivers can be managed to reduce the impact of flood events. The case study focus is the River Tees and management of the River Parrett. |
| Summer 1 |
Coasts This unit focusses on coastal landforms that are caused by the processes of erosion and deposition. The focus then shifts to coastal management and how erosion can be reduced in a sustainable way. Lyme Regis is the main example studied in this unit. |
| Summer 2 |
Urbanisation and Fieldwork Students start studying human geography and look at the reasons why urban areas are growing, as well as the rise of megacities. In July, students complete their first field trip to Lyme Regis to study coastal processes. |
Year 11
| Year 11 | |
| Autumn 1 |
Urbanisation Focus shifts to large case study examples and what it is like to live in contrasting urban areas. Our NEE example is Rio de Janeiro and our HIC example is Bristol. We look at what challenges and opportunities exist in both of these cities and how they are managed in the most sustainable way possible. Students visit Bristol in October to complete the fieldwork element of the course. |
| Autumn 2 |
Changing economic world After studying what development means and how it is measured, students look at why there is a development gap and whether this gap can be closed. Nigeria is used as an example of an NEE and students investigate how their economy has changed over time and the impact of this on the people that live there. |
| Spring 1 |
Changing economic world HICs and in particular the UK economy is the focus for this term. Students study how the UK economy has changed over time and how we can improve our transport infrastructure to boost investment. |
| Spring 2 |
Resource management The three most important resources for humans to thrive are food, water and energy. Students study how the distribution of these resources is uneven and what the impact of that is. Energy is the resource we choose to focus on, and we study fossil fuel extraction in Peru and hydroelectric power in the Andes. |
| Summer 1 |
Revision and pre-release Straight after Easter, students will be given the pre-release booklet and topic which is part of their paper 3 exam. This is taught in class for two weeks. Revision of the course outlined above is then carried out until the exams have been completed. |
| Summer 2 | |
Year 12
| Year 12 | ||
| Physical Geography | Human Geography | |
| Autumn 1 |
Coasts What is a coast? Landforms are created by mass movement, weathering erosion and deposition. |
Globalisation Students study how technology has sped up the process of globalization combined with economic and political decisions. They also investigate why some places are more globalised more than others. |
| Autumn 2 |
Coasts How have sea levels changed over time. What is the impact of sea level rise on low lying nations. Storm surge events and the impact of these on the UK and Bangladesh. |
Globalisation Globalisation creates winners and losers and has impacts on both people and the environment. Students look at cultural erosion and the impact of globalisation on minority groups. |
| Spring 1 |
Coasts Coastal management in the UK is the main focus with case studies of examples of Yorkshire and Norfolk which both experience rapid coastal retreat. We also study the social and economic impacts of coastal erosion. |
Regeneration The fact that a function and importance of a place can change over time is investigated and how different groups of people can have different perceptions of places. |
| Spring 2 |
Tectonics Firstly, the processes that cause earthquakes, volcanoes and tsunamis are taught before looking and examples of each of those events. |
Regeneration There are a range of ways that places can be regenerated and these are studied alongside understanding who is responsible for the decisions that are made and where the funding for projects comes from. |
| Summer 1 |
Tectonics Focus now shifts to management of tectonic hazards and how humans attempt to limit the impact of hazardous events. |
Regeneration Some regeneration projects are more successful than others and the impacts that they have can be both positive and negative. |
| Summer 2 |
Non-Examined Assessment Students undertake fieldwork in both Berrow and Bristol. They then specialise in one of these locations and write up an investigation of their choice which is worth 20% of their A Level. |
Non-Examined Assessment Students undertake fieldwork in both Berrow and Bristol. They then specialise in one of these locations and write up an investigation of their choice which is worth 20% of their A Level. |
Year 13
| Year 13 | ||
| Physical Geography | Human Geography | |
| Autumn 1 |
Water We investigate where the water is located on planet earth and how it moves in a system. The focus is on drought and flooding and the causes and impacts of both events. |
Migration Linking with work undertaken in Year 12, students investigate the link between migration and globalisation and how migration patterns have changed over time. |
| Autumn 2 |
Water Students study water conflicts and water management. How can we ensure that everyone in the world has enough water and are these solutions sustainable? |
Migration Students explore the impact of migration on different locations and the rise of nationalism. The role of inter-governmental organisations in migration policy. |
| Spring 1 |
Carbon Carbon is an element that provides the building blocks of planet earth. Students study where carbon exists and how it moves in a cycle to different states. |
Superpowers Students investigate how patterns and powers have changed over time and the influence of the USA on developing nations. We also investigate emerging powers such as China and reasons why they are becoming powerful. |
| Spring 2 |
Carbon Energy production is an important use of carbon, but it causes global warming. Students study the impact of global warming and also investigate how we could produce energy in alternative ways. |
Superpowers The focus of learning is on the future and the impact powerful nations have on developing and emerging nations. Finally, they investigate what challenges nations will experience in the future and how this could impact what future patterns of power could look like. |
| Summer 1 | Revision | Revision |
| Summer 2 | ||
Assessment
| Autumn Term | Spring Term | Summer Term | |
| Year 7 | Short post learning check on mapskills and climate change. |
Mid-year exam on mapskills, climate change and development. Short post learning check on rivers and world of work when each topic is finished. |
End of year exam on all topics covered in Year 7. |
| Year 8 | Short post learning check on coasts and population. |
Mid-year exam on Coasts and population Short post learning check on tectonics and weather when both topics have been completed. |
End of year exam on all topics covered in Year 8. |
| Year 9 | Short post learning check on climate change and energy. |
Mid-year exam on climate change and energy (Please note no mid-year for Year 9 in 2026). Short post learning check on glaciation and life in an NEE. |
End of year exam on all content studied in Year 9 June 2026 only will have their end of year on two topics - Life in an NEE and climate change. |
| Year 10 | End of topic test on natural hazards. | End of topic test on the living world. | End of year exam on all content covered in Year 10 – full paper 1. |
| Year 11 |
End of topic test on urbanisation. Mock 1 – Full paper 1 |
End of topic test on changing economic world. Mock 2 – Full paper 2 |
In-class mocks for fieldwork and pre-release before main exams start. |
| Year 12 | Regular assessments in class when an enquiry question has finished. | Regular assessments in class when an enquiry question has finished. | End of year exam on all Year 12 content for papers 1 and 2. |
| Year 13 |
Regular assessments in class when an enquiry question has finished. Mock 1 – content covered so far for paper 1 and 2 |
Regular assessments in class when an enquiry question has finished. Mock 2 – Full paper 1 and paper 2 |
In-class mocks for paper 3 |
Exam Board Link(s)
Extracurricular Opportunities
- Drone Club - Thursday, Lunch
- Geology Club - Thursday, After School
- Year 8 Field Trip: Lulworth Cove - September
- Year 10 Field Trip: Lyme Regis - July
- Year 11 Trip: Bristol - October
- Year 12: Berrow, Burnham on Sea and Bristol - May
Careers
Where can Geography qualifications take you?
- Financial services
- Local Government and the Civil Service
- Planning and Project Management
- Environment Agency
- Teaching
Learning Beyond the Curriculum
- Prisoners of Geography: Ten Maps That Tell You Everything You Need to Know About Global Politics: by Tim Marshall: Uses maps to explain how geography shapes global politics.
- Guns, Germs, and Steel: The Fates of Human Societies by Jared Diamond – Explores why certain societies developed differently.
- Underland: A Deep Time Journey: by Robert Macfarlane – An exploration of the earth's subsurface.
- The Geography of Nowhere: The Rise and Decline of America's Man-Made Landscape by James Howard Kunstler – A look at the built environment.
- How to Lie with Maps by Mark Monmonier – Explains how maps can be misleading.
