Our overriding intent is that students are engaged in the topics we chose to study; they will be able to see the relevance of them.. They will acquire a broad base of knowledge and be introduced to ways of interpreting information and learn skills that will better prepare them to understand the world they live in and the issues they will face.. They will develop a sense of place and the why of where.. Achieving this intent ensures that students are in a better position to make sensible decisions for their future and the future of those around them, as well as having the understanding to empathize with different viewpoints.. By the end of KS3: Have extensive knowledge relating to a wide range of places, environments and features at a variety of appropriate scales, extending from local to global.. Understand the physical and human conditions and processes which lead to the development of, and change in, a variety of geographical features, systems and places.. They can explain various ways in which places are linked and the impact such links have on people and environments.. They can make connections between different geographical phenomena they have studied.. Be able, with increasing independence, to choose and use a wide range of data to help investigate, interpret, make judgements and draw conclusions about geographical questions, issues and problems, and express and engage with different points of view about these.. By the end of KS4: Students should have a broader and deeper understanding of locational contexts, including greater awareness of the importance of scale.. Gain a deeper understanding of the processes that lead to geographical changes and the multivariate nature of human-physical relationships and interactions, with a stronger focus on forming valid generalisations and abstractions, together with a growing awareness of the importance of theoretical perspectives and conceptual frameworks in geography.. Be able to plan and undertake independent enquiry in which skills, knowledge and understanding are applied to investigate geographical questions, and show competence in a range of intellectual and communication skills, including the formulation of arguments, that include elements of synthesis and evaluation of material.. By the end of KS5: To prepare students for higher education, the curriculum allows clear progression from Key Stage 4 through to higher education.. An attractive curriculum also meets the needs of higher education for the preparation of appropriately qualified and engaged geographers for higher education courses.. Although 80 per cent of A/AS level candidates do not go on to higher education geography courses, it is an important part of education for life and employment given the ‘real world’ engagement of geography and the geography curriculum.. Delivery of skills for employment. Geography delivers a range of specifically geographical skills largely focused on handling spatial data, mapping and geographical information systems.. However, equally as important is the fact that by engaging with a diverse range of subject matter, requires students to practice and have a mastery of a broad range of numerical, graphical, and reading skills as well as knowledge of the world and global issues.. This is what makes geographers strongly employable. This i intent is therefore addressed through a broad and challenging geography curriculum

Drawing on the National Curriculum, geography curriculum has been designed around 8 key concepts taken from the ALCAB for Geography.. These key concepts are interleaved through each topic from Year 7 to Year 13, building progressively on students knowledge through each stage in the learning journey.. This is delivered by: Ensuring teaching staff have adequate knowledge to deliver accurate content; knowing when and how to counter misconceptions should they arise, and provide CPD opportunities to develop secure subject knowledge Using pedagogical practices that allow students of all abilities to make progress without overloading the working memory Encouraging positive behaviours for learning across all year groups Applying the department assessment plan to feedback into the learners’ experience to secure understanding in preparation for the next level.. Assessing students at key points in their learning journey to provide targeted feedback to allow students to make expected progress Embedding metacognition into learning to promote and develop self-efficacy

The impact of our curriculum is not just measured in outcomes of exams. Student enjoyment can be seen by the teacher in lessons, during observations and discussions.. Achievement is assessed in lessons, through discussions, encouraging students to ask questions.. Regular planned assessment allow an assessment of impact and ensuring that the right level of challenge is being incorporated.. Attendance at CPD sessions, and personal research, keeps the department up to date with current research so that this can be included in all reviews.. Specific measures include: KS3: proportion of students choosing GCSE geography KS4: proportion of students choosing A-Level geography KS5: students moving to further education or employment utilising geographic qualification

Geography Curriculum | Sandy Secondary School

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Geography

Our Geography curriculum is designed to engage students in relevant, real-world topics, helping them acquire a broad base of knowledge and develop skills that prepare them to understand the world they live in and the issues they will face. Students develop a sense of place and an understanding of the physical and human processes that shape our world.

The curriculum is built around eight key concepts drawn from the ALCAB for Geography, interleaved through each topic from Year 7 to Year 13 to ensure progressive, challenging learning that prepares students for further education, employment, and informed citizenship.

Andie Bokor

Teacher of Geography

Christopher Meehan

Curriculum Leader Geography

Gavin Millard

Vice Principal - Culture, Behaviour & Inclusion

Kaitlin Mansfield

Sustainability Lead/Second in Dept Geography

Katy Tarpey

Curriculum Leader Travel & Tourism/Teacher of Geography

Rhys Elias

Teacher of History

Serina Langdale

House Leader - Excellence/Teacher of History & RE

Subject Information Sheets

Download curriculum overviews and subject information sheets for Geography at each key stage.

Subject Information Sheets

Curriculum documents for Geography.

Sandy Secondary School Geography Department curriculum flowchart showing year-group progression from year 7 to 13 with interconnected topics including places, resources, inequality, climate change, and hazards.

Our Approach to Geography

Our Geography department focuses on three key areas that shape everything we do.

World Knowledge

Developing extensive knowledge of places, environments, and features at scales from local to global, building a deep understanding of our world.

Fieldwork & Enquiry

Planning and undertaking independent geographical enquiry, applying skills and knowledge to investigate real-world questions and problems.

Physical & Human Processes

Understanding the physical and human conditions that lead to change, making connections between different geographical phenomena across time and space.

Curriculum Intent, Implementation & Impact

Our Geography curriculum is built around three core pillars. Expand the sections below to read our full statements on what we aim to achieve, how we deliver it, and the difference it makes to our students.

Intent

Our overriding intent is that students are engaged in the topics we chose to study; they will be able to see the relevance of them.
They will acquire a broad base of knowledge and be introduced to ways of interpreting information and learn skills that will better prepare them to understand the world they live in and the issues they will face.
They will develop a sense of place and the why of where.
Achieving this intent ensures that students are in a better position to make sensible decisions for their future and the future of those around them, as well as having the understanding to empathize with different viewpoints.
By the end of KS3: Have extensive knowledge relating to a wide range of places, environments and features at a variety of appropriate scales, extending from local to global.
Understand the physical and human conditions and processes which lead to the development of, and change in, a variety of geographical features, systems and places.
They can explain various ways in which places are linked and the impact such links have on people and environments.
They can make connections between different geographical phenomena they have studied.
Be able, with increasing independence, to choose and use a wide range of data to help investigate, interpret, make judgements and draw conclusions about geographical questions, issues and problems, and express and engage with different points of view about these.
By the end of KS4: Students should have a broader and deeper understanding of locational contexts, including greater awareness of the importance of scale.
Gain a deeper understanding of the processes that lead to geographical changes and the multivariate nature of human-physical relationships and interactions, with a stronger focus on forming valid generalisations and abstractions, together with a growing awareness of the importance of theoretical perspectives and conceptual frameworks in geography.
Be able to plan and undertake independent enquiry in which skills, knowledge and understanding are applied to investigate geographical questions, and show competence in a range of intellectual and communication skills, including the formulation of arguments, that include elements of synthesis and evaluation of material.
By the end of KS5: To prepare students for higher education, the curriculum allows clear progression from Key Stage 4 through to higher education.
An attractive curriculum also meets the needs of higher education for the preparation of appropriately qualified and engaged geographers for higher education courses.
Although 80 per cent of A/AS level candidates do not go on to higher education geography courses, it is an important part of education for life and employment given the ‘real world’ engagement of geography and the geography curriculum.
Delivery of skills for employment. Geography delivers a range of specifically geographical skills largely focused on handling spatial data, mapping and geographical information systems.
However, equally as important is the fact that by engaging with a diverse range of subject matter, requires students to practice and have a mastery of a broad range of numerical, graphical, and reading skills as well as knowledge of the world and global issues.
This is what makes geographers strongly employable. This i intent is therefore addressed through a broad and challenging geography curriculum

Implementation

Drawing on the National Curriculum, geography curriculum has been designed around 8 key concepts taken from the ALCAB for Geography.
These key concepts are interleaved through each topic from Year 7 to Year 13, building progressively on students knowledge through each stage in the learning journey.
This is delivered by: Ensuring teaching staff have adequate knowledge to deliver accurate content; knowing when and how to counter misconceptions should they arise, and provide CPD opportunities to develop secure subject knowledge Using pedagogical practices that allow students of all abilities to make progress without overloading the working memory Encouraging positive behaviours for learning across all year groups Applying the department assessment plan to feedback into the learners’ experience to secure understanding in preparation for the next level.
Assessing students at key points in their learning journey to provide targeted feedback to allow students to make expected progress Embedding metacognition into learning to promote and develop self-efficacy

Impact

The impact of our curriculum is not just measured in outcomes of exams. Student enjoyment can be seen by the teacher in lessons, during observations and discussions.
Achievement is assessed in lessons, through discussions, encouraging students to ask questions.
Regular planned assessment allow an assessment of impact and ensuring that the right level of challenge is being incorporated.
Attendance at CPD sessions, and personal research, keeps the department up to date with current research so that this can be included in all reviews.
Specific measures include: KS3: proportion of students choosing GCSE geography KS4: proportion of students choosing A-Level geography KS5: students moving to further education or employment utilising geographic qualification

Begin Your Geography Journey

Discover how Geography can shape your future — explore our curriculum from KS3 through to Sixth Form.

Contact the Geography Department