We believe that all students should develop a critical understanding of the world. Geography bridges the arts and sciences and gives students the skills to question, analyse, and interpret the complex nature of our planet.

Through the core concepts of location, scale, sustainability and inequalities, our students will become fluent in the grammar of geography, developing the ability to think, speak, and write like geographers with confidence.

Our curriculum is built around big ideas: Where? (location, place and space), how big? (scale), how was it formed? (Earth’s systems and physical processes), how long can it last? (sustainability), and is it fair for all? (population, economy, development and inequalities). These concepts provide a foundation for powerful geographical knowledge that enables students to critically engage with the world around them.

Students do not simply encounter geographical information, they will learn to interrogate it, considering the perspectives behind the sources of ideas and concepts. They develop the ability to think and communicate like geographers, using oracy techniques including exploratory talk and talking points alongside structured writing to present reasoned arguments and critical analyses. Fieldwork and the use of GIS forms a key element of learning, ensuring students can collect, interpret, and apply data effectively.

Through exploring physical, human and environmental geographies, students make meaningful connections between their studies and real-world issues. Our geography curriculum aims to provide a connection to careers and higher education while fostering a lifelong appreciation of geography’s relevance. Underpinned by literacy and aligned with the National Curriculum, Geography at MEA Central is designed to ensure that students can access and engage with the subject in a way that makes them able to confidently articulate the world around them.

At Key Stage 3, we aim to provide a foundation for lifelong geographical thinking. In alignment with the National Curriculum requirements, we offer a broad yet rigorous exploration of physical, human, and environmental geography, ensuring students develop a deep understanding of contemporary geographical issues.

In Year 7, students explore the connections between physical and human environments by examining our place in the world and the development of Manchester. They study the importance of natural resources, Earth's interconnected systems and biomes—focusing on tropical rainforests—and later investigate weather and climate, economic development and globalisation, and the role of rivers in shaping landscapes and societies.

Year 8 builds on this with topics including plate tectonics, the geography of Russia, getting to grips with the concept of development, the planet’s growing population, the dynamic and diverse continent of Asia and finally we finish the year investigating our ever-changing coastlines.

Key Stage 3 concludes in Year 9 as students deepen their understanding of physical and human interactions. They explore the links between plate tectonics and volcanoes, China’s growth and global influence, cold environments such as Svalbard, sustainability challenges, glacial landscapes, and the significance of ice in shaping our planet. The year concludes with climate change, providing all students with a bridge into Key Stage 4 content.

Fieldwork is an important aspect of Geographical learning through allowing students to see real world examples of what they learn in the classroom and practice collecting their own data which they can then interpret. We ensure that students get the opportunity to engage in fieldwork activities throughout Key Stage 3 virtually, on the school site and further afield. Students will visit a river and coastal environment and conduct sustainability surveys outside of the classroom along with virtual fieldwork exploring different urban environments.

Thinking, Speaking, and Writing Like a Geographer

Students develop their geographical thinking by engaging with a range of sources, including texts, media, maps, photographs, and data, to interpret the world around them. They are encouraged to identify patterns and trends, critically question how information is constructed and presented, and apply their knowledge through fieldwork. By collecting, presenting, and analysing their own data, they learn to interrogate geographical issues with confidence.

Students learn to speak like a geographer through purposeful oracy activities that enable students to articulate their geographical understanding with clarity. Through structured discussions, talking points, paired and group debates, and exploratory talk, students refine their ability to explain ideas, justify viewpoints, and engage in meaningful geographical discussions.

Students develop the skills to write like a geographer throughout Key Stage 3. They will learn to write geographical descriptions using accurate terminology, explain complex processes and patterns, and develop their ability to write critically through evaluating evidence and forming reasoned discussions. These skills ensure they can communicate geographical knowledge effectively in a range of contexts.

Assessment Objectives:
We assess student progress in the geography curriculum through the following assessment objectives which as tested during through mini-tests in lessons and through two formal “Big Tests” per academic year.

• AO1: Locational Knowledge - Demonstrate locational knowledge of locations, places, processes, environments and different, scales.
• AO2: Thinking Like a Geographer - Demonstrate geographical understanding of concepts.
• AO3: Applying Understanding - Apply knowledge and understanding to interpret, analyse and evaluate geographical issues.
• AO4: Geographical Skills - Using a variety of geographical mapping and graphical skills and techniques.

Year 7 Geography Curriculum

Year 8 Geography Curriculum

Year 9 Geography Curriculum

At Key Stage 4, students follow the AQA GCSE Geography course, which develops their understanding of the interactions between physical and human environments while equipping them with essential geographical skills. The course has three components:

• Living with the Physical Environment – Covering natural hazards (tectonic, weather, and climate change), ecosystems (including tropical rainforests and hot deserts), and UK landscapes (coasts and rivers).
• Challenges in the Human Environment – Exploring urban issues and challenges, the changing economic world, and resource management, including water, food, and energy.
• Geographical Applications – Students will apply their critical thinking to an issue evaluation exercise and also further develop their fieldwork skills through two investigations outside of the classroom —one examining urban change in Salford Quays / Media City and another focusing on coastal management at a location on the coast of north-west England.

Students learn to apply their geographical knowledge to a range of case studies, which allows them to make connections between geographical concepts and real-world examples.

Thinking, Speaking, and Writing Like a Geographer

At GCSE, students build on their Key Stage 3 skills, developing the ability to think critically about geographical issues. They analyse the interactions between physical and human processes, evaluate evidence, and consider different perspectives on global challenges.

Speaking like a geographer involves engaging in structured discussions and exploratory talk to assess geographical issues critically. Through oracy activities including talking points and exploratory talk, students refine their ability to articulate reasoned arguments and communicate their geographical understanding with confidence.

Writing like a geographer is an essential skill for success in GCSE examinations. Students learn to construct well thought-out explanations and discussions, evaluate geographical issues whilst applying case study knowledge effectively. We build on the writing foundations from Key Stage 3, ensuring students can express complex geographical ideas with clarity and depth.

Assessment Objectives:

These are set by Ofqual and are the same across all GCSE Geography specifications and all exam boards. Final exams will measure how students have achieved the following assessment objectives.

• AO1: Demonstrate knowledge of locations, places, processes, environments and different scales (15%).
• AO2: Demonstrate geographical understanding of: concepts and how they are used in relation to places, environments and processes; the interrelationships between places, environments and processes (25%).
• AO3: Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make judgements (35%, including 10% applied to fieldwork context(s)).
• AO4: Select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings (25%, including 5% used to respond to fieldwork data and context(s)).

GCSE Geography provides a strong foundation for further study, not only including A Level Geography, Environmental Science, and BTEC Travel and Tourism but also many other arts and science subjects. It can inspire students to enter varied career options including geographical information science, meteorology, environmental and climate science, town planning and regeneration, international development, politics and government, manufacturing and engineering, leisure and tourism, agriculture, conservation and sustainability, energy development, and construction.

Year 10 Geography Curriculum

Year 11 Geography Curriculum