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Geography
Curriculum Intent
At Lampton School, our geography curriculum aims to inspire curiosity, critical thinking, and a deep understanding of the world at local, national, and global scales. We want to equip all students with the knowledge and skills they need to take their place in an ever changing world by delivering a dynamic and adaptive curriculum which seeks to engage, inspire and challenge.
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Year 7 |
Topic 1 |
Topic 2 |
Topic 3 |
Topic 4 |
Topic 5 |
Topic 6 |
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Main enquiry question |
What does geography tell me about my local area? |
What are the causes and impacts of urban growth? |
Why are rainforests disappearing? |
What is Africa really like? |
How and why do coastlines change over time? |
What are the impacts of visiting amazing places? |
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Lesson questions |
Where do I live?
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Where do people live?
improved? |
What are ecosystems?
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What do people usually think about Africa?
What opportunities and challenges are there in West Africa? |
What are coasts and what are they used for?
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What makes places geographically unique?
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Geographical skills |
Map Skills Fieldwork Skills Spatial Awareness |
Data Interpretation Comparative Skills Decision-Making Map Reading |
Map skills.
Graph and Data Skills Decision-Making and Evaluation Skills |
Thematic Mapping Comparative Skills Development Indicators Physical-Human Interaction |
Process Diagrams Map Skills Sequencing Field Sketching & Photo Analysis |
Place Analysis Evaluative Writing Classification Cause and Effect |
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Geographical concepts |
Place Scale Space Human and physical processes Map and fieldwork skills |
Urbanisation Population change Development |
Ecosystems Biodiversity Human–environment interaction |
Development Diversity Physical and human geography |
Geomorphology Physical processes Erosion, transport, deposition Human interaction with landscapes |
Tourism Place Globalisation Sustainability |
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Links to the national curriculum: |
Understand geographical similarities and differences at a local scale Use fieldwork to observe, measure and record Interpret Ordnance Survey maps |
Understand population growth and urbanisation Study of cities and urban sustainability Contrasts between HICs and LICs |
Locational knowledge of Africa Understanding of human and physical geography of a region Development indicators |
Understand ecosystems and biodiversity Impact of human activity on biomes Geographical issues in an international context |
Understand physical processes shaping landscapes Study of coastal features and landforms Human geography relating to resource management |
Understand the impact of tourism How human activity impacts the environment Changing economic and environmental impacts |
Please see knowledge organisers for Year 7
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Year 8 |
Topic 1 |
Topic 2 |
Topic 3 |
Topic 4 |
Topic 5 |
Topic 6 |
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Main enquiry question |
How does the level of development make tectonic hazards worse? |
Why does climate change matter? |
What challenges does Russia face? |
Why is the world on fire? |
How do rivers influence physical landscapes in the UK? |
What happens if the Middle East runs out of oil? |
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Lesson questions |
What is the rock cycle? What is a natural hazard? When does a natural hazard become a disaster? What are tectonic plates? How does plate tectonics help our understanding of natural hazards? What are the impacts of tectonic events? How does mitigation and adaptation help us reduce impacts? |
Where does energy come from? What is the difference between renewable and non-renewable energy? Is there a link between climate change and human activities? How can the UK be more sustainable? What are the impacts of climate change?
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What is the Human and Physical geography of Russia like? What are the social challenges facing Russia? What are the economic challenges facing Russia? What are the environmental challenges facing Russia? How is climate change affecting people and places in Russia? |
How do we identify and classify the different types of hazardous events? What are wildfires and how do they start? Where are wildfires more common and why? What are the impacts of wildfires on people, places and the environment? How can humans appropriately respond to Wildfires? |
What are the main parts of a river? How does erosion, deposition and transportation affect how landforms are created? What are the physical and human causes of flooding? How can humans mitigate and adapt to river flooding events? |
What is the human and physical geography like of the Middle East? How does the level of development vary across the Middle East? What are the causes, impacts and responses to water scarcity in the region? What are the impacts of desalination?
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Geographical skills |
Map skills Cause and effect - Linking development levels to hazard vulnerability and responses Comparative skills |
Graph and Data Skills Map Skills Decision-Making Skills |
Map skills Data interpretation Source analysis |
Use of case studies for knowledge application Map skills Source analysis |
Map skills Understanding physical processes Data interpretation |
Map skills Source interpretation Decision making |
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Geographical concepts |
Development Natural hazards Risk Spatial variation |
Climate systems Sustainability Human–environment interaction |
Place Biomes Development Inequality Geopolitics |
Natural hazards Climate change Human–environment interaction |
Landscape formation Physical processes River systems |
Resource management Development Interdependence |
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Links to the national curriculum |
Understand how physical processes interact with human activity Study of tectonic processes and impacts |
Understand weather and climate at a range of scales Study of human causes and responses to climate change |
Study of a region in greater depth outside the UK Interactions between human and physical geography |
Understand the causes and consequences of natural hazards Impact of climate change on natural systems |
Understand geomorphic processes Study of UK physical landscapes |
Study of economic activity and resource reliance Links between natural resources and development |
Please see knowledge organisers for Year 8
Link to the National curriculum - https://assets.publishing.service.gov.uk/media/5a7b8699ed915d131105fd16/SECONDARY_national_curriculum_-_Geography.pd
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Year 9 |
Topic 1 |
Topic 2 |
Topic 3 |
Topic 4 |
Topic 5 |
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Main enquiry question |
How and why does globalisation affect me? |
How is melting ice a problem for the whole planet? |
What is the real cost of our food? |
What is the biggest threat to our oceans? |
Synoptic geographical skills unit |
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Lesson questions |
What is globalisation? What factors affect it? What is a TNC and what effects do they have? How is NIKE a global brand? How global is football? What are the impacts of fast fashion? |
What are the features of a glacier and how do they change landscapes? How is melting ice affecting our wildlife? Why do people want to visit cold environments? What are the impacts of tourism in Antarctica? Who owns Antarctica? |
Where is food found in the world?
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What is the difference between oceans and seas?
important? |
What are geographical skills?
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Geographical skills |
Globalisation Interdependence Inequality Economic activity |
Climate change Global systems Fragile environments Sustainability |
Food security Development Sustainability Resource inequality |
Marine ecosystems Pollution Sustainability Biodiversity |
Interdependence Decision-making Environmental management Globalisation |
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Geographical concepts |
Understand economic links and globalisation impacts Study of international trade and consumption |
Understand polar and glacial environments Explore human impact on remote ecosystems |
Study of global food systems Issues linked to food waste and fairness Food security and insecurity patterns |
Understanding of ecosystems and human impacts Importance of environmental management |
Preparation for GCSE Paper 3 Application of a wide range of geographical knowledge and skills Applying synoptic skills |
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Links to the national curriculum - |
Locational knowledge Place knowledge Human geography Geographical skills |
Locational knowledge Physical geography Human and physical interactions Geographical skills |
Place knowledge Human geography Geographical skills |
Physical geography Human geography Environmental interaction Geographical skills |
Geographical skills and fieldwork Critical thinking and decision-making Evaluation Data interpretation |
Please see knowledge organisers for Year 9
Please see knowledge organisers for KS4
Link to the National Curriculum - https://assets.publishing.service.gov.uk/media/5a7b8699ed915d131105fd16/SECONDARY_national_curriculum_-_Geography.pdf
GCSE exam board & specification: AQA
Link to specification - https://www.aqa.org.uk/subjects/geography/gcse/geography-8035/specification/specification-at-a-glance
Textbook: GCSE Geography AQA Student Book (Oxford University Press)
How to help your child in Geography:
1. Support active revision of content
How: Help your child use revision techniques suited to geography, such as:
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Creating mind maps for topics like ecosystems, rivers or urban issues.
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Testing them with quick-fire quizzes on case study facts (e.g. location, causes, effects, and responses).
Using online tools like Century, BBC Bitesize, or revision guides to break down topics. -
Helping your child to practice exam-style questions and PEEL paragraphs.
Why: This builds accurate recall of key facts and improves exam technique.
2. Encourage real-life enrichment
How: Plan family activities that link to geography topics, for example:
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Visit local rivers, coastal areas, or urban regeneration sites to see processes like erosion or urban change first-hand.
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Watch geography-related documentaries together (e.g. about climate change, deforestation, or natural disasters).
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Discuss current news stories about floods, droughts or sustainability.
Why: Enrichment connects classroom learning to the real world, deepens understanding and sparks interest.
3. Build geographical skills at home
How: Develop map and data skills by:
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Using Ordnance Survey maps or Google Earth to explore places they study.
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Asking them to plan a route or measure distances.
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Reading and interpreting graphs, climate charts or population data together.
Why: This strengthens core skills needed for both KS3 and GCSE fieldwork and exams.
Enrichment opportunities at Lampton linked to Geography include:
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Weekly geography club open to all year groups
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Reward trips to places such as Kew Gardens and the Science Museum
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Compulsory curriculum trips for GCSE Geography to Stratford in East London and West Wittering in West Sussex
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Opportunities for school based fieldwork to practice skills and knowledge
What careers can success in Geography lead to?
Success in Geography opens up a wide range of exciting career paths. Whether at KS3 or GCSE, students learning Geography develop valuable skills such as problem-solving, data analysis, critical thinking and teamwork — all highly valued by employers and universities.
Students who enjoy Geography can go on to work in areas like environmental management, town and transport planning, sustainability, conservation, and renewable energy. Geography is also an excellent foundation for careers in disaster management, weather forecasting, and climate research. Geography graduates have one of the highest rates of employment of all degree subjects — recent studies show over 90% are in work or further study within six months of graduating.
Many geographers work in business and government, using their understanding of people and places to shape policies and projects. Careers in tourism, travel, journalism, international development and teaching are also popular.
Skills learned in Geography, such as using maps, interpreting data, and understanding global issues, help young people become well-informed global citizens ready to tackle real-world challenges. Whether working locally or internationally, geographers make a difference to communities and the environment. Geography also builds character by encouraging curiosity, resilience, empathy and responsible decision-making about people, places and the environment.
Geography helps to shape individuals into informed, responsible and adaptable global citizens ready to tackle the challenges of an ever-changing world.
For further information, contact the Geography subject leader:
Elizabeth Pugh