Geography
Introduction
In our department, we inspire students to explore how people, places and environments are connected. Through enquiry-based learning and dynamic fieldwork in KS3, pupils become curious investigators of the world around them. We examine current global issues, encourage critical thinking, and promote responsible decision-making through a strong moral and ethical lens. Above all, we aim to nurture a sense of wonder for our planet—and empower students to play an active role in shaping its future.
Contact details
Please contact the Head of Department for more information. A full teaching staff list can be found under 'About Us' 'Staff and Governance'.
Head of Department: Ms S Moris
What your child will be learning (curriculum mapping)
To view the Curriculum Overview document, please click here.
To view the modules studied each term, please click here.
Aims and enrichment
Aims
To maintain and stimulate pupils’ interest and curiosity about the world and its people through an ambitious curriculum. To encourage pupils to become thoughtful and inquisitive about the environment in which they live. We aim to challenge pupils to 'think like geographers' whilst developing their locational and place knowledge, understanding of environmental, physical and human geography processes, and fieldwork skills.
Enrichment
The Geography department are committed to providing opportunities to enhance learning outside the classroom through fieldwork. For example, Year 7 investigate sustainability their local school environment. Year 8 investigate school ecosystems. Finally Year 9 begin to embed key skills for GCSE by completing fieldwork on the quality of life in the local area. GCSE fieldwork is always hugely popular; every year we take the entire cohort to Walton-on-the-Naze.
The Geography Department runs the popular 'Climate Council'. The Climate Council was founded by students who were keen to make changes to some of the school’s practices in order to help CCF become an official Eco school. The members of the club use this time to come up with projects to reduce our carbon footprint and increase our sustainability as individuals but also as a community. We work with members of the 6th form, governors and local council to create meaningful and long-lasting change such as introducing recycling bins, producing metal water bottles and plans to create a nature garden. All of the projects are imagined, planned and executed by the students with the support of staff when needed. This council will help students to better understand our relationship with the environment and how we can protect our Earth. By exploring these big ideas in a supportive group, students can grow in confidence and develop excellent skills to use when they start applying for jobs (project management, budgeting and presentation skills to name a few).
Key stage 3
At KS3, students build the essential geographical knowledge and skills that prepare them for KS4 through a curriculum that explores a wide range of places, environments and global issues—from UK landscapes and ecosystems to population change, megacities and natural hazards. Fieldwork in every year group strengthens their understanding of key concepts, while enquiry-based learning encourages them to question evidence, consider different viewpoints and make connections between people and the environment. By the end of Year 9, pupils are confident young geographers with the curiosity and analytical skills needed for further study.
Year 7
Year 7 Autumn 1: UK and map work
Autumn 2: Antarctica
Spring 1: Physical processes
Spring 2: Weather and climate
Summer 1: Sustainability and fieldwork
Summer 2: Russia
Year 8
Autumn 1: Ecosystems and fieldwork
Autumn 2: Brazil Human geography case study
Spring 1: Middle East
Spring 2: Development S
Summer 1: Coasts
Summer 2: Africa
Year 9
Autumn 1: Population
Autumn 2: Malawi
Spring 1: Megacities
Spring 2: Hazards
Summer 1: Haiti
Summer 2: Quality of life - fieldwork
Key stage 4
Exam Board: Edexcel
Geography is the subject of our times. It is inherently multi-
disciplinary in a world that increasingly values people who have
the skills needed to work across the physical and social sciences.
The subject encourages ways of seeing and thinking that make
geographers eminently employable.
-From the Guardian Editorial August 2015
Course outline including units/percentage of GCSE
Paper 1 Global Geographical Issues – 37.5%
A combination of structured and longer answers to assess three topics. These
are:
- Hazardous Earth – Atmosphere and Climate, Tectonics.
- Development Dynamics – Inequalities studying the developing world.
- Challenges of an Urbanising World – A detailed study of megacities
Paper 2 UK Geographical Issues – 37.5%
Questions with a skills focus on the UK’s evolving physical and human
landscape. This paper will also assess geographical enquiry through two
fieldwork trips carried out in contrasting locations.
Paper 3 People and the Environment – 25%
This paper will focus on geographical problem solving and decision making.
This will be done through three topics:
- People and the Biosphere
- Forests under Threat
- Energy Supply
What careers and future pathways can this subject lead to?
Geography opens the door to a wide range of future pathways. Its blend of analytical, scientific and creative skills makes it highly valued by colleges, universities and employers. Students can progress into careers linked to sustainability, environmental management, planning, energy, and urban development, as well as fields such as international relations, global development, politics and human rights. A strong GCSE in Geography demonstrates critical thinking, problem-solving and the ability to interpret complex information—skills that are increasingly in demand in our rapidly changing world.