GEOGRAPHY

Department vision

At Wilmington Grammar School for Girls, we deliver an innovative and engaging Geography curriculum designed to inspire students and foster a deep curiosity about the world. Our goal is to challenge and support students in developing strong geographical knowledge, understanding, and skills, encouraging both academic excellence and real-world exploration.

Our Key Stage 3 curriculum is built around WGSG’s epistemic insight strategy, using ‘Big Questions’ to connect geography topics with key stage three geography and with interdisciplinary learning. These questions are embedded in lessons, homework, and assessments to deepen understanding and promote critical thinking.

As part of Endeavour MAT, we value collaboration across our Trust, maintaining strong links with Wilmington Grammar School for Boys, Stone Lodge, and Wilmington Primary. We also engage with external organisations such as the Royal Geographical Society (RGS) and the Geographical Association (GA) and ESRI UK/Digimaps UK (GIS providers) providing students with enriching opportunities for networking and learning beyond the classroom.

Year 7

	Topic	Learning Outcomes
Term 1	What are the British Isles like?	What is geography? How do we use maps to locate key physical and human characteristics of the British Isles? How have UK settlements changed over time? How are population patterns changing? How do we use maps to investigate the geography of the UK? What does it mean to have a temperate maritime climate? What challenges does this create? Investigating flooding
Term 2	How extreme can the weather get?	Locational knowledge of the world’s countries Introducing the process of low- and high-pressure systems. How do we use and read satellite maps and weather charts of UK weather? What are the different types of rainfall? How do extreme weather events happen? To investigate these events across the world e.g., tornadoes/droughts/bushfires/monsoon
Term 3	Why should we be concerned about tropical rainforest deforestation?	Locational knowledge of the world’s countries and environments focusing on the tropical zone How the climate of the rainforest link to water cycle? What are the key features of the ecosystem? How interdependent are the physical processes? How significant are the issues of deforestation and how does it link to the carbon/water/nutrient/rock cycles? Investigate how human activity relies on the effective functioning of natural systems. What is the future of rainforest ecosystems and what power is there to change?
Term 4	To what extent does Russia’s geography help or hinder its development?	Locational knowledge and spatial awareness of Russia’s key physical and human features including major cities. How do Russia’s environmental biomes vary? How significant is the power of Russia? How resource rich are Russia? Does this make them independent or interdependent? Why does population vary across Russia? What is it like living in the coldest place on Earth? Oymyakon
Term 5	Why is the UK coastline changing?	Location of key coastal features? What factors affecting the UK coastline? What coastal geomorphic processes influence the erosion and deposition of the coast? showing What is longshore drift and what impact does it have? How can we use OS maps and GIS to identify coastal features? What is coastal management and why is it needed? Why do coastlines cause conflicts?
Term 6	To what extent does fieldwork enhance our learning of geography?	What is a geographical enquiry? Can we create a question/hypothesis to test. What field work techniques can we use? What are sampling techniques? How can we present our findings? What does it meant to analyse data? Overall conclusion Evaluate and present suggestions for the future. Use of geographical information systems (ArcGIS) to present data.

Year 8

	Topic	Learning Outcomes
Term 1	How is China’s influence growing?	What is unique about China’s location? What makes up its main physical geography? What makes up its main human geography? Why was a Three Child policy introduced? Is China the workshop of the world? How can we use GIS to investigate China? How and why have the cities changed in China?? Why was the Three Gorges dam used to harnessing the Yangtze River? Expansion of China’s influence – One Belt Road Initiative
Term 2	To what extent is it safe to live in a tectonically active place?	What is the theory of plate tectonics? What was Wenger’s theory of continental drift? How does the structure of the earth influence the formation of physical landscapes? How does earthquakes happen and change lives? What causes volcanoes and how do they vary spatially? Can it be safe to live in a tectonically active place? Mitigation and adaptation strategies
Term 3	To what extent does Africa’s geography help or hinder its development as a continent?	How does Perception of place vary? How does representation of place affect our perceptions? How can we measure development of a place? What are Africa’s key physical and human characteristics? What has influenced the human characteristics of Africa? A study of a place – Case study Lagos, Nigeria How does corruption and exploitation impact people today? Overall – does the geography of Africa a help or hinder its development?
Term 4	Why should we be concerned about the loss of the cryosphere?	What is the Importance of ice? How does ice landscape vary across the globe? What do we mean by cold deserts and who lives there? How have geomorphic processes carved the landscapes we experience today? How can we use OS maps and GIS to identify key landforms? What opportunities are there for glaciated landscapes? What challenges are there for glaciated landscapes? What problems are created when glaciers melt?
Term 5	Dubai a desert paradise – discuss	Where is the Middle East and what is its importance? What is globalisation? What impact has globalisation had on the UAE? Dubai in 1970s versus now – what a change, how? Who are the residents of Dubai and why are they there? Is everyone equal in Dubai? What impact has globalisation had on people, economy and the environment? How sustainable is the growth of Dubai?
Term 6	To what extent does fieldwork enhance our learning of geography?	What is a geographical enquiry? Focus on microclimates E.g. Where at WGSG is the best place for a cool lunch spot in the UK summer? Can we create a question/hypothesis to test. What field work techniques can we use? What are sampling techniques? How can we present our findings? What does it meant to analyse data? Overall conclusion Evaluate and present suggestions for the future. Use of geographical information systems (ArcGIS) to present data.

Year 9

Year 9

Term 1	To what extent are humans destroying our amazing places?	Introducing our amazing places and the idea of the Anthropocene Amazing places study 1: River Colorado – its features and landscape The Grand Canyon – how does the river Colorado influence another amazing place? Using the River Colorado – Las Vegas and the Hoover Dam Conflict over the River Colorado Amazing places study 2: Coral Reefs across the World. First example the Great Barrier Reef – what are they? Why are the important? Small Island Developing States e.g. Tuvalu & Maldives – why do they need coral reefs to protect them? Why might SIDS become ‘Digital Nations? How are the people of the Maldives adapting to sea level rise? How else have humans become a dominating force on the planet?
Term 2	How can we solve global challenges and who has the power to do this?	What are the Sustainable Development Goals? What progress is being made? Global challenges that exist – Superpowers and their impact? Is the USA a good influence as a superpower? Who are upcoming superpowers and at what cost? Oceans – the South China Sea – conflict over the sea Oceans – humans’ negative impact on the oceans Power in Fashion – sweat shops and TNCs in India/Pakistan/Bangladesh and ethical consumerism Abuse of Power – human rights issues – gender inequality Your own global issue and link to SDG’s
Term 3 & 4	How can we feed 9 billion people by 2050?	Will resources run out? What is the environmental impact of resource exploitation? How is land used across the UK? Why does water stress exist in the UK? Housing crisis and use of land. UK food security vs world food security. Who were Malthus and Boserup and their theories? How can we create food security in the UK? (local and national scale). How can technology support food production?
Term 5 & 6	Why should we be concerned about climate change?	How has climate changed from the start of the Quaternary to the present including glacial and interglacial periods? What evidence is there for climate change? How reliable is each? What are the natural causes of climate change? What is the link between the rates of deforestation and the carbon cycle? What is the link between fossil fuel as a natural resource use and the enhanced greenhouse effect? How does climate change affect the UK? What are the larger scale impacts globally? E.g. India, Australia and Tuvalu

Years 10 & 11

Year 10

	Topic	Learning Outcomes
Term 1	Dynamic Development	What is development? Uneven development and groups of countries: ACs, EDCs and LIDCs. Economic and social measures of development. Human and physical factors leading to uneven development. Barriers to development. Ethiopia case study: How it has developed since 1970.
Term 2	Dynamic Development Sustaining Ecosystems	Ethiopia case study: What global connections influence its development? What development strategy is most appropriate? What are ecosystems? What biodiversity exists in tropical rainforests? Why are tropical rainforests being exploited and how can this be managed sustainably?
Term 3	Sustaining Ecosystems	Ecuador case study of sustainable forest management. What is it like in Antarctica and the Arctic? How are humans seeking a sustainable solution for polar environments in Antarctica?
Term 4	Distinctive Landscapes	What is a landscape? Where are the physical landscapes of the UK? How have geology, glaciation and human activity affected the UK’s landscapes? What physical processes shape coastal and river basin landscapes?
Term 5	Distinctive Landscapes	What physical processes shape coastal and river basin landscapes?
Term 6	Distinctive Landscapes	What are the characteristics and influences on the North Norfolk coast and the Tees River Basin landscape? Physical geography fieldwork Reculver coast.

Year 11

	Topic	Learning Outcomes
Term 1	Urban Futures	How is the pattern of urbanisation changing? What does rapid urbanisation mean for cites? Human geography fieldwork Stratford urban.
Term 2	Urban Futures Global Hazards	Birmingham city case study, UK Rio de Janeiro city case study, Brazil Why do we have weather extremes? Global circulation of the atmosphere, tropical storms and droughts. El Nino and La Nina.
Term 3	Global Hazards	Case Study Typhoon Haiyan 2013, Philippines. Case Study UK Heatwave 2018. Tectonic Hazards, plate boundaries, how the movement of tectonic plates causes earthquakes and volcanoes. Case Study: Christchurch Earthquake 2011, New Zealand
Term 4	Resource Reliance	How increasing demand for resources has affected our planet. What does it mean to be food secure? How can countries ensure their food security? Case Study: Tanzania food security. Sustainable food security strategies.
Term 5	GCSE exams	Revision and final exam preparation
Term 6	Pre-enrolment tasks for WG6

Post 16 at WG6

Year 12

	Topic	Learning Outcomes
Term 1	Coastal landscapes systems Changing Spaces; Making Places	How can coastal landscapes be viewed as systems? How are coastal landforms developed? What’s a place? How do we understand place? How does economic change influence patterns of social inequality in places?
Term 2	Coastal landscapes systems Changing Spaces; Making Places	How are coastal landforms developed? How do coastal landforms develop as climate changes? Who are the players that influence economic change in places? How are places created through placemaking processes?
Term 3	Coastal landscape systems Earth’s Life Support Systems Changing Spaces; Making Places Global Migration	How does human activity cause change within coastal landscape systems? How important are water and carbon to life on Earth? How do water and carbon cycles operate in the Amazon rainforest? How are places created through placemaking processes? What are the contemporary patterns of migration? Why has migration become increasingly complex?
Term 4	Earth’s Life Support Systems Global Migration	How do water and carbon cycles operate in the North Slope of Alaska, USA? What are the issues associated with unequal flows of global migration?
Term 5	Earth’s Life Support Systems Human Rights	How much change occurs over time in the water and carbon cycles? What is meant by human rights? What are the variations in women’s rights?
Term 6	Earth’s Life Support Systems NEA preparation Human Rights	To what extent are water and carbon cycles linked? Developing an investigation title, writing a proposal form with method. What are the strategies for global governance of human rights? To what extent has intervention in human rights contributed to development?

Year 13

	Topic	Learning Outcomes
Term 1	Hazardous Earth Disease Dilemmas	What is the evidence for continental drift and plate tectonics? What are the main hazards generated by volcanic activity? What are the global patterns of disease and can factors be identified that determine these? Is there a link between disease and levels of economic development?
Term 2	Hazardous Earth Disease Dilemmas	What are the main hazards generated by seismic activity? What are the implications of living in tectonically active locations? How effectively are communicable and noncommunicable diseases dealt with? How far can diseases be predicted and mitigated against?
Term 3	Hazardous Earth Disease Dilemmas	What measures are available to help people cope with living in tectonically active locations? Can diseases ever be fully eradicated?
Term 4	A level exams	Revision and final exam preparation
Term 5	A level exams	Revision and final exam preparation
Term 6

Related Careers

The skills and knowledge gained by studying geography at GCSE and A level or university are relevant to almost all jobs and workplaces. There has never been a better time to be a geographer. The Russell Group of leading universities has selected geography as one of their preferred ‘facilitating’ subjects.

Disaster Response Coordinator
Development and flood risk analyst
Business Development Manager
UN strategic planner
Audit Associate
Assistant Supervisor at an independent travel company
Global real estate services advisor
GIS consultant for a geospatial IT company
Weather Producer for a TV company
Senior policy advisor for climate change mitigation
Travel writer and broadcaster
Education travel consultant