The Geography curriculum at Hassenbrook enables students to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development. Geography is, by nature, an investigative subject, which develops and understanding of concepts, knowledge and skills. We seek to inspire in students a curiosity and fascination about the world and its people which will remain with them for the rest of their lives.  In addition, we aim to promote the students' interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. The curriculum is designed to develop knowledge and skills that are progressive and transferable throughout their time at Hassenbrook Academy.  A diverse geographical provision allows for further study and enables career opportunities.



Geography at Hassenbrook is taught in units throughout the year, so that students can achieve depth in their learning. Teachers have identified the key knowledge and skills of each blocked unit and consideration has been given to ensure progression across topics. At the beginning of each topic, students are able to convey what they know already as well as what they would like to find out. This informs the programme of study and also ensures that lessons are relevant and take account of student’s different starting points. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion.  Numerical and literacy outcomes in Geography are specifically planned for.



Outcomes in books evidence a broad and balanced Geography curriculum and demonstrate student’s acquisition of identified key knowledge. Students review their successes in achieving the lesson objectives at the end of every lesson and are actively encouraged to identify their own target areas, with these being identified, shared and verified by teachers as necessary. Students also record what they have learned comparative to their starting points at the end of every topic. As students progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local area and its place within the wider geographical context. Geographical understanding, as well as student’s spiritual, moral, social and cultural development is further supported through field visits, guest speakers and ongoing projects.  Students are able to learn about careers related to Geography with the specialist skills and knowledge required, ensuring that they are well prepared for the next stage in their life.  Student’s Flightpath Expectations are continuously reviewed with a focus on strong academic progress at KS3 and GCSE.


Students investigate and understand their local area and how it compares to others. They learn to become active geographers; with opportunity for ‘hands-on’ practical fieldwork outside the classroom in the form of a map work and a microclimate enquiry as well as human and physical enrichment opportunities.  They will broaden their horizons by study topics that include: Earthquakes and Volcanoes; Weather and Climate; Globalisation; Conflict and  Crime; Glaciers; Rivers and Flooding. They also develop enquiring minds by considering ‘how should our coastlines be managed?’, ‘is world trade fair?’ and ‘why is there still a development divide in 2024?’

We aim to raise environmental awareness and enable students to develop skills such as literacy, numeracy and ICT consistently through lessons. There are opportunities for students to use their own initiative, in geographical decision-making either working independently or collaboratively in groups.


We study Geography to instil students with an excellent understanding of global issues such as migration, climate change and land management.  At the same time being able to understand their impact and involvement with this at a local scale.  It teaches them skills for life in lessons and through fieldwork such as enquiry, problem solving, statistics and teamwork.

Our Geographers go out into the world equipped with the knowledge of key concepts and the skills to be able to help change the world for the better.  Specifications in Geography encourage learners to be inspired, motivated and challenged by following a broad, coherent, satisfying and worthwhile course of study and gain an insight into related sectors. They should prepare learners to make informed decisions about further learning opportunities and career choices.

The aims of the GCSE Geography curriculum at Hassenbrook Academy are to:

  • actively engage in the process of Geography to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds;
  • develop student’s knowledge and understanding of geographical concepts and appreciate the relevance of these concepts to our changing world;
  • develop a framework of spatial awareness in which to appreciate the importance of the location of places and environments from local to global;
  • appreciate the differences and similarities between people’s views of the world, its environments, societies and cultures;
  • understand the significance of values and attitudes to the development and resolution of issues;
  • develop their responsibilities as global citizens and recognise how they can contribute to a future that is sustainable and inclusive;
  • develop and apply student’s learning to the real world through fieldwork and other out of classroom learning; and
  • use geographical skills, appropriate technologies, enquiry and analysis.

Students study the Edexcel B Exam Specification for Geography.  This also contributes to the English Baccalaureate (EBacc) certification. The EBacc is awarded to any student who secures good GCSEs or accredited passes in English, Maths, Science, a modern or ancient foreign language and a humanities subject such as History or Geography.

Curriculum Map


Ms C. Baker


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