The learning of Geography develops an understanding and appreciation of global issues along with a focus on relevant case studies both near and far, from Italy to India and from China to Brazil. The programme of study is delivered in a way that develops important geographical skills initially before expanding the breadth and depth of content from focusing on the United Kingdom to then investigating global topics of interest around the world.

Key Stage 3

The teaching of Geography is delivered by the Humanities department and each child will expect to receive two lessons each week at Key Stage 3 as part of their normal timetable of 30 lessons. A modular approach is taken in Geography with important numeracy, literacy and graphicacy skills developed alongside contextual knowledge and understanding. Each module carries an assessment in the form of a test, timed essay, presentation or project. Homestudy is set regularly to consolidate and develop knowledge, understanding and skills including research-based tasks and independent enquiry.


A range of day trips are offered to enable students to experience and deepen their understanding of what they have studied, as well as, encouraging an interest in the subject.

Year 7

Local fieldwork study (Bradgate Park) 

Year 9

Iceland 4-day residential trip


The Geography programme of study facilitates a better understanding and appreciation of the stimulating world in which we live and the past and present impacts made by people to the planet. Gartree’s mission is to develop “global citizens” that have a profound awareness of the world around them to make conscientious, informed contributions to the wider world in which we live based on respect, tolerance and mutual appreciation of diversity and cultural differences.

Key Stage 4

Geography GCSE

How the course is assessed: 100% final examination

Exam Board: Edexcel Geography B (1GB0)

Course overview

The qualification has a straightforward structure with three components. The specification content is framed by geographical enquiry questions that encourage an investigative approach to each of the key ideas. As part of this enquiry process, students are encouraged to use integrated geographical skills, including appropriate mathematics and statistics, in order to explore geographical questions and issues. Students are encouraged to make geographical decisions by applying their knowledge, understanding and skills to real-life 21st century people and environment issues.

There is a diverse content on offer within Geography at GCSE and the following topics are taught: Hazardous Earth, Development Dynamics, Challenges of an Urbanised World, The UK’s Evolving Physical and Human Landscape, People and the Biosphere, Forests under Threat and Consuming Energy Resources.

Students will undertake fieldwork investigations based on coastal change and on dynamic urban areas.

You can expect to:

  • Develop your knowledge and understanding of place, process and interaction through global and UK issues.

  • Explore geographical concepts through two fieldwork trips.

  • Study key contemporary geographical issues that are relevant and insightful.

  • Develop and extend competence in a range of skills including those used in fieldwork, in using maps and in computer software such as Geographical Information Systems (GIS).

Where does it lead?

The study of Geography stimulates an interest in and a sense of wonder about places, people and the environment. It helps young people make sense of a complex and dynamically changing world.  The Russell Group of Universities and key employers recognise Geography as one of the key 'facilitating' subjects for entry to degree level study. Geography provides a platform for career paths into town planning, architecture, environmental management, travel and tourism, plus teaching.


The Geography programme of study facilitates a better understanding and appreciation of the stimulating world in which we live and the past and present impacts made by people to the planet. Gartree’s mission is to develop “global citizens” that have a profound awareness of the world around them to make conscientious, informed contributions to the wider world in which we live based on respect, tolerance and mutual appreciation of diversity and cultural differences.

Subject-based skills

Students are required to develop a range of valuable skills throughout their course of study. These skills may be assessed across any of the examined components in each of the three Humanities subjects.

Atlas and map skills 

● recognise and describe distributions and patterns of both human and physical features at a range of scales using a variety of maps and atlases ● draw, label, annotate, understand and interpret sketch maps

● recognise and describe patterns of vegetation, land use and communications infrastructure, as well as other patterns of human and physical landscapes 

● describe and identify the site, situation and shape of settlements.

Graphical skills 

● label and annotate and interpret different diagrams, maps, graphs, sketches and photographs 

● use and interpret aerial, oblique, ground and satellite photographs from a range of different landscapes 

● use maps in association with photographs and sketches and understand links to directions.

Data and information research skills 

● use online census sources to obtain population and local geo-demographic information.

Investigative skills 

● identify questions or issues for investigation, develop a hypothesis and/or key questions 

● consider appropriate sampling procedures (systematic vs random vs stratified) and sample size 

● consider health and safety and undertake risk assessment 

● select data collection methods and equipment to ensure accuracy and reliability, develop recording sheets for measurements and observation 

● use of ICT to manage, collate, process and present information, use of hand-drawn graphical skills to present information in a suitable way 

● write descriptively, analytically and critically about findings 

● develop extended written arguments, drawing well evidenced and informed conclusions about geographical questions and issues.

Cartographic skills: 

● use and understand gradient, contour and spot height on OS maps and other isoline maps 

● interpret cross sections and transects 

● use and understand coordinates, scale and distance 

● describe and interpret geo-spatial data presented in a GIS framework.

Graphical skills 

● select and construct appropriate graphs and charts to present data, using appropriate scales and including bar charts, pie charts, pictograms, line charts, histograms with equal class intervals 

● interpret and extract information from different types of graphs and charts including any of the above and others relevant to the topic

● interpret population pyramids, choropleth maps and flow-line maps.

Numerical skills 

● demonstrate an understanding of number, area and scale and the quantitative relationships between units 

● design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability 

● understand and correctly use proportion and ratio, magnitude and frequency 

● draw informed conclusions from numerical data.

Statistical skills 

● use appropriate measures of central tendency, spread and cumulative frequency (median, mean, range, quartiles and inter-quartile range, mode and modal class) 

● calculate percentage increase or decrease and understand the use of percentiles 

● describe relationships in bivariate data: sketch trend lines through scatter plots; draw estimated lines of best fit; make predictions; interpolate and extrapolate trends 

● be able to identify weaknesses in selective statistical presentation of data.

Transferable skills

Transferable skills enable young people to face the demands of further and higher education, as well as the demands of the workplace, and are important in the teaching and learning of History, Geography or Religious Education through Key Stage 3 and 4.

Cognitive skills 

Non-routine problem solving – expert thinking, metacognition, creativity 

Systems thinking – decision making and reasoning 

Critical thinking – definitions of critical thinking are broad and usually involve general cognitive skills such as analysing, synthesising and reasoning skills 

ICT literacy – access, manage, integrate, evaluate, construct and communicate.

Interpersonal skills 

Communication – active listening, oral communication, written communication, assertive communication and non-verbal communication 

Relationship-building skills – teamwork, trust, intercultural sensitivity, service orientation, self-presentation, social influence, conflict resolution and negotiation 

Collaborative problem solving – establishing and maintaining shared understanding, taking appropriate action, establishing and maintaining team organisation.

Intrapersonal skills 

Adaptability – ability and willingness to cope with the uncertain, handling work stress, adapting to different personalities, communication styles and cultures, and physical adaptability to various indoor and outdoor work environments 

Self-management and self-development – ability to work remotely in virtual teams, work autonomously, be self-motivating and self-monitoring, willing and able to acquire new information and skills related to work.

“Without geography, you’re nowhere” Jimmy Buffet