At CHS South, the geography curriculum is committed to guiding students to comprehending the complexities of the world around us and the challenges it presents. Geography is deeply interwoven into the world around us, with every interaction we have. Our aim is to cultivate students’ understanding of their environment and their role in shaping our future. Our geography curriculum combines human and physical strands, showing how interconnected and related all aspects of geography are. It also weaves climate change and the climate emergency throughout the five-year curriculum. By doing this, we have created a holistic geography curriculum that provides students with knowledge, skills and a sense of social responsibility to confront and address societal inequities. Throughout the curriculum, students embark on a learning journey that spans key stages, equipped with knowledge and skills which support their ongoing education both in and outside of geography. We strive to offer a comprehensive learning experience which highlights the synoptic nature of geography, emphasising the interconnectedness of various topics to strengthen students’ comprehension and awareness. One primary objective is to immerse students in the exploration of diverse cultures, landscapes and the remarkable diversity of our planet.

The KS3 geography curriculum is intentionally structured to move from the familiar to the global, reflecting our vision of helping students comprehend the complexities of the world and recognise their role in shaping its future. In Year 7, students begin at the local scale, exploring the geography around CHS South through studies of the River Mersey, map skills using Chorlton, weather and climate, and the physical landscapes of the Peak District. This grounding in their immediate environment builds strong foundational knowledge and highlights how geography is woven into everyday life. In Year 8, the curriculum broadens to a national and international scale, enabling students to understand wider global systems through topics such as South American ecosystems, population change, economic development in Africa, and UK glaciation. By Year 9, students are ready to explore geography at a global scale, examining how countries and environments are interconnected through studies of coastal landforms, coral reefs, extreme weather, globalisation, superpowers, and urbanisation in contrasting cities. This progression from local to global ensures students experience a holistic, interconnected curriculum that embeds climate change, blends human and physical geography, and nurtures the knowledge, skills and social responsibility needed to understand and influence the world they will inherit.

At Key Stage 4, the geography curriculum at CHS South follows the OCR B specification and is deliberately structured to interleave Paper 1 and Paper 2 across Years 10 and 11, continually building on the knowledge and skills developed throughout KS3. In Year 10, students begin with development through a detailed study of Zambia, before moving on to global hazards, climate change, and UK distinctive landscapes, focusing on rivers and coasts. The year concludes with resource reliance, centred on Tanzania as a contrasting global example. In Year 11, students explore urban futures through Manchester and Lagos, followed by the UK in the 21st century, using named examples such as Wilmslow Road and Salford Quays to illustrate social, economic and environmental change. The course ends with ecosystems, focusing on tropical rainforests and polar environments to highlight global environmental challenges. At the end of Year 10, all pupils complete two fieldwork enquiries—one at Salford Quays and one at Rhyl beach—enabling them to apply geographical skills, analyse real-world data and make informed judgements using authentic named examples. This structure ensures students develop a synoptic understanding of human and physical geography while preparing them confidently for GCSE assessment and for engaging with the complex world beyond school.

At CHS South, Geography learning extends well beyond the classroom. Students can take part in:

• Fieldwork trips – exploring local rivers, coasts, and urban areas.

• Geography club – investigating global issues such as climate change, sustainability, and geopolitics.

• Eco-warriors & sustainability projects – helping make the school greener through recycling, energy-saving, and biodiversity schemes.

• Guest speakers & university links – talks from geographers, environmentalists, and experts in sustainability.

• Cultural & environmental trips – visits to museums, nature reserves, or local expeditions.

• Explore maps, atlases, or Google Earth together.

• Discuss current global issues such as climate change or migration.

• Watch geography-related documentaries or news reports.

• Use BBC Bitesize Geography to support revision.

• Encourage outdoor learning – walks, fieldwork-style observations, or trips.

• A-level Geography and other related subjects.

• University degrees such as Environmental Science, Urban Planning, International Relations, Geology, Climate Science, or Sustainability.

• Apprenticeships in sectors like transport, environment, surveying, or planning.

• Careers of the future – many of which don’t exist yet – where problem-solving, global awareness, and analytical skills are essential.

Geography is one of the most employable subjects because it develops versatile skills: data analysis, research, problem-solving, teamwork, and communication.