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Key Stage 3
Key Stage 4
Key Stage 5
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All pupils and students at Hagley Catholic High School follow a taught course of Geography The Department is made up by three specialist teachers who are fully committed to the education of the pupils:

  • Mr. N Taylor - Subject Leader of Geography 
  • Mr. J Mosely - Teacher of Geography
  • Miss. K Morris - Teacher of Geography

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This page outlines the topics taught in each term through Key Stage 3 (years 7 to 9), along with an overview of how assessments will take place.


Year 7

Autumn Term

Spring Term

Summer Term

Introduction to Geography including Geographical skills and Map Skills.

Coastal environments – physical processes and human interaction with coastlines.

Population and resources – world population growth and concept of sustainability in terms of energy.


During the year, pupils will be assessed by interim assessments and peer assessments about world geographical features, processes of physical coastal erosion and world energy sources.


At the end of the year, pupils will be assessed by level assessments with success criteria about map skills, coastal erosion in Yorkshire and world population growth


Year 8

Autumn Term

Spring Term

Summer Term

Geography of crime – human socio-economic causes of crime, and plotting of map data to help fight crime.

Rivers and flooding – physical processes of hydrological cycle and processes of erosion. Consequences of flooding.

Ecosystems – physical, human and environmental aspects of ecosystems, and the interaction of all these elements.


During the year, pupils will be assessed by interim assessments and peer assessments about causes and ways to deal with crime, river processes & landforms and climatic zones & vegetation.


At the end of the year, pupils will be assessed by level assessments with success criteria about how secure our school is in terms of crime, a written report on flooding in Boscastle and a research assignment into tropical rainforests.


Year 9

Autumn Term

Spring Term

Summer Term

Tectonic processes – causes and consequences of earthquakes and volcanoes.

Weather and climate – how do we measure weather and how is our climate changing.

Globalisation through the study of the global fashion industry.


During the year, pupils will be assessed by interim assessments and peer assessments about plate tectonics and plate boundaries, measuring the weather and climate and measuring development & conditions for employees of sweatshops.


At the end of the year, pupils will be assessed by level assessments with success criteria about creating a leaflet advising people how to prepare and protect themselves from earthquakes, write a report into causes and consequences of hurricane Katrina and a presentation about the problems related to the global fashion industry.

Why Choose GCSE Geography?

The GCSE Geography course is a new course that is completely up to date in terms of the subject content and approach. All exams are taken at the end of the course in the summer of Year 11. Coursework has been reduced in content, and is now mainly done within school.
GCSE Geography offers students a course that creates many useful and attractive skills – team work, investigation, contemporary issues research, Geography is also multi-disciplinary, allowing students to improve those key skills required by universities and future employers. If studied at Advanced Level, Geography will also compliment all other subjects and allow students to apply for a vast range of future careers, town planning, sustainable and ‘green’ industries, logistics and energy companies, anywhere where a knowledge of how the world works, ICT skills and data handling skills are required.
GCSE Geography is hugely popular at Hagley, and well recognised by universities as a facilitating subject – meaning it opens the door to more academic routes. It also is one of the English Baccalaureate  GCSEs.
Unit 1: The Urban Environment: The world is becoming increasingly urban – it is estimated that by 2020 over 70% of the world’s population will live in urban areas. In developing countries large numbers of people are moving to slums in the hope of improving their quality of life. This rapid urbanisation creates challenges for urban planners in relation to housing and the supply of basic services. In developed countries many urban areas have gone through a period of economic decline; the challenge in these areas is often about improving socio-economic conditions and addressing environmental issues. The global future will be an increasingly urban future and this will create a need to put in place sustainable methods of managing urban living in existing areas and designing new urban centres that operate in sympathy with both people and the environment.
Unit 1: The Coastal Environment: Coastal areas are very important for the economy – they are where we trade with other nations, and where the majority of tourism takes place and therefore very important to our economy. However, they are places of great conflict between local people, tourists and industry which wish to exploit them. We look at how we can sustainably manage the coastlines and their development, what will happen if sea levels rise as predicted. We also look at the traditional geography of physical processes along the coast of erosion and deposition, and the landforms created like caves arches and stacks.
Unit 2: Hostile World – Living with natural hazards: Many people now live in hostile areas of the world. Areas close to plate boundaries (volcanoes and earthquakes) and areas that suffer from tropical storms or wildfires can pose dangers for the people who live there. They have to be able to understand the causes and effects of these hazards in order to prepare for and respond to them.
Unit 2: Investigating the Shrinking World - Investigating the Globalisation of Industry: Companies organise and locate all over the world as industry becomes increasingly globalised. This change has impacts on people and places and requires careful management in order to ensure that it is sustainable. The global nature of modern industry has led to changes in the development gap. This unit focuses on geographical investigation. Candidates should be given the opportunity to investigate a range of places and to consider how globalisation impacts specific localities and groups of people.
Unit 3: Local Investigation including Fieldwork and Geographical Issue Investigation
Task One: Local Investigation including Fieldwork (15% of the full GCSE)
Task Two: Geographical Issue Investigation (10% of the full GCSE) 
Fieldwork:  Fieldwork is undertaken in Year 10 – we offer an optional fieldwork trip to Sicily in October which we have undertaken since 2008. This does not contribute towards the fieldwork requirements in any way, and is not required for course completion. 
We will also be taking students out on a local fieldwork at some point during the year to undertake the local investigation requirement of the course; this is completed in Birmingham City Centre.
Unit 1 – 1hr30min examination (37.5% of the GCSE) to be taken in June of Year 11. This exam will cover the urban environment and coasts.
Unit 2 – 1hr30min examination (37.5% of the GCSE) to be taken in June of Year 11. This exam will cover the hostile world and globalisation.
Unit 3 - Local Investigation including Fieldwork and Geographical Issue Investigation. These are two separate pieces of coursework: 
 The first piece is worth 10% of total marks, is marked out of 24 and has a word guidance of a maximum of 800 words. This should be written in about 2 hours at school. 
 The second piece is based on local investigation and worth 15% of total marks, is marked out of 36, and has a maximum word guidance of 1,200 words. It should be written up in school in about 4 hours.
Homework expectations: Homework will be set regularly.
Examination board: AQA Syllabus code: 9037
Head of Department: Mr. N. M. Taylor






We study a wide range of topics – both human and physical topics. At AS students tend to build on what we have already learnt at GCSE including Rivers, Coasts, Population and World Energy. At A2 level, we study some more specific topics including globalisation, ecosystems and the devastating effects of volcanoes and earthquakes, as well as issues related to our ever increasing world population. You answer questions such as: What has Geography got to do with war? Will there be enough food and energy in the future? How do we tackle climate change? What causes a Tsunami and why are there variations in the responses and effects in different areas of the world?

Geography is an extremely interesting subject. Once students have studied Geography to A-level, the interest in the world around them usually never leaves.



A-level students are taken on rivers fieldwork in the Suckley hills to complete the fieldwork element of the GEOG2 examination. We are proposing to offer a further international trip this year to Morocco, following on from the success of our previous trip to Iceland. Apart from fieldwork, students are taught research skills and develop case studies from their own investigative work. Discussion work is also important in this subject, especially around issue based case studies. All lessons are in newly equipped rooms.



The department staff have studied Geography to degree level, and have a huge range of teaching experiences. We are lucky to be housed in dedicated rooms with excellent resources. The teaching staff are enthusiastic and teach all lessons with energy, drawing from a depth of academic and personal knowledge and experience.



A-level Geography is well respected by universities for the skills it teaches students. It is often essential in order to study Geography to degree level, and useful for many other degree applications, including Geology, Environmental Sciences, Politics and Biology. Geographers are also ideally equipped for town planning, teaching, accountancy, finance, business and many other university courses.



We have achieved a 100% pass rate at A2 since 2010. Many of our students have taken Geography at University level. In 2012 65% gained a B grade or better including 5 A*s (Thomas Clarke, Luke Fullwood, Rees Horton, Anna Kubinski, Ceri Savage) and 2 As (Molly Phillips and Thomas Speakman).



Subjects Geography combines well with virtually any other subject, both ‘arts’ and ‘sciences’. It combines especially well with Biology, English, History and Sciences including Geology.



Most of our students have studied Geography at GCSE level but this is not always necessary. Usually C or above in Geography is needed but please discuss this with a member of staff.


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