KS3: Our students come from a range of different backgrounds with varying degrees of exposure to geographical knowledge and skills. Therefore, our KS3 curriculum does not assume that KS2 knowledge, and particularly skills, has been acquired. It has been purposefully designed to check and consolidate geographical understanding, before extending and refining into KS3.  Whilst our KS3 follows the National Curriculum, our overriding aim for this stage is that students engage with the key issues facing the world today. We don’t shy away from teaching about pertinent moral issues such as the conflict in Syria or the creation of climate change refugees in Tuvalu. Our curriculum should be viewed as a serial. It has a deep storyline and a deep structure underpinned by eight key Geographical concepts or ‘characters’. These are:


  • sustainability

  • climate change

  • development,

  • interdependence

  • inequality

  • globalisation

  • risk

  • resilience.


Every time students encounter a ‘character’ their understanding grows.   


KS4: At KS4 students continue to encounter and thus deepen their knowledge of the ‘characters’ through studying the AQA Geography GCSE specification. Essential knowledge and skills are developed both in and out of the classroom. A multiplicity of areas around the world are studied to inspire and encourage students to consider the world beyond North Devon. Through our rich and varied curriculum, we hope that as many students as possible continue in their study of geography. Indeed, for many of our students, KS4 provides the platform for more advanced studies in geography and aligned subjects such as geology and environmental science, establishing the basis for a wide range of careers.

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Curriculum intent


We take inspiration from the Geographical Association and their Manifesto for Geography (‘A Different View’) believing that there are few things more fundamental than learning about ‘the earth as our home’. Through their study of geography, we aim to:  

  • provide students with the means to think about the world in new ways – ‘thinking like a geographer’.  

  • provide students with the geographical knowledge they need to understand contemporary challenges facing our planet and to live their lives as knowledgeable citizens – aware of their own local communities in a global setting.  

  • provide students with the means to (and necessary knowledge to) question and debate the knowledge; such that they have the skills to be active participants and investigators, rather than passive recipients of knowledge.  

  • expose students to geographical enquiry,  allowing them to deepen their conceptual understanding through undertaking fieldwork.