Curriculum Map

Our Geography curriculum is delivered by dedicated and experienced professionals.

We work hard to provide lessons that engage, inspire and challenge so that students of all abilities enjoy Geography and make excellent progress. Geography is about people and places and helps students make sense of the world.


It is important to prepare students for the latest GCSE courses which began in September 2016. Units in Years 7 & 8 will help provide some solid foundation for further study at both GCSE and A-level.

Year 7

In Year 7 Geography is all about making sure our students have a sound understanding of some basic geographical concepts and skills. This means being able to interpret and using Ordnance Survey maps, knowing some basic Geography of the British Isles, learning how to use and atlas and beginning to explore some of the weird Geography located in some of the far flung places in the World. Year 7 is also when students get their first taste of Plate Tectonics. Learning how the Earth’s plates are fundamental in the pattern of earthquakes and volcanic activity is a major building block to understanding how the Earth works.

Topics studied & links to Schemes of Work


Year 8

In Year 8 students build upon the skills and knowledge developed in Year 7. So having successfully enhanced their knowledge of the British Isles attention is turned to a major LIC, Brazil. Brazil is becoming a major player in the world especially with it’s links to the Climate Emergency.

This topic naturally leads to a study of Tropical Rainforests and the associated issues such as deforestation and climate change. Linked to this is an extensive study of Weather and Climate. 

Students begin to understand the pattern of weather and climate in the British Isles and Europe in general. In order for students to keep pace with a changing world Year 8 is also where students follow courses on China and the USA, almost old fashioned Regional Geography but with an emphasis on current affairs.

Topics studied & links to Schemes of Work

  • Brazil
  • Rainforest Ecosystems
  • Weather & Climate Patterns in Europe
  • USA
  • China


Year 9 (KS4 GCSE)

In Year 9 students begin their 3 year GCSE Geography course. In the Autumn Term students discover Living with the physical environment. This begins with Natural hazards focusing on Tectonic hazards and Tropical Storms. Then second half of the term focuses on Extreme weather in the UK and the links with Climate Change.

This continues into the Spring Term before moving onto Physical landscapes of the UK. The final part of the year is very much to do with physical geography and builds upon work covered in Years 8 & 9. This involves the study of River and Coastal landscapes. The focus then changes towards linking classroom experience to the real world. Towards the end of the year students are engaged in fieldwork in the local area and the learning of geographical skills and techniques.

Topics studied & links to Schemes of Work

  • Natural hazards
  • Tectonic hazards
  • Weather hazards
  • Climate Change
  • UK landscapes
  • Coastal landscapes
  • River landscapes  

Year 10 (KS4 GCSE)

In Year 10 students continue their 3 year GCSE Geography course. In the Autumn Term students discover The Living world as part of Living with the physical environment. This begins with Ecosystems focusing on Tropical rainforests and Hot deserts. This continues into the Spring Term before moving onto Challenges in the human environment.  The first part of this module focuses on Urban Challenges and Issues. This includes the urban world, urban changes in the UK and urban sustainability. The final part of the year is very much to do with urban geography and carrying out fieldwork in the urban environment which will further help develop their geographical skills and techniques.  Towards the end of the year students begin the second large human geography unit, the changing economic world.

Topics studied & links to Schemes of Work

  • Ecosystems
  • Tropical rainforests
  • Hot deserts
  • The urban world
  • Urban change in the UK
  • Urban sustainability
  • Urban fieldwork
  • The development gap 

Year 11 (KS4 GCSE)

In Year 11 students complete their 3 year GCSE Geography course. In the Autumn Term students continue to study the changing economic world with units focusing on Nigeria and the UK. At the end of the term the focus changes to resource management. Beginning with a very general outlook, once into the Spring Term this unit splits into Food, Water and Energy Management. During this term students receive the Pre-release paper. This is the Issue Evaluation section of the course which focuses on a particular strand from within the whole GCSE Geography curriculum. Students have nearly three months to study the topic materials prior to being examined in the summer. As exam preparation gains pace towards the Summer Term students are engaged in revision and a review of geographical skills and techniques.

Topics studied & links to Schemes of Work

Issue evaluation

Changing economic world

  • Nigeria: a newly emerging economy
  • The changing UK economy

The challenge of resource management

  • Resource management
  • Food management
  • Water management
  • Energy management 


Key Stage 5

For information of courses in Years 12 and 13 click on this link >>



A massive thank you to all our parents and carers for your feedback on how remote learning is going!

As we all learn more about how we can work together while apart, we will continue to refine what we do and get better at it. We will continue to contact you about how your child is doing and keep you informed of how best they can be helped. Stay safe.

There’s nothing ‘remote’ about learning at SHS!

Everything about the Covid crisis has been about distance. We must be physically apart, we might find ourselves emotionally apart and we have been compelled to be educationally apart.

Recent press headlines and discussions have focused on the difficulties of engaging students without in-person contact. Some press reports have used ‘statistics’ gathered in dubious ways to talk about the percentages of students who are actually working remotely. Indeed, a recent study by UCL has suggested that 20% of students have done ‘little or no school work’ since lockdown.

Whatever the alleged ‘national picture’ of student engagement in distanced learning, the crucial question that has emerged is: how do we engage learners when we are not together physically? It’s a complicated question and, as with most issues, there isn’t one solution, one style, or one computer program for increasing learner engagement and motivation. But the answer, as with many things educational, seems to be what many of us call ‘common sense’!

Research seems to say that ‘online’ teachers need to combine multiple strategies to reach learners and, unsurprisingly, they must be behavioural, cognitive and emotional. In short, teachers must set a variety of work. They must reply and feedback early and often; building relationships. There must be regular, simple parental feedback so that the carer knows what work is actually being submitted. There must be a caring ear and a personal call for students and parents.

Here, at Sheringham High and Sixth, we set work which can be done independently and in REAL households with all their individual restrictions such as connectivity issues and multiple use computers. We mark and feed back quickly. We track students fortnightly. Student managers and tutors ring home personally!

So, let me share our actual statistics since the closure on March 23rd at Sheringham High given that 20% of students nationally seem not to have been engaged by their staff. On average, each of our students has completed 73% of the work set on time. Only 0.4% of students has completed no work since lockdown. Over one third of all our Year 7,8,9 and 10 students has submitted over 90% of their work on time. A quarter has done ALL work set! Since March 23rd, our students have watched 7033 podcasts on our GCSE Pod portal; usage doubling since last year. Between March and June, 3079 individual pieces of work have been set by our staff for Years 7-10 and 435 for Year 12. Over half of our sixth form students has completed 100% of the work set.

If we believe what we are told about national statistics and the etymology of the word ‘remote’(to ‘push away’) what we have at Sheringham High and Sixth is an engaged, embraced learning community which is working well and bucking the national trend! Well done to students, parents, carers and staff!

Stay safe!
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