Geography at Ernest Bevin Academy aims to develop well informed students who are equipped with the skills, knowledge, and impetus to understand the social, economic, and environmental dynamics of our planet Earth.

We will do this by firstly engaging the heart to develop passion and an empathy associated with the living world to teach students how their lives and actions are effected by their relationship with geography. Secondly, by engaging the head we will give knowledge of concepts, and processes happening each and every day around the world. And finally, by engaging the hands, we will develop the skills needed to assess, evaluate, and understand the world we live in, and our place within it.

The geography curriculum at EBA has been designed and organised in a way that students will benefit from interconnections and links from lesson to lesson, unit to unit, and year to year. Plans for progress have been deeply embedded through the use of regular summative assessments and key assessed tasks whereby students will be expected to demonstrate greater fluency with world knowledge by drawing on increasing breadth and depth of content and contexts. The curriculum has been designed with incremental levels of difficulty and a 7-year approach which is structured around some the great and most relevant enquiry questions of today such as ‘Do we have 12 years to stop climate change?’ and ‘Why are there people living in poverty?’.

However long students choose to study geography at EBA, they will leave the subject feeling more connected to the world, with a greater understanding of multiple geographic processes and features, and being equipped with powerful knowledge to comprehend more about the relationships between humans and our Earth.

Key Stage Three Geography

Edexcel B Course Outline for studentsAt Key Stage 4 we follow the Edexcel B geography certification. We believe this certification offers a broad, enquiry-based specification, with a clear and coherent structure which we have been able to apply to the continuous progression of our 5-year geography curriculum map. The content is divided into 3 papers which the boys are individually assessed on. Specification objectives from within this content have been sequenced to make the most curriculum sense to not only enable our boys to make sense of the course as clearly as possible but to also develop a deeper understanding of geography.

Choosing the discipline of geography at GCSE will give you the opportunity to understand more about the world, the challenges it faces and their place within it. Our GCSE course will deepen understanding of geographical processes, illuminate the impact of change and of complex people-environment interactions, highlight the dynamic links and interrelationships between places and environments at different scales, and develop your competence in using a wide range of geographical investigative skills and approaches. Geography enables young people to become globally and environmentally informed and thoughtful, enquiring citizens.

The aims and objectives of this qualification are to enable you to build on your Key

Stage 3 knowledge and skills to:

  • develop and extend your knowledge of locations, places, environments and processes, and of different scales, including global; and of social, political and cultural contexts (know geographical material)
  • gain understanding of the interactions between people and environments, change in places and processes over space and time, and the interrelationship between geographical phenomena at different scales and in different contexts (think like a geographer)
  • develop and extend your competence in a range of skills, including those used in fieldwork, in using maps and Geographical Information Systems (GIS) and in researching secondary evidence, including digital sources; and develop their competence in applying sound enquiry and investigative approaches to questions and hypotheses (study like a geographer)
  • apply geographical knowledge, understanding, skills and approaches appropriately and creatively to real-world contexts, including fieldwork, and to contemporary situations and issues; and develop well-evidenced arguments, drawing on their geographical knowledge and understanding (applying geography).


The course is assessed through three 1.5-hour examination papers in Year 11. Paper 1 and paper 2 are worth 37.5% and paper 3 the remaining 25%. Each paper contains a mixture of multiple choice, short response and longer evaluation questions.

Paper 1

Global Geographical issues – Explaining atmospheric and tectonic hazards and assessing their impact. Measuring development, global inequality and a study of India How cities change over time including a study of a mega city.

Content overview

  • Topic 1: Hazardous Earth
  • Topic 2: Development dynamics
  • Topic 3: Challenges of an urbanising world

Paper 2

UK Geographical Issues -A study of both coastal and river landscapes. Settlement change within the UK a study of a major UK city. Geographical investigations, an urban study and a coastal study.

Content overview

  • Topic 4: The UK’s evolving physical landscape – including sub-topics 4A: Coastal change and conflict and 4B: River processes and pressures.
  • Topic 5: The UK’s evolving human landscape – including a Case Study – Dynamic UK cities.
  • Topic 6: Geographical investigations – including one physical fieldwork investigation and one human fieldwork investigation linked to Topics 4

Paper 3

Environmental Issues – A look at the relationship between humans and ecosystems.  Understanding the rainforest and Taiga, the threats to it and how to protect it. How we can reduce demand for energy resources and how different interest groups feel about this.

Content overview

  • Topic 7: People and the biosphere
  • Topic 8: Forests under threat
  • Topic 9: Consuming energy resources



Edexcel Course Outline

Edexcel B Course Outline for students





Parent Information Edecel B GCSE Parent Information

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