Our A Level Geography curriculum, following the OCR specification, is designed to inspire curiosity about the world and to equip students with the knowledge, understanding and skills needed to become informed and engaged global citizens. Through the study of contemporary and dynamic topics, students develop an understanding of how physical and human processes interact to shape places and environments at local, national and global scales.

Students explore four key components of the course. In Physical Systems, they investigate landscape systems such as coasts, glaciated or dryland environments, alongside vital Earth life-support systems including the water and carbon cycles. In Human Interactions, students examine global connections—such as trade or migration and their governance—and consider how places are created, represented and experienced over time.

The Geographical Debates component encourages critical thinking through the in-depth study of major global challenges, such as climate change, food security, disease, oceans or tectonic hazards, placing people and the environment at the centre of these issues. Students also complete an Independent Investigation, enabling them to pursue their own geographical interests while developing advanced research, fieldwork and analytical skills valued in higher education and employment.

Teaching is enriched through the use of up-to-date case studies, with opportunities for fieldwork and the application of a wide range of geographical skills. Overall, the course aims to foster a lifelong enthusiasm for geography and an appreciation of its relevance in understanding and addressing the challenges of the 21st century.

We run two day trips to Covehithe to examine Coastal Systems, and Debenham and Ipswich to study place profile and social inequality within the Changing Spaces, Making Places topic. Our Year 12 take a residential trip to the Peak District where they explore urban regeneration and structural economic change of Sheffield and analyse how the water and carbon cycle operates in the different landscapes of the Peak District National Park. During this trip students design and prepare for their NEA.

Term 1a
Teacher 1

Global migration

Substantive Knowledge:

• Understanding different types of migration and why people migrate.
• Knowledge of push and pull factors and global migration patterns.
• Understanding the impacts of migration on places and people.
• Awareness of migration policies and contemporary migration issues.
• Understanding links between migration, globalisation, and development
• Case studies: USA, Brazil and Laos.

Disciplinary knowledge:

• Analysing migration data, maps, and statistics.
• Interpreting and evaluating evidence and different viewpoints.
• Applying geographical concepts to real-world case studies.
• Developing research, critical thinking, and decision-making skills.
• Constructing balanced, evidence-based arguments and communicating ideas effectively

Useful Links

A level specification:
https://www.ocr.org.uk/Images/223012-specification-accredited-a-level-gce-geography-h481.pdf

Keeps migration case studies current with coverage of global migration events and policies:
Home – BBC News

Provides OCR-specific revision notes, case studies and exam-style questions on global migration:
https://www.physicsandmathstutor.com/geography-revision/a-level-ocr/global-migration/

Provides information on international migration trends, migration policies and global population movements.
https://www.un.org

Supplies reliable data on migration, remittances, development and the economic impacts of migration.
https://www.worldbank.org

Offers up-to-date information on refugees, forced migration and humanitarian crises.
https://www.unhcr.org

Provides independent research, statistics and analysis on migration, particularly useful for UK migration case studies.
https://migrationobservatory.ox.ac.uk

Presents interactive maps, graphs and datasets showing migration patterns and trends across the world.
https://ourworldindata.org/migration

Assessments:

Assessment of the Global Migration topic in OCR A Level Geography is varied and designed to develop a range of geographical skills. Students may complete extended exam-style questions, including data response and evaluative essays, which assess their ability to apply knowledge to unfamiliar contexts and analyse migration patterns and impacts.

They also engage in case study analysis, using contemporary examples to demonstrate understanding of migration flows, governance and human rights issues at different scales. Mapping and data interpretation tasks are used to develop skills in analysing migration statistics, flows and trends.

In addition, students may undertake independent research tasks or presentations, exploring specific migration issues in greater depth, and fieldwork or enquiry-based activities where appropriate, helping them apply theoretical knowledge to real-world contexts. Together, these tasks encourage critical thinking, evidence-based reasoning and the application of geographical concepts to current global issues.

Term 1b+2a
Teacher 1

Coastal Systems

Substantive Knowledge:

• Understanding the physical processes that shape coastal landscapes, including erosion, transportation, and deposition.
• Knowledge of coastal landforms and how they develop.
• Understanding the impacts of human activity and climate change on coasts.
• Awareness of coastal management strategies and their effectiveness.
• Understanding the importance of coasts as dynamic and interconnected environments
• Case studies: Flamborough Head/ Sandbanks/Rhone Delta/ Mangawhai-Pakiri

Disciplinary knowledge:

• Analysing coastal data, maps, photographs, and fieldwork results.
• Interpreting patterns and explaining physical processes.
• Evaluating different coastal management approaches using evidence.
• Developing fieldwork, research, and data presentation skills.
• Constructing balanced, evidence-based arguments and communicating geographical ideas effectively

Useful Links

A level specification:
https://www.ocr.org.uk/Images/223012-specification-accredited-a-level-gce-geography-h481.pdf

Provides real-world examples of coastal management strategies, policies and decision-making in the UK:
https://www.gov.uk

Offers maps, monitoring data and evidence of coastal processes and change around the UK coastline:
https://digital-coast.co.uk

Supplies information on coastal geology, erosion, sediment movement and physical coastal processes:
https://www.bgs.ac.uk

Provides high-quality articles, case studies and teaching resources on coastal landscapes and management.
https://www.rgs.org/schools/teaching-resources/coasts

Uses accessible videos and animations to explain coastal processes, sea-level change and their impacts.
https://www.bbc.co.uk/bitesize

Provides scientific research, maps and data on coastal change, hazards and shoreline management from around the world.
https://www.usgs.gov/mission-areas/coastal-marine-hazards-and-resources-program/coasts

Offers research and data on coastal processes, sea-level rise and the impact of climate change on coastlines.
https://www.noc.ac.uk

Provides information on coastal flooding, erosion risk and shoreline management plans in England.
https://www.gov.uk/government/organisations/environment-agency

Gives access to coastal and marine datasets that can support investigations into coastal change and management.
https://www.marinedataexchange.co.uk

Assessments:

Assessment of the Coastal Systems topic includes a range of tasks that develop both substantive knowledge (understanding of coastal processes, landforms and management) and disciplinary knowledge (the skills geographers use to investigate and interpret the world).

Students complete exam-style questions, including data response and extended writing, to apply and evaluate their understanding. They also undertake analysis of maps, photographs and datasets, as well as case study enquiries, which build disciplinary skills such as interpretation, analysis and evaluation. Where possible, fieldwork activities further support students in applying both substantive and disciplinary knowledge in real-world coastal environments. This is supported by our fieldtrip to Covehithe.

Term 2b+3a
Teacher 1

Earth’s Life’s Support Systems

Substantive knowledge:

• Understanding the Earth’s major life support systems, including the water and carbon cycles.
• Knowledge of how these cycles operate and interact.
• Understanding the importance of ecosystems and biodiversity.
  Awareness of how human activities can disrupt natural systems.
• Understanding the role of these systems in supporting life and maintaining environmental sustainability
• Case studies: Arctic ecosystem and Amazon rainforest ecosystem

Disciplinary knowledge:

• Analysing data, maps, and graphs related to environmental systems.
• Interpreting patterns and explaining interactions between physical processes.
• Evaluating the impacts of human activities on natural systems.
• Developing research, critical thinking, and problem-solving skills.

Useful Links

A Level Geography Specification
https://www.ocr.org.uk/Images/223012-specification-accredited-a-level-gce-geography-h481.pdf

Helps students understand how the water and carbon cycles interact and why they are fundamental to sustaining life on Earth:
https://www.rgs.org/schools/teaching-resources/linking-the-water-and-carbon-cycles/

Provides a clear overview of water stores, transfers and processes within the global water cycle:
https://www.bbc.co.uk/bitesize

Explains the movement of carbon between the atmosphere, biosphere, oceans and rocks in an accessible way:
https://www.bbc.co.uk/bitesize

Offers scientific explanations and data on carbon stores, flows and the impact of human activities on the carbon cycle:
https://www.usgs.gov

Uses satellite imagery and scientific articles to explain environmental processes, ecosystem change and global carbon cycles:
https://earthobservatory.nasa.gov

Provides interactive graphs and datasets on carbon emissions, deforestation, biodiversity and climate change:
https://ourworldindata.org

Offers case studies on biodiversity, ecosystem management and conservation strategies:
https://www.wwf.org.uk

Provides global reports and evidence on ecosystem health, sustainability and environmental challenges:
https://www.unep.org

Offers up-to-date research, datasets and reports on global carbon budgets and carbon cycle change:
https://www.globalcarbonproject.org

Offers real-world examples of rainforest conservation, sustainability and ecosystem management:
https://www.rainforest-alliance.org

Gives UK-based examples of woodland ecosystems, carbon storage and habitat conservation.
https://www.woodlandtrust.org.uk

Explains the role of oceans within global water and carbon cycles and their importance in climate regulation:
https://www.noc.ac.uk

Assessments:

Assessment of the Earth’s Life Support Systems topic includes a range of tasks that develop both substantive knowledge (understanding of the water and carbon cycles and their role in supporting life) and disciplinary knowledge (the skills used to investigate, analyse and evaluate geographical information).

Students complete exam-style questions, including data response and extended writing, to apply and evaluate their understanding. They also engage in analysis of graphs, maps and datasets to interpret cycle processes and change over time, alongside case study enquiries. Where appropriate, fieldwork and enquiry-based tasks support the development of disciplinary skills, enabling students to apply both substantive and disciplinary knowledge to real-world environmental systems.

Term 1
Teacher 2

Geographical Debates: Hazardous Earth

Substantive knowledge:

• Understanding plate tectonic theory and how destructive, constructive and conservative margins generate earthquakes and volcanic activity.
• Knowledge of the global distribution of earthquakes and volcanoes and why they occur in specific locations.
• Understanding the processes and mechanisms of earthquakes (seismic waves, focus, epicentre) and volcanic eruptions (magma formation, eruption styles).
• Awareness of hazard profiles including magnitude, frequency, predictability, speed of onset, and impacts.
• Understanding the primary and secondary impacts of earthquakes and volcanic eruptions on people and environments.
• Knowledge of short- and long-term responses and how these vary depending on level of development and governance.
• Understanding contrasting case studies of tectonic events as required by OCR.
• Awareness of how vulnerability and resilience influence disaster outcomes.

Disciplinary knowledge:

• Interpreting OCR case study resources such as earthquake magnitude scales, volcano diagrams, and distribution maps.
• Analysing statistical data on earthquake and volcanic impacts.
• Applying plate tectonic theory to explain real-world tectonic events.
• Comparing case studies to identify patterns in impacts and responses.
• Evaluating the effectiveness of prediction, protection, and planning strategies.
• Constructing structured extended answers with clear judgement, as required in OCR exam questions.

Synoptic links:

• Linking physical processes (plate movement and magma formation) with human factors (development, governance, and population density) to explain variations in impact.
• Connecting tectonic hazards to wider OCR themes such as global inequality, development, and vulnerability.
• Comparing how different countries experience and manage earthquakes and volcanoes to make judgements about resilience and risk.
• Using case studies to show how place, scale, and interdependence influence hazard outcomes.
• Demonstrating that tectonic hazards are part of wider Earth systems and human systems interactions, a key OCR synoptic requirement
• Volcano case studies: E15, Nevado del Ruiz eruption 1985, Lake Nyos disaster 1986, Mount Merapi and Montserrat 1997.
• Earthquake case studies: Japan 2010, New Zealand, Sichuan province, Haiti 2010 and Nepal.

Useful Links

OCR A Level Geography Specification:
https://www.ocr.org.uk/Images/223012-specification-accredited-a-level-gce-geography-h481.pdf

Provides OCR-specific revision notes, case studies and exam-style questions covering earthquakes, volcanoes and hazard management:
https://www.physicsandmathstutor.com/geography-revision/a-level-ocr/hazardous-earth/

Offers detailed factsheets and contemporary examples to support understanding and evaluation of hazardous earth processes:
https://curriculum-press.co.uk/a-level-geography-exam-boards/ocr/hazardous-earth

Provides authoritative data, maps and explanations of earthquakes, volcanoes, plate tectonics and natural hazards:
https://www.usgs.gov

Supplies UK-focused research, hazard monitoring and clear explanations of tectonic processes and geological hazards:
https://www.bgs.ac.uk

Offers comprehensive information, eruption records and monitoring data for volcanoes worldwide:
https://volcano.si.edu

Provides real-time earthquake monitoring and maps that help students identify global patterns of seismic activity:
https://earthquaketrack.com

Explains tectonic hazards, volcanic eruptions and earthquake impacts through engaging articles, maps and videos:
https://education.nationalgeographic.org

Uses satellite imagery to show the impacts of volcanic eruptions, earthquakes and other natural hazards around the world:
https://earthobservatory.nasa.gov

Provides clear summaries and visual explanations of tectonic processes and hazardous earth concepts:
https://www.bbc.co.uk/bitesize

Gives accessible summaries of OCR topics including plate tectonics, volcanic hazards, seismic hazards and risk management:
https://www.thinka.ai/en-GB/Cambridge-OCR-A-Level/Geography-H481/Hazardous-Earth

Assessments:

Assessment of the Hazardous Earth topic includes a range of tasks that develop both substantive knowledge (understanding of tectonic and atmospheric hazards, their causes, impacts and management) and disciplinary knowledge (the skills used to analyse, interpret and evaluate geographical evidence).

Students complete exam-style questions, including data response and extended evaluative writing, to apply their understanding to unfamiliar hazard scenarios. They also undertake analysis of maps, graphs and hazard data, alongside case study enquiries to explore real-world events. These tasks develop key disciplinary skills such as interpretation, critical thinking and decision-making, enabling students to apply both substantive and disciplinary knowledge to dynamic global issues.

Term 2
Teacher 2

Changing Spaces, making Places

Substantive knowledge:

• Understanding how places are defined, represented, and perceived at different scales.
• Knowledge of how places are shaped by economic, social, cultural, and political processes.
• Understanding the concepts of placemaking, rebranding, and re-imaging.
• Awareness of inequalities between places and how these change over time.
• Understanding the role of globalisation, migration, and regeneration in shaping place identity.
• Knowledge of how different groups experience and perceive places differently
• Case studies: Place profile comparison: Lympstone and Toxteth. Social inequality comparison: Northwood, Irvine and Jembatan Besi, Jakarta. Structural Economic Change: Birmingham Metropolitan Region. Rebranding: Barcelona.

Disciplinary knowledge:

• Interpreting and analysing maps, photographs, and place-based data.
• Using case studies to explain how and why places change.
• Evaluating different representations and perceptions of place.
• Developing fieldwork skills, including observation and data collection.
• Constructing balanced, evidence-based arguments about place change and identity.
• Applying geographical theories to real-world locations and issues.

Useful Links

OCR A Level Geography Specification:
https://www.ocr.org.uk/Images/223012-specification-accredited-a-level-gce-geography-h481.pdf

Provides OCR-specific revision notes, case studies and exam-style questions to support learning and exam preparation.
https://www.physicsandmathstutor.com/geography-revision/a-level-ocr/changing-spaces-making-places/

Offers accessible explanations, case studies and articles on place identity, regeneration, representation and social inequality:
https://www.internetgeography.net

Explore Local Statistics – Provides demographic, social and economic data that students can use to investigate how places change over time:
https://www.ons.gov.uk/visualisations/dvc1370/index.html

Structural Economic Change in Birmingham Metropolitan Region – Offers a detailed case study of urban change, regeneration and economic restructuring in Birmingham.
https://www.birmingham.ac.uk

Thirdspace (Richard Bustin) – Explains the concept of place as socially constructed and helps students understand different perceptions and representations of place.
https://www.geography.org.uk/download/Saturday_2pm_Richard_Bustin_Thirdspace.pdf

TUI – Tourism and Place Change Video – Demonstrates how tourism can influence the economic, social and environmental character of places.
https://www.tui.co.uk

Geography Realm – Offers articles and examples relating to urban geography, place-making, regeneration and spatial inequalities.
https://www.geographyrealm.com

The Guardian – Cities – Provides contemporary examples of urban change, regeneration, housing and place-making that can be used in essays and case studies:
https://www.theguardian.com/cities

UK Government Levelling Up Programme – Offers examples of regeneration policies and investment aimed at reducing regional inequalities.
https://www.gov.uk/government/collections/levelling-up-fund

London Datastore – Provides detailed demographic, economic and housing data useful for studying place change and inequality.
https://data.london.gov.uk

Assessments:

Assessment of the Changing Spaces; Making Places topic includes a range of tasks that develop both substantive knowledge (understanding of place, identity, representation and how places change over time) and disciplinary knowledge (the skills used to interpret, analyse and evaluate geographical information).

Students complete exam-style questions, including data response and extended evaluative writing, to apply their understanding to different place contexts. They also undertake analysis of qualitative and quantitative data such as maps, census data, photographs and texts, alongside case study enquiries. These tasks develop disciplinary skills including interpretation, critical thinking and evaluation, enabling students to apply both substantive and disciplinary knowledge to the study of places and their meanings.