Department staff

 

• Alison Farrell - Head of Humanities: a.farrell@fulhamboysschool.org.uk
• Simon Kellie - Deputy Head Teacher, Geography Teacher
• Duncan Craig - Geography Teacher
• Fatimah Akhtar - Geography Teacher

Year 7 Geography curriculum 

In Year 7 the geography curriculum focuses on building boys’ knowledge about the geography around them directly and within the UK.  Through this we are able to help them develop  the skills which are vital to their success as geographers at GCSE and A Level.

Unit 1: Is London another country?

• Roles of London
• Characteristics of London’s population
• Comparison of London’s population with the rest of the UK

Unit 2: Is the grass greener in other parts of the UK?

• Rural areas in the UK
• Population distribution
• Ordnance Survey map evidence

Unit 3: How can we make our place better?

• Small scale, local  fieldwork
• Traffic counts
• Research about sustainable transport

Unit 4: How do rivers shape the land?

• Processes of erosion
• Landforms in upper, middle and lower course
• Ordnance Survey map evidence

Unit 5: Does the sea always win? Coastal processes and landforms

• Processes of erosion, transportation and deposition
• Landforms of erosion and deposition
• Fieldwork visit to Littlehampton, West Sussex

Unit 6: Is it me or is it hot in here? Climate change challenge

• Causes of climate change
• Solutions to climate change

How the boys will be assessed in Year 7

• Half termly, timed, in-class assessments 
• Examinations in January and June 

Year 8 curriculum
 

In Year 8 boys apply their geographical knowledge, skills and understanding to events and issues at a wider scale, using geographical enquiry to pursue in-depth investigations into the challenges of events and processes that face people in specific locations.

Unit 1: Why are earthquakes problems in the 21st Century?

• Distribution of earthquakes
• Causes of earthquakes
• Comparison of earthquakes in richer and poorer parts of the world

Unit 2: How many people is too many people? Population Dynamics

1. Reasons for population growth
2. Demographic Transition Model
3. Managing rapidly growing populations

Unit 3: How does a city grow? Rapid Urbanisation

• Pattern of global urban growth
• Consequences of rapid urbanisation
• Virtual fieldwork investigation

Unit 4: What problems does our part of the city face? Fieldwork 

• Geographical enquiry
• Primary data collection in the local area
• Analysis of results
• Presentation of conclusions and recommendations

Unit 5: Why doesn’t the UK have a rainforest? Anthromes are the new biomes

• Pattern of global distribution of biomes
• Characteristics of temperate deciduous woodlands
• Fieldwork investigation 

Unit 6: Water, water everywhere - but why doesn’t everyone have access to safe, clean drinking water?

• Patterns of rainfall vs patterns  of development
• Consequences of lack of access to water
• Evaluating solutions 

How the boys will be assessed in Year 8 

• Half termly, timed, in-class assessments 
• Examinations in January and June 

Year 9 curriculum
 

By Year 9 boys have developed a wide range of geographical enquiry skills, and broader knowledge of the world and the challenges that we face.  This academic year, we consider more complex issues that present global challenges; where solutions are required at different scales and on many fronts. This year boys Year 9 curriculum develop their critical thinking in geography in order to evaluate and assess the significance of issues, and the likelihood of solutions being effective.

Unit 1: Why does it always rain (on me)? Stormy Weather

• Global atmospheric circulation
• Formation of mid-latitude depressions & tropical revolving storms
• Impacts of events in richer and poorer parts of the world

Unit 2: Are we safe in our leaders hands? Superpowered Geography

• Four Pillars of superpower nations
• Contribution of each pillar 
• Comparative study of superpowers

Unit 3: Just how sustainable are the SDGs?

• Patterns of development
• Solutions to uneven and unequal development
• Assessing the progress towards SDGs

Unit 4: What’s so special about soils?

• Significance of soil
• Soil patterns and development
• Threats to soil & solutions

Unit 5: What do you mean we’re still in an ice age? 

• Glaciation
• Significances of mountain glaciers
• Loss of mountain glaciers

Unit 6: Geography Ruins Everything - What’s wrong with Disaster movies?

• Geographical theories and processes 

How the boys will be assessed in Year 9 

• Half termly, timed, in-class assessments 
• Examinations in January and June 

GCSE Geography

At GCSE we follow  AQA 9-1 GCSE Geography (8035) specification.  This qualification allows boys to develop their knowledge and understanding of core geographical ideas and events in depth and detail.

The qualification is made up of 3 examination papers which are sat over a 2 week period during the examination period.  The paper titles are:

• Paper 1 Living with the Physical Environment 
• Paper 2 Challenges of the Human Environment 
• Paper 3 Geographical Applications
• Paper 1 and Paper 2 are both 90 minute examination papers, and Paper 3 is a 75 minutes examination

Year 10 curriculum

• Natural Hazards 
• Urban Challenges
• Urban Fieldwork
• Resource Management

How the boys will be assessed in Year 10

• Mid-unit and end of unit full GCSE-style practise questions
• Examinations in December and June 

Year 11 Curriculum

1. Physical Landscape of the UK - Coasts and Rivers
2. Physical Fieldwork
3. Economic World
4. Living World

How the boys will be assessed in Year 11

• Mid-unit and end of unit full GCSE-style practise questions
• Pre-public examination in December 

Year 12 Curriculum

 

Dynamic Landscapes

Topic 1 Tectonic Processes and Hazards

• Why are some locations more at risk from tectonic hazards?
• Why do some tectonic hazards develop into disasters?
• How successful is the management of tectonic hazards and disasters?

Topic 2  Glaciated Landscapes and Change

• How has climate change influenced the formation of glaciated landscapes over time?
• What processes operate within glacier systems?
• How do glacial processes contribute to the formation of glacial landforms and landscapes?
• How are glaciated landscapes used and managed today?

Dynamic Places

Topic 3  Globalisation

• What are the causes of globalisation and why has it accelerated in recent decades? 
• What are the impacts of globalisation for countries, different groups of people and cultures and the physical environment?

• What are the consequences of globalisation for global development and the physical environment and how should different players respond to its challenges?

Topic 4  Diverse Places

• How do population structures vary? An in-depth study of the local place in which you live or study and one contrasting place
• How do different people view diverse living spaces?
• Why are there demographic and cultural tensions in diverse places?
• How successfully are cultural and demographic issues managed?

Non-examination assessment: Independent Investigation

The purpose of the NEA is to test students’ skills in independent investigation. Students are required to undertake an independent investigation that involves (but which need not be restricted to) fieldwork. The focus of the investigation must be derived from the specification the student is studying. The guidance for word length is 3000-4000 words.

 

How the boys will be assessed in Year 12 

 

Students will be assessed through exams. They will sit 2 exams made up of essay questions. 

Exam 1: Topic 1 and Topic 2  2 hours and 15 minutes

Exam 2: Topic 3 and Topic 4 2 hours and 15 minutes

 

Year 13 Curriculum

Topic 5 The Carbon Cycle and Energy Security

• How does the carbon cycle operate to maintain planetary health?
• What are the consequences for people and the environment of our increasing demand for energy?
• How are the carbon and water cycles linked to the global climate system? 

Topic 6 The Carbon Cycle and Energy Security

• How does the carbon cycle operate to maintain planetary health?
• What are the consequences for people and the environment of our increasing demand for energy?
• How are the carbon and water cycles linked to the global climate system? 

Topic 7 Superpowers

• What are superpowers and how have they changed over time?
• What are the impacts of superpowers on the global economy, political systems and the physical environment?
• What spheres of influence are contested by superpowers and what are the implications of this?

Topic 8  Migration, Identity and Sovereignty

• What are the impacts of globalisation on international migration?
• How are nation states defined and how have they evolved in a globalising world?
• What are the impacts of global organisations on managing global issues and conflicts?
• What are the threats to national sovereignty in a more globalised world?

 

How the boys will be assessed in Year 13

 

Students will be assessed through exams. They will sit 3 exams made up of essay questions. 

Paper 1: Topics 1, 2, 5 and 6

Paper 2: Topics 3, 4, 7 and 8

Paper 3: Synoptic Paper - Themes Players, Attitudes & Actions, Futures & Uncertainties

 

All examinations are 2 hours and 15 minutes in length