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teaching staff 

  • Ryan Matthews - Curriculum Leader
  • Khadijah Khan
  • Sandra Meunier

support staff 

  • Esther Vernon


Curriculum Aims

The Geography Curriculum Area is very well resourced, with excellent ICT access (including iPads, a computer suite and laptops) for all students.

The Geography area is well-established and very successful, with the 2018/19 GCSE results continuing to significantly exceed national averages where 71.5% of pupils achieved an attainment grade of 4-9.

Year 9

Throughout Year 9, Geography at Sarah Bonnell covers all aspects of the National Curriculum and explores links between the physical and human world in which we live. The team works hard to ensure lessons are engaging, challenging current and relevant to the girls. We aim to promote curious and inspired minds. As part of being an independent learner, the team encourages the students to get involved in project work and use the ICT resources available to access the departmental website and MLE page.

There is a strong focus on fully preparing the girls for GCSEs throughout years 7-9, by introducing GCSE topics, GCSE style exam questions and GCSE assessments.

In light of new curriculum changes to GCSE’s, we are now studying the new AQA GCSE specification.

Year 9 curriculum:

Hazards: Pupils will be assessed on how Natural hazards pose major risks to people and property. They will understand and acknowledge that earthquakes, volcanic eruptions, wildfires and tropical storms are the result of physical processes. They will learn enquiry based skills on the effects of, and responses to, a tectonic hazard that varies between areas of contrasting levels of wealth and evaluate how management can reduce the effects of a tectonic hazard. Pupils will also acknowledge that wildfires link with climate change, and how location of a country on a world map is associated wildfires.

  • A case study will provide an opportunity to reflect on the risk profile of an earthquake and tropical storms and contextualise the impact of their primary and secondary impacts. Students will investigate earthquakes and tropical storms, beginning with elastic rebound theory and ending with a comparison of an LIC and HIC’s secondary impacts. Students will be encouraged to reflect throughout on how each location’s unique geography means and how a very similar magnitude of tectonic events can create very different hazards.

Urban issues in the UK/World: Pupils be assessed on the reasons why urbanisation is occurring rapidly around the world, in particular LICs and NEEs. Students will be able to identify the impact this growth has on urban areas in both a LIC/NEE setting and a HIC setting. Students will be able to discuss the opportunities and challenges of urban growth as well as talk about the solutions to sustain cities for continued future growth. Students will be able to describe the ways cities are being sustainable to help protect the urban population and its surrounding area.

Living World: Pupils will explore the nutrient cycles of biomes, in relation to food chains and food-webs. Pupils will look into case studies of deforestation in tropical rainforests and land damage of deserts. Pupils will analyse the causes of deforestation and how this links with global impacts. Pupils will see the difference of management strategies between LIC and HIC and see the comparison between tropical rainforest and desert use.

Exam Boards & Links for syllabus

Year 9– AQA (new 2016 specification):