This lesson starts by testing the student’s knowledge of the location of major cities in the UK. It then introduces the concept of core and periphery. Pupils then have to apply this to explain the patterns on two UK maps. Next, the students research 4 causes of uneven development (infrastructure, economic change, government policy and geographical location), using information sheets incorporated into the PowerPoint. The lesson also incorporates an examination question and mark scheme. The plenary is an opinion line about the impact of government policy on addressing uneven development through the creation of a Northern Powerhouse.

This lesson is a thinking skills DME activity. It involves pupils identifying the characteristics of an ageing population and the speed at which the population is changing in the UK. They then have to implement a plan to tackle the problems in a local area. It is designed to get the students to learn more and think more deeply about the solutions available and to categorise and prioritise these solutions. at the start these is a quiz on population pyramids. All resources are included in the PowerPoint.

This lesson contains a worked example followed by a series of exercises where the students can practice and apply their knowledge. Included within the PowerPoint are worksheets for the students to fill in and a full set of answers, including worked calculations. I designed these to be used either as homework tasks or as an introductory lesson / skill practice lesson. They are also designed to encourage the students to memorise the formulae as these will not be included in the exam papers even at GCSE level.

This lesson contains a worked example followed by a series of exercises where the students can practice and apply their knowledge. Included within the PowerPoint are worksheets for the students to fill in and a full set of answers, including worked calculations. I have also included two questions featuring dispersion diagrams to calculate interquartile range. I designed these to be used either as homework tasks or as an introductory lesson / skill practice lesson. They are also designed to encourage the students to memorise the formulae as these will not be included in the exam papers even at GCSE level.

This booklet is designed to follow up work undertaken on a urban field trip. It includes a range of skills based questions involving methods, site suitability, interquartile range, data presentation, analysis and conclusions. Each section includes a GCSE mark scheme to assess the student’s work. These resources are based on Leeds but can be adapted to be used with fieldwork activities undertaken at a range of locations. This is available as part of a fieldwork bundle including a fieldwork data collection booklet.

This lesson starts by asking students to identify the UKs major imports, exports and trading partners. Next, students are introduced to the terms trade and trade deficit. After that the students are given a cartoon of the changes to farming over time. They are asked to consider how the location of the farmer’s trade has changed, which leads to a definition of globalisation. This is consolidated by asking students to think about items they have bought from other countries recently. Next, the students are asked to produce a map of the UKs top 10 trading partners for imports and exports, using data provided and to describe the data. After that there is a scaffolded explanation task. Students should complete the ideas column in small groups or pairs, hopefully this will spark discussion and sharing of knowledge from ideas box, the teacher can answer further questions as they arise. Next, the students should complete their own explanations using the final 3 columns (one has been scaffolded for the students). The plenary asks the students to consider the impact of Brexit on the UKs trade. All resources are included at the end of the PowerPoint.

This lesson is designed to get students to consider the advantages and disadvantages of re-urbanisation, using the Stratford Olympic Park as an example. To start the pupils are given a definition of re-urbanisation. Next, there are a series of photos and videos to develop the students sense of place and understanding of how the park has changed the area. After that the students are given 9 facts about the advantages of re-urbanisation and are asked to classify them as social, economic or environmental (answers included). They then use a diamond 9 to organise them from most important to least important. They then repeat this task for the disadvantages of re-urbanisation. The lesson ends with a quiz which requires the students to classify the facts into either advantages or disadvantages. All resources and answers are included in the PowerPoint.

This lesson aims to familiarise students with rapid urban growth in Mumbai and the urban zones that have resulted from this. It also aims to encourage students to develop a sense of place and empathise with residents through a story telling activity. Firstly, students are shown a clip from the opening titles of Slum Dog Millionaire. Whilst watching they are asked to consider what they know, think they know and would like to know about Mumbai. Next students are given an urban land use map of Mumbai and shown photos of the zones to help them to make more sense of the map. After that are a series of discussion questions designed to consolidate this understanding. Next the students will be read an extract and asked to annotate their map with sketches and details. I recommend you read the extract twice. After that the students should get into groups of 4 to share their notes and to add additional detail to their maps. Finally, the students should return to the questions they answered at the start if the lesson and update their responses. It would be interesting to find out if anyone had found out the answers to things that they would like to know. All resources are included at the end of the PowerPoint.

There are a number of activities in this powerpoint presentation, which will take 2-3 lessons to deliver. To start students will be asked to recall the water and carbon cycles in the rainforest. They will then be asked to interpret graphs showing the rate of deforestation and the reasons for deforestation. Next are a series of photos which can be used to promote discussion about the reasons for deforestation. Students will then need to draw diagrams and take notes on the effects of human activity in the water and carbon cycles. The students will be asked to evaluate whether the impact on the carbon or water cycles is greatest. More able students should be encouraged to bring in the idea of longer and shorter term impacts. Finally, I have included a 16 mark examination question for the students to plan an answer to. Two model answers are also included to allow the students to approach the question in different ways. This lesson is part of a series of lessons and can be purchased as a bundle.

This lesson has a card sort for the water and carbon cycles at the start to remind students how to classify the different parts of the cycle. After that students are introduced to negative feedback loops. there is an example, then students are required to develop two of their own. Next students are required to develop flow charts to explain the human impacts o the carbon and water cycles. An example for urbanisation has been included for them. the students should develop their own for framing and forestry. They can use the OCR textbook to help them to do this. Resources are included at the end of the PowerPoint.

In this lesson students will start by recalling the threats to coral from the previous coral threats lesson. There is a speaking frame for them to explain these fully and a copy of the note taking resources. Next the students will be introduced to the Soufriere Marine Management Area and will identify features of this using a sketch map. After that the students will be read an extract about the management area, how it was set up, what the different parts are, how it is sustainable and its advantages and disadvantages. The first time they hear they extract they should draw what they hear, making sketches and using numbers and symbols to focus on important information. The second time they hear it they add written notes. Pupils should then get into small groups of 3-4 and compare notes, adding any missing details. There is an examination question for them to tackle with a mark scheme to stick in their books including ebi and www comments. Finally there is a quiz to test the students recall of the facts. All resources are included at the end of the PowerPoint.

Firstly, students are introduced via photos to the causes of permafrost melting in the Tundra. Next the students are given 4-5 impacts and asked to undertake research into these impacts, specifically focusing on the Prudhoe Bay. They are required to explain these, using factual information and then to annotate their findings onto a diagram. Finally, students are asked to evaluate whether the impacts of melting permafrost have a bigger impact on the water or carbon cycle, justifying their explanation.

This lesson will focus on students producing high quality explanatory written work. To start students explain the greenhouse effect and global warming to one another in pairs. Next they discuss why sea level has risen over the last 20 years. The prediction on the next slides shows students what their answer is likely to be and how you plan to develop and improve their answers during the lesson. Next split the students into 8 groups of 3-4. Give each group a resource and ask them to read it and interpret the images in silence for 2 minutes. They then discuss it as a group to develop the understanding of the weaker students. Finally, they use the writing frame to produce a high quality PEE paragraph. This is repeated for each of the 4 resources/effects of global warming. Next there are some exemplar examination questions for pupils to discuss / attempt. The plenary is a ‘pimp my answer’ activity. There is a poorly written answer, which they have to improve form memory to make it amazing. All resources are included at the end of the PowerPoint.

This is the first in a series of lessons about biomes, available as a bundle. The lesson introduces students to the concept of ecosystems that occur at different scales. Students are asked to classify ecosystems of different scales. They are then introduced to abiotic and biotic factors. Biomes are located globally and students are introduced to the different types of biome. Students are then required to used graphical skills to draw and interpret graphs, showing temperature ranges and total rainfall for a range of biomes. The lesson is linked to an examination question and mark scheme and to finish there is a quiz with answers to test what the students have learned. Resources are included at the end of the PowerPoint.

This lesson was designed for the new A2 syllabus. It asks students to recall the water cycle from GCSE and add more sophisticated terms required at A level. It includes a glossary with answers and diagrams of the water cycle. The pupils are then required to classify parts of the cycle into inputs, outputs, processes and flows (answers included). They can follow up this with a classification card sort activity, with answers. All resources / hand-outs are included within the lesson PowerPoint.

This is a lovely decision making exercise. there are 3 plans to develop the rainforest in Madagascar. pupils have to outline each scheme before designing criteria to judge the schemes on. Finally they need to write a paragraph to justify their choice of scheme and rejection of other schemes. There is a writing frame to support this. The plenary asks the pupils to consider and develop a compromise.