This lesson can be split over two lessons and is separated as such on the PowerPoint. Pupils will learn about each stage in the Demographic Transition Model and will be challenged to interpret this by looking at what is happening in each stage to birth and death rates as well as population change. Pupils will be asked to explain the reasons for these changes and the results that come from the changes. As an additional activity, pupils will then be given information from a range of Asian countries and will be asked to place them on the appropriate stage of the DTM. Pupils will then move on to learn about population pyramids. They will be tasked with drawing a population pyramid and then interpret this and link each population pyramid to a stage in the DTM. Suitable for Key Stage 3 on a unit for Development. Can also be used for Changing Economic World as part of the GCSE AQA Specification.

For teaching Rivers AQA Specification but can also be used to teach core knowledge of Rivers at KS3. Learning Objective: To learn how a river transforms from source to mouth. This lesson has a focus on the River Tees but this can be easily adapted to suit any case study. Pupils will compare the three courses of a river through the use of a video and images. Pupils will then learn the difference between a long profile and a cross profile and will be able to draw out a full long profile with annotations of what the characteristics are like at each course.

This lesson can be separated into two and this is identified on the Powerpoint. The first lesson allows pupils to explore the characteristics of a slum in Mumbai. Pupils will then be able to compare the similarities and differences of living here in comparison with a slum in Kenya and in Rio. The second lesson allows pupils to participate in a decision making activity. This is aimed at pupils identifying the improvements required to improve the conditions in the slum. Pupils will then make a decision on whether the area is a slum of hope or despair.

A lesson designed on the human and physical causes of river flooding. This lesson is designed to develop pupils understanding of the causes by encouraging developed explanations. The lesson finishes off with an exam style question. Suitable for KS3 or GCSE as part of the Rivers unit.

Pupils will learn about what a transnational corporation is and the impact of Nike and Coca Cola on India (both advantages and disadvantages). There are also wider links made to globalisation and the multiplier effect. Pupils will also take part in a decision making activity on whether another Coca Cola factory should be built using stakeholder viewpoints to help guide their decision. Pupils are encouraged to present their decisions to the class whilst the rest of the class can make notes on the differing viewpoints. Finally, pupils will reflect on the impact TNC’s have had on the development of India.

Pupils will learn about India’s pattern of water stress and the causes and effects of this. Pupils will then look at strategies that Water Harvest have implemented to overcome the challenges of water stress that India face. Pupils will then be required to evaluate each strategy and come to a decision. Finally, pupils will explore how water scarcity can impact India’s development.

Pupils will learn about Monsoons in India and the effects this has on development. Pupils will complete a diamond 9 to evaluate the significance of the causes of flooding and categorise these into both physical and human causes.

A lesson focusing on Lower Course River Landforms, particularly, Floodplains, Levees, Estuaries and Mudflats. The examples used are specific to the River Tees but this can easily be modified if it doesn’t suit what you are teaching. This lesson is suitable for Year 9 and also for GCSE when teaching Rivers.

A lesson designed to teach pupils how to interpret flood hydrograph. Activities include: Defining terminology. Video to show a storm event. Drawing own flood hydrograph using data (Boscastle). Annotating their own flood hydrograph. Comparing flood hydrographs characteristics and explanations as to why the hydrographs are different. Exam question to apply knowledge with mark scheme. Suitable for Year 9 and GCSE when teaching Rivers.

Pupils will learn a range of hard and soft engineering techniques to reduce river flooding. For each strategy pupils will know how they work and advantages and disadvantages of them. Pupils will then be challenged further to categorise the advantages and disadvantages into social, economic and environmental. There is then a further activity to allow pupils to apply their knowledge to the River Tees (this can be skipped if you would prefer to use a different case study). Suitable for Year 9 and GCSE if teaching Rivers.

A lesson focusing on Upper Course River Landforms, particularly, Interlocking Spurs, Waterfalls and Rapids. The examples used are specific to the River Tees but this can easily be modified if it doesn’t suit what you are teaching. This lesson is suitable for Year 9 and also for GCSE when teaching Rivers.

A lesson focusing on Middle Course River Landforms, particularly, Meanders and Oxbow Lakes. The examples used are specific to the River Tees but this can easily be modified if it doesn’t suit what you are teaching. This lesson is suitable for Year 9 and also for GCSE when teaching Rivers.

AQA Rivers specification which can also be used to teach Rivers core knowledge at KS3. Learning Objective: To learn about the drainage basin and fluvial processes. Pupils will learn the drainage basin key terminology and test this knowledge using exam style questions including map based skills. Pupils will then learn the four erosional and four transportational processes. This will be followed by pupils learning about the Hjulstrom Curve with questions to test pupils application skills at interpreting the graph.

Pupils will learn about how sedimentary, metamorphic and igneous rocks are formed as part of the rock cycle. Pupils then explore the different characteristics of each rock type and locate these within the UK. Finally, pupils can apply their knowledge with a range of activities. Suitable for KS3.

Pupils will learn about the similarities and differences in development between China and India. They will then explore the economic links between the two countries using a video that looks at trade, start ups, technology and pharmaceuticals to show how each are interdependent. Pupils will then look at the conflict between the two countries. Finally, pupils will come to a decision about whether there is a future for China and India to work alongside eachother to become the most powerful countries.

Pupils will explore the reasons behind China’s economic growth to allow them to build up a profile of how China has developed economically. Pupils will then be asked to explain how the reasons contribute to the growth and then evaluate the significance of each of these. Pupils will then begin to look at the challenges of such fast economic growth with a particular focus on consumption of resources. There is graph work included for this. Pupils will then look at the belt and road initiative and decide on the success this may bring to China.

Pupils will explore what led to the SARs epidemic and will be challenged to create a choropleth map to show the spread of the disease. Pupils will then create a timeline of events to show how it spread around the world whilst also explaining the impacts this would have had. Pupils will then evaluate the responses and come to a conclusion on whether the Covid-19 pandemic could have been avoided based on what the government had learnt from the SARs epidemic.

Pupils will learn why the Three Gorges Dam needed to be built through the interpretation of graphs to show population and resource consumption and will be encouraged to make links between the graphs. Pupils will then watch a video and be given information sheets on advantages and disadvantages of the dam being built and will be asked to create a concept map using this information. Pupils will then explore 5 stakeholders and make a decision on whether they would be for or against the dam being built. Pupils will then come to a conclusion about whether the dam should be built and how this may impact development.