L9 in the SOW looking at the introduction to trade and international trade - written for the AQA Globalisation and Governance Unit. KEY IDEA 1.4 and 1.5 Introduction of what is trade - balance, visible, invisible Global trading patterns SKILLS - Graphical analysis Lessons - PowerPoint - Worksheets - Modelled Work.

2nd lesson in the SOW on the flows/Dimensions of Globalisation for AQA Globalisation and Global Governance: KEY IDEA 1.1 Addressing the 5 flows (CLIPS) - Capital, Labour, Information, Products, Services Adsressing Foriegn Direct investment HOMEWORK - Further resources on Flow of Labour PowerPoint - Lesson Plans - Worksheets.

L4 in the SOW looking at the Core and Periphery model in detail to begin to address ideas of trade and unequal flows of Globalisation for AQA Globalisation and Global Governance: Key ideas 1.5 and 1.2 Starter - Retrieval questions from previous lesson (L3 Factors of Globalisation) Introducing the idea of the Global shift and how this has let to Core/Periphery regions How to global shift links to the Clark Fisher model and changes in production over time - linking to the rise of the BRICs Nations HOMEWORK - Revision task

Lesson 7 of a Distant Place study on Detroit- using the Oxford textbook. There are 8 lessons in this Scheme (including assessment). This lesson reviews the work on Detroit pulling in information from the previous 6 lessons. **Key Idea ** How are places constructed - how does this change? What factors have influenced the Detroit’s history and place making process? How do a range of data sources represent a place (qualitative and quantitative)? Source recap - Qualitative and Quantitative Lesson recap from previous on New era Estate. Collating task (with complete answers) Evidence task for exam Qs. HWK - Revision PowerPoint - Lesson - Worksheets - Exam Q (Modelled answer).

Lesson 5 in the scheme - applying the Exogenous and Endogenous factors to a local place. Could be adapted to local area or used as a case study and this is the make up of Kesgrave made for AQA Changing places unit. Key Idea 2.4 How has Kesgrave changed? Using cartographic maps to identify changes to the “place” and how exogenous and endogenous factors have influenced. Starter - Retrieval Questions on the previous lesson (L4 Why are places different?) Recap - Exogenous and Endogenous factors with different examples. 4 Mark questions outlining the difference between the 2 with Modelled Examples. Local study - using different maps how has the place changed over time. Lesson Resources - Powerpoints - Worksheets - Modelled Work.

Lesson 10 of the scheme -Rebranding and reimaging with various examples for the Changing places unit - this could be adapted for local areas or use as a case study: Key idea 2.5 Are places all socially constructed? Different forces of change have both current and historical impacts Starter - working through model answer in regards to last lesson (L9 Clone towns). Keyword and introduction of rebranding and reimaging What are the pros and cons and different examples? Mini case study - Mandarin names in GB Sports led, consumer led etc. *HOMEWORK - Revision task (PLC included). PowerPoint - Lesson - Worksheets - Model Answer.

Lesson 5 of a Distant Place study on Detroit- using the Oxford textbook. There are 8 lessons in this Scheme (including assessment). This lesson looks at how Detroit is represented in both Qualitative and Quantitative sources. **Key Idea ** How are places constructed - how does this change? What factors have influenced the Detroit’s history and place making process? How do a range of data sources represent a place (qualitative and quantitative)? Great Migration discussions Various Qualitative and Quantitative sources to analyse (considering provenance). HWK - “Growtown to Motown” video with notes (completed notes) PowerPoint - Lesson - Worksheets - Exam Q - MODELLED WORK

Lesson 9 of the scheme - Clones towns different sense of place made for AQA Changing places unit - fieldwork opportunity: **Key Idea ** How are places constructed - how does this change? Finding out about the purpose and wider context in which the particular representation of a place. Starter - Retrieval questions from last lesson (L8 Placelessness) and reviewing exam Qs with Feedback… Recap Placelessness and homogenized ideas about clone towns. CASE STUDY - Is York a clone town? Using the NEF equation does the town qualify as a clone one. Problems and opportunities with clone towns. IT TASK - using google earth and google maps walk along the high street and identify the shops + use NEF equation. EXAM Q - practice and Markscheme. ***Fieldwork opportunity here. PowerPoint - Lesson - Worksheets - Exam Practice - Mark Scheme - Fieldwork Opportunity.

Lesson 8 of the scheme - Placelessness different sense of place made for AQA Changing places unit (Can be used as a good Cover lesson if needed) **Key Idea ** How are places constructed - how does this change? Finding out about the purpose and wider context in which the particular representation of a place. Introduce Placelessness and homogenized ideas. Use Examples and images to illustrate Placelessness. CASE STUDY - Totnes, Devon and combating Placelessness. Criticisms of Placelessness. Synoptic links - Globalisation and Placelessness EXAM Q. PowerPoint - Lesson - Worksheets - Exam Practice - Mark Scheme - Fieldwork Opportunity.

Lesson 6 of a Distant Place study on Detroit- using the Oxford textbook. There are 8 lessons in this Scheme (including assessment). This lesson looks at how Detroit has been rebranded and the different regeneration techniques and the impact on the place-making process. **Key Idea ** How are places constructed - how does this change? What factors have influenced the Detroit’s history and place making process? How do a range of data sources represent a place (qualitative and quantitative)? Discussion of 1 technique looked at for HWK in the previous lesson various different methods which are local groups, corporate and external forces with Qs. 20 Mark Exam Q with Plan. PowerPoint - Lesson - Worksheets - Exam Q - MODELLED WORK

Whole lesson on the introduction to Globalisation for AQA Globalisation and Global Governance: KEY IDEA 1.10 Spatial organisation of a global food product - Bananas. Know in detail the world trade in at least one food commodity or one manufacturing product. Students are able to describe world trade for a food commodity and/or manufactured product through a case study. PowerPoint - Lesson Plans - Worksheets - Exam Practice

Lesson 6 of the scheme - How can different Qualitative sources changes out opinion on a place and construct s different sense of place made for AQA Changing places unit: Key Idea 2.7 Places may be represented in a variety of different forms, in diverse media. Finding out about the purpose and wider context in which the particular representation of a place was produced can help evaluate its reliability. Starter - Retrieval questions on the Previous lesson (L5 Exogenous and endogenous factors in a local place). Qualitative vs. Quantitative sources definitions and examples (textbook work). In detail what are examples, positives and negatives of the following sources - Statistics?Maps? Films, art and photography? Stories, Articles, music and poetry? EXAM Q - longer and shorted on Qualitative Sources and place applying notes. PowerPoint - Lesson - Worksheets - Exam Practice - Modelled Answers.

This is an end of unit assessment for the AQA Globalisation and GLobal Governance module. Included is: Question paper Feedback lesson with common mistake highlighted on PP. Model answers. Improvements tasks.

Lesson 2 of the scheme - Categories place made for AQA Changing places unit: KEY IDEA 2.3 Lesson Retrieval from L1 (What is place?) How can the media etc define our sense of place? How can the media develop an “us” and “them?” What are the near and far places? How do people’s opinions of place differ? Does the media play a role? Homework - David Houle Ted Talk PowerPoint - Lesson - Worksheets - Modelled work.

3rd lesson in the SOW looking at the different fators which have influences Globalisation for AQA Globalisation and Global Governance: KEY IDEA 1.1 Starter - retrieval questions from the previous lesson (L2 Flows/Dimensions of Globalisation). Addressing the 5 factors - Communication, Security, Financial systens, trade agreements and Transport. Further detail on Transport using a reading task on containerisation (London Gateway focus). HOMEWORK - Further reading/research on containerisation. PowerPoint - Lesson Plans - Worksheets - Modelled work.

Lesson 2 of a Distant Place study on Detroit- using the Oxford textbook. There are 8 lessons in this Scheme (including assessment). This lesson looks at the economic changes in Detroit - and how there was a decline in industry and the impact this has had. **Key Idea ** How are places constructed - how does this change? What factors have influenced the Detroit’s history and place making process? How do a range of data sources represent a place (qualitative and quantitative)? Introducing Ford Steel Belt to Rust belt background - analysis Q on this. Article on Globalisation and impact on Detroit - Exam Q on this. Research Homework and Documentary Qs PowerPoint - Lesson - Worksheets - Exam Q (with answers) - MODELLED WORK

Lesson 4 of the scheme - Media Representation and place made for AQA Changing places unit: Key idea 2.3 How can the media distort a person’s “sense of place?” What negative effect can sources have on people’s construction of places? Image annotation on previous conceptions of various places + why. Near vs. Far places. IT TASK - Africa the “Dark continent”. Researching articles to complete a “word cloud.” READING - Doreen Massey HWK. PowerPoint - Lesson - Worksheets - Readings.

Lesson 7 of the scheme - How can different sources changes out opinion on a place and construct s different sense of place made for AQA Changing places unit: Key Idea 2.6 How are places constructed - how does this change? Finding out about the purpose and wider context in which the particular representation of a place. Recap - Exogenous and Endogenous with Exam Practice. Carousel Task- using 6 5 different images write anything about the place’s character. EXAM Q - and modelled answer on physical geography and place HWK - Keyword Definitions PowerPoint - Lesson - Worksheets - Exam Practice - Modelled Answers

L8 in the Global Systems SOW looking at the Governance of Antarctica with a focus on the Antarctica Treaty (ATS) - written for the AQA Globalisation and Governance Unit (2nd half) KEY IDEA 1.17 STARTER - Retrieval Qs from the previous lesson (L7 - Threats to Antarctica ) Recap tasks on threats and linking to Governance in Antarctica Introduction ATS and the general info/ need for the Treaty AO2 Tasks ranking the rules of the governance including criticisms of the ATS Application task of ATS rules and justification HWK - Revision + Essay Plan Lessons - PowerPoint - Worksheets - Modelled Work.

Lesson 4 of a Distant Place study on Detroit- using the Oxford textbook. There are 8 lessons in this Scheme (including assessment). This lesson looks at the the decline of Detroit’s big industries and how this has changed the character and altered sense of place. **Key Idea ** How are places constructed - how does this change? What factors have influenced the Detroit’s history and place making process? How do a range of data sources represent a place (qualitative and quantitative)? 20 Mark Question - practice and model Introduce De-industrialization Photo analysis of Various parts of Detroit What impact does De-industrialization have on place? Can anything be done to “stop” it? HWK - Census data analysis PowerPoint - Lesson - Worksheets - Exam Q - MODELLED WORK