LOs: To outline why central Italy is prone to earthquakes. To know the details of the L’Aquila earthquake 2009. To assess how the character of place you have studied has been changed by its hazardous setting. Addresses the fault lines in Italy and impacts upon specific cities. Focus upon L’Aquila. Addresses how the character of the place has changed and applies to an exam question. Question: Assess how the character of a place you have studied has been changed by its hazardous setting. (9 marks)

LOs: To know the common characteristics of hazards. To understand the terms ‘risk’ and ‘vulnerability’. To be able to identify and understand factors influencing the perception of natural hazards. Address peoples perception of hazard risk and vulnerability. Uses Iceland as an example of tourism and economic benefits when addressing why people continue to live in these areas despite the risk.

LOs: To know the causes and effects of the Volcanic eruption in New Zealand 2019. To describe the spatial and temporal setting of the event. To analyse the effectiveness of short and long-term responses. To evaluate the technology and responses used to respond. Maps New Zealand, addresses the case study and then followed by application to a case study. Main task is completed with students having access to the internet- independent lead.

LOs: To know destructive, constructive and conservative plate margins. To understand characteristic processes: seismicity and vulcanicity. To describe formations of associated landforms: young fold mountains, rift valleys, ocean ridges, deep sea trenches and island arcs, volcanoes. Students end up going through slides and producing a page split in 4 for the following plate boundaries: conservative, constructive, destructive, and magma plumes. Assesses all types of plate boundaries- continental and oceanic. AFL independent questions and challenges incorporated.

Learning Objectives: To know what a physical feature is. To understand the importance of physical features in the UK. To be excellent at mapping physical features and articulating their importance In depth understanding of the term 'physical feature.' Looks at major rivers in the UK and the importance of them- analytical skills and differentiated tasks. Looks at global climate and skills of a climate graph- local study and maths skills. Clearly embedded in SOL in the PP. Any questions, please ask.

KS3 Learning Objectives: To know the difference between the British Isles, GB and the UK. To understand the history behind our geography. To be excellent at applying this knowledge onto maps. Recaps the countries within the British Isles, UK and Great Britain. Enters new learning on Scottish Independence in light of Brexit and people’s thoughts on this. Uses graphs and data to embed mathematical skill. Fits into clear SOL so that students know what/why they are learning this. Differentiated tasks for ability. Please ask any questions.

Lesson to teach students about Brexit. Embedded into a scheme of work about global location, this teaches the students about current events in the world and allows them to access the news further. Differentiated tasks, videos and images used to teach our students about what Brexit is and the advantages and disadvantages as we know them at the moment. (as of 4/9/19). Learning Objectives: Learning Objectives: To know our current Brexit situation. To understand the location and importance of the key countries involved. To be excellent in forming an opinion on whether we should leave the European Union. Extended writing at the end for students to form an opinion on Brexit. Please ask if you have questions.

How have flows of labour, services and products enhanced globalisation? Includes copied information from the CGP Alevel AQA Geography revision guide to support learning. Also includes figures from Hodder textbook fifth edition (Whittaker).

How are different factors influencing globalisation? Slides included also present an entire scheme of learning for the global systems and governance topic. Includes copied information from the CGP Alevel AQA Geography revision guide to support learning. Also includes figures from Hodder textbook fifth edition (Whittaker).

How does globalisation cause economic and political interdependence? Slides included also present an entire scheme of learning for the global systems and governance topic. Includes copied information from the CGP Alevel AQA Geography revision guide to support learning. Also includes figures from Hodder textbook fifth edition (Whittaker). Includes information about the World Bank, IMF and WTO

How have flows of capital and production enhanced globalisation? Includes copied information from the CGP Alevel AQA Geography revision guide to support learning. Also includes figures from Hodder textbook (whittaker fifth edition)

What does the Gini Index Measure? Wise: You will be able to use this to: Discuss whether you think flows of money, people and ideas are making the rich richer and the poor poorer. (Both arguments needed). Outline how we can measure inequality and the development gap around the world. Discuss inequalities within Nigeria using the Gini Index. Slides included also present an entire scheme of learning for the global systems and governance topic. Includes copied information from the CGP Alevel AQA Geography revision guide to support learning. Also includes figures from Hodder textbook fifth edition (Whittaker).

What are the positive and negative effects of flows of people? Global Systems and Governance topic. Slides included also present an entire scheme of learning for the global systems and governance topic. Includes copied information from the CGP Alevel AQA Geography revision guide to support learning. Also includes figures from Hodder textbook fifth edition (Whittaker).

What are the consequences of international trade? You will be able to use this to: Outline what is meant by the concept of free trade. Explain the advantages and disadvantages of free trade. Explain the concept of glocalisation using McDonalds menu as an example. Assess whether international trade supports or hinders development. This is part of a sequence of lessons for the AQA topic- Global Systems and Governance. Slides included also present an entire scheme of learning for the global systems and governance topic. Includes copied information from the CGP Alevel AQA Geography revision guide to support learning. Also includes figures from Hodder textbook fifth edition (Whittaker).

Whole lesson. Learning objectives: To know how we use gas as an energy source. To understand how gas is extracted. Excellent if we are able to explain the advantages and disadvantages of using gas as an energy source using a case study example in the Amazonian region. Range of differentiated activities for students to learn what natural gas is, how it is extracted, the process of fracking, and the advantages/disadvantages of exploiting and using gas. Clear plenary and AfL opportunities. Exam question at the end to apply knowledge- clearly structured for all abilities. Works with AQA spec. Can also be used for higher ability KS3 classes.

Geography Lesson- Links to AQA spec- Paper 2- Changing Economic World- NEE Case study- Nigeria. Topics in this lesson: economic growth and environmental impacts, rapid urbanisation. Differentiated tasks: mindmaps, images, key terms, fill in the gaps, extended writing and exam practice.

Geography Lesson- Aid, NEE- Nigeria Case study, Development and Quality of Life. Differentiated tasks- key terms, photograph analysis, graphs, mindmaps and exam style questions. Focus on differences between emergency and international aid, the aid Nigeria receives, ideas of corruption and how they are using the aid. Quality of life defined plus data tables to analyse- key skills.

Entire lesson for plant and animal adapatations int he Savanna biome- ecosystems topic. Suitable for KS3 or lower ability KS4. Suitable for AQA Spec. Differentiated tasks for low and high ability- sentence starters + challenge tasks. Exam question implemented for AfL.

LOs: To describe conditions that can lead to wildfires. To understand how natural causes can result in wildfires. To evaluate responses to a fire. Teaches types of wildfire, common causes and responses. Better if students have internet access for extended research. Question Embedded: To what extent are long-term responses more efficient at reducing the impacts of forest fires. (9 marks).

LOs: To understand the terms ‘distribution’, ‘frequency’ and ‘magnitude’. To apply map skills to knowledge. To understand how magnitude of events are measured and compared. Map and graph skills utilised and worked upon. Looks at maps of the Ring of Fire. Addresses trends between magnitude and deaths in graphical figures. + Unseen figures and questions.