Entire lesson focus on: Eustatic, Isostatic, Coastlines of emergence and submergence.

LOs: To give three hazards environmental impacts of seismic hazards. To describe possible ways of increasing preparedness for a seismic hazards. To assess whether secondary impacts caused by seismic hazards are more dangerous than the primary impacts. Locational Knowledge + causes of earthquakes using maps. Research task requires students to have internet access. Exam Question structured at the end: Assess whether the secondary impacts caused by seismic hazards are more dangerous than the primary impacts. (9 marks)

Curriculum map with sequenced topics for Geography Year 7-13 building up to the AQA GCSE and ALevel Specification.

Geography Lesson- Challenges in a LIC- India Case study- Slums- Dharavi Suitable for KS3 or introduction to lower ability KS4. Learning Objectives: To know the challenges (push factors) in India. To understand how challenges are caused by population growth. Excellent if we are able to explain the social, economic and environmental challenges in India using named examples. Introduction to slums: using graphs to address data on population increase in Mumbai. Images used for discussion on challenges and disparities in wealth. Key terms- social, economic and environmental explained- students have to then categorise these into a table. embedded videos and engaging tasks. Chloropleth map showing different levels of wealth across India- locational knowledge + numerical skills. Differentiated plenary with exam style questions to check for understanding.

Worksheet to accompany ‘San Andreas.’ Topics included: Natural hazards- causes, responses and effects.

Complete with challenge tasks and learning objectives!

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 understand the difference between primary and secondary (short term and long term) impacts of natural hazards. To understand key ideas relating to the management of natural hazards. To explain the Park Response Model and the Hazard Management Cycle. Interactive tasks with diagrams, opportunities for oracy and AFL.

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.

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.

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.

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 outline the characteristics of a tropical storm. To describe social and economic impacts of tropical storms. To evaluate the role of adaptation in reducing the impacts of tropical storms. Addresses what a tropical storm is, their conditions needed to form, their characteristics, distribution and common impacts. Applies mitigation and adaptation to a 9 mark exam question.

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).

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.

A Level Geography- Changing Places- Deindustrialisation in the UK- UK cities- Bristol- AQA Spec. Includes history of deindustrialisation in the UK- causes and effects. Embedded videos and differentiated tasks for knowledge. Research task clearly structured for Bristol case study. Exam question to assess knowledge. Mathematical skills- graphs of UK employment sectors and change.

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.