LOs: To name social and economic impacts of tropical storms and volcanic eruptions in the Philippines. To be able to evaluate human responses to occupying places that experience a range of hazards. Teaches the hazards that can occur in the Philippines and offers specific examples of significant events in history. Applies knowledge to an exam question: Question: Evaluate human responses to occupying places that experience a range of hazards. (9 marks) How are they responding in the Philippines- long and short term? Are these new strategies decreasing hazard risk? – compare to past and modern examples. What are the limitations to current strategies?

First lesson for year 7 topic. Asks questions such as : What is geography? What is human and physical geography? + In depth thinking about why we study it and why it is useful in the wider world. Starts learning with the location of countries and capital cities in the British Isles and the UK. Clear SOL embedded within + homework options. Please ask if you have any questions.

Worksheet to accompany ‘Slumdog Millionaire’ film. Focus on Urbanisation and Megacities- Opportunities and Challenges.

LOs: To know the structure of the Earth. To understand plate tectonic theory of crustal evolution: tectonic plates; plate movement; gravitational sliding; ridge push, slab pull; convection currents and seafloor spreading. To understand magma plumes and their relationship to plate movement. Utilises maps to show plates and boundaries. Teaches 3 theories: Convection Currents. Slab Pull. Ridge Push. Students produce a fact sheet for the theories. Addresses Iceland and its changing landscape with tectonics.

KS3 Geography Lesson. Learning Objectives: To know the population of India. To understand how wealth varies across India. Excellent if we are able to explain the population distribution of India. Range of activities- lots of opportunity for numeracy and graphical skills + locational knowledge. (pie charts, chloropleth maps, population pyramids). Lesson teaches students about the states and population of India- density and distribution. Introduces students to religion and cultures in India and gets them thinking about opportunities and challenges for these areas of overpopulation. Differentiated tasks. Please ask for more info!

LOs: To know how we prepare, mitigate, adapt and prevent volcanic disasters. To link these solutions to the New Zealand volcano to explain, assess and justify the response to the event – including the factors affecting this response. Addresses how people can respond to volcanoes: Responses can fit into three major categories: Prevention. Preparedness. Adaptation. Students need internet access to complete the task to research further response strategies. Exam question at the end: ‘It is possible to manage the impacts of volcanic eruptions, but the impacts cannot be prevented.’ To what extent do you agree with this view? (20 Marks) with a suggested structure.

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

What are the aims and roles of global institutions? You will be able to use this to: Outline the roles and differences between International Monetary Fund (IMF), World Bank, and World Trade Organisation (WTO). Describe how one of the institutions above can increase unequal power relations between countries. 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).

How has globalisation affected the volume and pattern of international trade and investment? This lesson includes a worked Spearmans Rank example. You will be able to use this to: Describe the pattern of international trade. Explain how different factors have influenced trade. Outline which countries have received the most Foreign Direct investment (FDI), comment on the trends. 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).

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.

Geography lesson- Links to AQA spec- Paper 2- The changing economic world. Nigeria case study with TNC case study- Shell oil. Lesson looks at environmental challenges of TNCs and oil spills example. Differentiated tasks- fill in the gaps, newspaper examples, cartoons, embedded videos and extended writing tasks for exam practice.

Complete with challenge tasks and learning objectives!

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)

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.

What are the barriers to trade and protectionism? You will be able to use this to: Define the following barriers to trade and protectionism: tariff, import licence, import quota, subsidies, sanctions, embargoes, regulatory or technical restrictions. Outline the notion of comparative advantage as to why countries trade. Outline the rules-based system of the World Trade Organisation. 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).

Why does globalisation make some countries more powerful than others? Wise: You will be able to use this to: Using the Human Development Index (HDI), identify the richer and poorer countries. Explain why globalisation can be seen to make some countries more powerful than others. Using the example of China’s expansive foreign policy, explain how they are exerting their political and economic power to influence geopolitical 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).

How does interdependence lead to unequal flows of money, technology and ideas? Global Systems and Governance. Wise: You will be able to use this to: Outline how unequal flows of money can lead to injustice and conflicts. Identify the advantages and disadvantages of flows of ideas. Use the example of the ‘Village Phone’ microfinance model pioneered in Bangladesh to suggest how the World Bank supports less developed countries. 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).

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

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.