I have been a Geography teacher for many years and enjoy reshaping schemes of learning and creating corresponding lessons. I hope to share these with others who need them! Please ask any questions and rate my resources for others to see! :)
I have been a Geography teacher for many years and enjoy reshaping schemes of learning and creating corresponding lessons. I hope to share these with others who need them! Please ask any questions and rate my resources for others to see! :)
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 know what the focus of an earthquake is.
To outline differences between the Richter Scale and Mercalli Scales.
To assess the trend between magnitude and frequency.
Revisits GCSE content of how earthquakes are formed and scales in which we measure them.
AFL and research tasks embedded.
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).
Gives students scope to plan their own presentation on a natural hazard case study of their choice.
Gives a mark scheme that teachers and peers can use.
Fits in with my A Level natural hazards scheme of learning.
LOs: To know what a hazard is in a geographical context.
To identify connections and interrelationships between different aspects of geography.
To know types of hazards: atmospheric, hydrological and geophysical.
Engaging content which introduces different types of hazard, common characterisitics of them and starts to question why people continue to live there.
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 nature of vulcanicity and its relation to plate tectonics.
To understand forms of volcanic hazard: nuées ardentes, lava flows, mudflows, pyroclastic and ash fallout, gases/acid rain, tephra.
To analyse spatial distribution, magnitude, frequency, regularity and predictability of hazard events.
Addresses types of margins with volcanoes.
Teaches primary and secondary hazards from volcanoes: pyroclastic flows, volcanic gases, Tephra, Mudflows, acid rain and climate change.
Engaging tasks. Research made better if students have access to the internet.
LOs: To know the causes of Australian wildfires.
To describe local and national responses to wildfires.
To evaluate the effectiveness to local and national responses.
Teaches history of wildfires in Australia and 2019-2020 fires currently.
Requires students to have internet access to complete a case study sheet.
Exam Question Embedded:
With reference to a wildfire event, evaluate the impacts of the event and effectiveness of responses to it.
(9 marks).
Engaging scheme of learning for Natural Hazards. Follows A Level AQA Spec. Requires internet access for some and teacher led talk and understanding of the topic to ensure enough detail is given.
Challenge tasks embedded throughout and opportunities for discussion and oracy.
Lesson topics include:
Hazard characteristics, frequency and distribution.
plate tectonics and boundaries.
Volcanic hazards- causes, effects and management.
New Zealand White Island Case Study.
Earthquake causes, effects and management.
Haiti 2010 case study.
Wildfires in nature- types, causes, impacts and reponses.
Case study recent and relevant- 2019-20 Australia wildfires.
Storm Hazards- causes, effects, responses.
Hurricane Katrina case study.
Multi hazardous location- the Philippines.
Local study case study- L’Aquila.
Lots of scope in the lessons for independent study- so internet access makes the lessons more independent and engaging. These can be adapted if you do not have internet access in lessons.
Any questions, please ask.
Introduction Geography lesson for Nigeria- AQA Paper 2- The Changing Economic World.
Tasks around Nigeria’s importance, status of a NEE, and how it’s growth and development has impacted quality of life.
Differentiated tasks and embedded video to support learning. Graphs and skills embedded.
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.
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.
A Level Geography- Sustainability in UK cities- Birmingham- Contemporary Urban Environments.
LOs: To be able to describe the social and economic issues in Birmingham.
To be able to explain ways in which Birmingham is becoming more environmentally sustainable.
To evaluate whether urban issues affect poorer communities more than richer ones.
Interactive lesson looks at the current state of Birmingham in terms of social and environmental issues. Discusses ideas of social and environmental sustainability and regeneration projects in place.
Exam question embedded with hints/tips and suggested structure for answering.
Exam Question: To what extent do you agree with the view that urban issues affect poorer communities than richer ones. [20 marks]
please ask if you have any questions.
A Level Geography- Urban Drainage and River Restoration- The Cheonggyecheon River project Case study.
LOs: To understand the water cycle and challenges with urban drainage.
To be able to evaluate how a river restoration scheme can prevent flooding.
The Cheonggyecheon River project- Information to read and a case study sheet to complete. + Links to videos for discussion.
Exam Question with sentence starters: With reference to a specific river restoration project, assess the extent to which it has an impact on water movement through the urban catchment. [9 marks]
Learning Objectives: To know what a dam and reservoir is.
To understand the dangers of living beneath a reservoir and dam.
To be excellent in analyzing whether a settlement should have been built next to a dam.
Focuses on Geography in the news and applies it to the knowledge of dams and reservoirs.
Locational knowledge of Whaley. Knowledge and definitions of dams + advantages and disadvantages of them.
Clear justifications and opinions of analysis and evaluation.
Differentiated tasks.
Ask for any information if needed.
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.
Geography- Savanna and Ecosystems Assessment
Complete with key terms- suitable for AQA Spec.
Suitable for KS3 or lower ability KS4.
Section at the top for ‘Go Green/DIRT’ time to reflect on work and feedback.
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).
