Updated: Loved lesson by schools. Focuses on literacy. I included emotions helpsheet in this for SEMH students. Starter: Life expectancy game using 2024 statistics Graph - students interpret or you explain Definition UK discussion topic - if you have more time - add in a maths question using the numbers (to include numeracy skills in your list) Graph with lots of prompt questions. Depending on ability and past topics you can decide whether you go through this part together or in pairs/ alone. Next slides - if they are quite low ability, do address how it links for understanding. Otherwise, it is easily understandable but check in with lower abilities by having them answer/ share (privately or in class depending how supportive the class is and if you manage behaviour well). Articles, videos included - depending on time and ability you can choose whether to include all. I usually do the summarised slide and a video for lower ability to understand it. Please address misconceptions that NOT every eldery does this. Instructions with success criterion Example which helps a lot Template provided (print out versions available if you have students who aren’t able to write) Challenge included Peer assess - more positives than negatives. Notes: I mentioned TA but she just chills at the back of the room most of the time. High ability (above top set) - if needed - I added lots of information about other countries with videos and personal knowledge (not included in PPT) but I found any of this difficult to fit and engage with average ability as they are only familiar with UK and still lack knowledge on that so I skipped them.

Identity Key words Google Earth - or consider Atlas - depending on students’ locational knowledge and skills Video with a few comprehension questions - AFL Images, Atlas, Split, Latitude images/ information available - explanation available if needed. South Sudan - questions about placement etc. (in lesson plan) Timeline reading Mind map ideas - from timeline prompts - you may want to explain, draw etc. I used Iraq as an example (about the war and religion) - and linking it to humanities - affecting this independence and conflict etc. Design your own country - questions to ask to check understanding Include prompt questions in instructions – e.g., do you want the capital city to be in the mountains or near the river? Why?/ do you want them to speak the same language or something different and why? Questions about their new country - students to justify They label their country Challenges included Random sharing - wheel of fortune included in PPT. Adjust names.

Updated: Great lesson that I completed in several schools. It can fit in 1 hour, or easily be 2 hours. Starter - differences in words Differentiated reading variety: less options from easy to hard (polar bear has missing information for higher ability to think of answers). Full options provide a range of animals if you wanted to provide more variety, have a longer lesson etc. Images and maps included Endangered > Extinct line with examples included for understanding (helps lower ability a lot) Mind map - with examples Definitions included - break down of words (included in the lesson plan for how to do this) Reading information - highlighting (make sure those with polar bears know they don’t have the 2nd highlighter which is prompted on PPT but depending on your students’ ability you may need to tell them). The original reading can be changed to beginning if the school runs reading session routines, this will make them more familiar with the text and ready for the task. Create a fact file. Success Criterion included. Challenge included. Fact file works better as students focus on writing (e.g. Yr 8s mixed ability did half a page in 5 minutes). I used this class in the best schools in Basingstoke. If you have more time, you may want to do a poster but ensure they do not spend ages designing, writing a title or drawing pictures as this shows no application of knowledge. Students present their work. Depending on time and resources, you may want a table (removed from PPT) for them to complete as students present. Otherwise just some simple notes for extra information, but their in depth information will be displayed in their animal/ work. Plenary. If time pair discussions, then class. In PPT, I’ve set as class vote due to time. Reading materials include pictures, graphs, maps, statistics etc. so they have to think about the information. Check students’ reading ages before you give them an animal. Easiest is turtle, then Panda. Majority of students like Panda level. Orangutan has the heavy text which should be given to those who enjoy reading and have a higher than average reading age. E.g. grammar stream students were given polar bear, elephants, orangutans (but kept some pandas for any students who may happen to struggle on this topic).

Video Information of key features Colour code Categorising between tourism/ ecotourism Images and examples Case study with worksheet and challenges Design task with success criterion Student example available

Starter: List as many countries in Asia as you can (prior knowledge) Peer assess, add 5 to list allows them to learn more within cognitive load Learning intentions (referred to throughout lesson) Colour coded map and compass. Think/ Pair/ Share Students act as the teachers and point out the regions. Gapfill Handout for SEN What do you need to pack on holiday travelling in Asia? Video Image prompts to allow time (EAL, lower ability, SEND). Challenge included for others. Similarities and differences between China and India (handouts) Highlight information Add own facts 2 paragraphs writing (sentence starters) Answers on board Bingo key words plenary but teacher uses definitions so students need to think

This is for Year 12 mixed ability. I recommend printing the worksheets file as A3, and the rest can be as A4. It involves resources e.g. books, but also plenty of up-to-date/ live information which will need to be accessed with internet. E.g. computers, phones, or teacher can print them out from the website. The exam board are aware of these A-level textbooks having older data, but students can infer information as years have gone by. Add information/ own knowledge, their knowledge when looking at boroughs and images. Bring the lesson alive. E.g. One student mentioned the Green Bridge that was unsuccessful, has a similar one built in Manchester instead. Pages are included in the PPT. The aim from the AQA spec: Case studies of two contrasting urban areas to illustrate and analyse key themes set out. This includes: patterns of economic and social well-being the nature and impact of physical environmental conditions with particular reference to the implications for environmental sustainability, the character of the study areas and the experience and attitudes of their populations. Helpful materials: Dictionary - expected key terminology for A level and above white (fourth edition) Hodder A Level textbook - used in this lesson but I have attached a double sided page of information which can be used instead or in addition cool geography

Engaged, fun task. You may need to finish earlier as students tend to not want to finish/ rush and continue/ willing to work into their breaks (but I don’t want them with me at break). Rivers, Mountains, Deserts, Plains etc. Prior knowledge check Video - add to knowledge Map creation - colour coded and Atlas use 2 versions - 1. blank (students had to really look and discover/ engage with the Atlas), they will ask for help or you can give prompts for harder ones. 2. Marked map (labelled) Note: I only gave easier maps to students who go to special centres but my low ability and SEND students still did the blank map (they don’t complete it but they learn how to search and use the Atlas well). I did this because it is not in their assessment to know every part and map skills is more valuable for them. Answers on board for marking Reading information Plenary Extra version of map with key provided for lower ability/ SEND if you wish to use.

General homework showcase Peer assessing Give time for them to go around and interact Nominations for rewards/ votes Dingbats of countries

I use to live and teach in rural Tanzania for a bit so I wanted to share culture about it to the students in an engaging way Starter: images guessing where Objectives Images and storytelling (short) Information sheets - around the room task for engagement - up to date info 2024 Tourism posters Examples Plenary sharing

1hr lesson - TEEP model Images - odd one out and why. Challenge included. Definitions Biomes Animals - information collecting. Challenge included. Short story on your daily life (as one of the animals) Sharing 3, 2, 1 plenary

1hr lesson PPT step by step answers, images, colour coded, for low ability/ consistency in answers. Guess where - images and flag Prior knowledge check World map handout Describe location Video Information search (around the room/ sheets) Fill in sheets Lonely planet introduction writing task Peer assessing National Graphic Magazine task

Starter - crime in London vs. your town Objectives Key terms - challenge included Crime rates calculation - handouts and modelling examples - available on PPT - challenge included Answers available on PPT (also handouts for slow students to keep pace) Description paragraphs (gap fills), using the data as examples - challenge included Choropleth map - instructions - modelling examples - challenge included Peer assessing (with marks and WWW/ HTI) - deeper assessment - Thinking box included Describe crime in books questions (using data) - challenge included Review objectives 1hr lesson, can easily be 2 depending on ability/ pace you want to go

Resources: PPT, Graph paper, Help sheets, Templates Keywords: Hypothesis, Perception, Crime, Analysis, Conclusion Starter activity: Where would you like to live? (from reading newspaper headlines) • Describe different peoples’ perceptions towards crimes • Identify patterns in crime perceptions • Explain why there are differences in perceptions of crime Key terms Data Hypothesis Bar chart Peer assess Description paragraph Conclusion Review Group sharing Examples Modelling on board Colour coded Help sheet to scaffold/ help Template available for those who are struggling a lot Prompt questions Challenge – How might someone’s perception of crime be affected?

Resources PPT Atlas (optional) History sheets (optional) Keywords Africa Asia Migration Colonisation Independence Prepare for Learning – Entry Activity Silent reading for 10 minutes Starter activity: Spot the odd one out images x2 Learning Intentions and Agree Learning Outcomes Understand the causes of the English Civil War • Describe the location of Africa • Recognise the difference regions of Africa • Explain how Africa has changed over time Present New Information Map skills with Africa/ continents History of Africa (literacy reading) History of Africa (10minute video – if time) Construct Meaning – Learning by Doing Map of Africa Rank figures onto tables Apply to Demonstrate Understanding – Opportunity Identify regional scale in UK and compass regions in Africa Find countries in different regions of Africa PEE paragraph on how Africa changed over time Review Write down 3 things you found interesting Additional Support (SEN support, EHCP, PP FSM, LAC) Checking in Examples Word bank Images Colour and number coded Answers on board Stretch and Challenge Challenge – using challenge key word bank

Objectives: Recognise that the continent of Africa is made up of 54 countries. Describe the human and physical features of the continent. Analyse data to understand the diversity of Africa. Addresses misconceptions and stereotypes CLOCC locations Africa is diverse - exam type question Writing PEE paragraph

Simple template on Y7 tectonic plates (not fully completed) GCSE completed SOW on coasts (from a very good Bristol school - they pay trainees to have 3x meals a day and actually pay you thousands of pounds for having them as a placement - of course your placements are chosen by your university provider). Year 8 SOW (from private institutions) If you would like others, feel free to leave the comment under reviews and I can update the files if I have them (History and Geography mainly).

Created a deforestation homework to set online Websites Template to fill out Exam question Success Criterion

I’ve included lots of books and research that you need to read if you’re becoming a geography teacher. I’ve also made summaries of some of them in case you didn’t want to read the whole thing. The main book I made a bigger document, and in the book you can find a large table that separates sections well. These will be useful towards your assignments. My assignments were around 78 marks.

I included an example of a fieldwork booklet. It is adaptable and sections can be removed depending on how much time you have. This school was huge and they walked around separately as we had 4 buses of students. Since we walked, I was the guide and mentioned all the prices etc. The school is deprived so you need to address misconceptions during evaluation on whether it was successful or not as the students will think these big shops are amazing/ or unaware due to their hometown being small. With a different school, we did the boat tour instead so they were able to easily take photos to annotate, write a lot and complete a full booklet (different to this booklet). In that booklet, the main difference was we added a map of the locations the boat goes and labelled it. Students made notes on each part. The boat tour guide may know some things, otherwise I (and you) know the information already to share. On the boat tour, you’ll see the giant boat that Bristol paid millions to move a few yards down for “regeneration” of the food shops nearby. When walking, we never saw it. Bristol has a lot of history and original butts, cranes etc. in the area which people may not know. Things like vegetation drainage, use of brown field sites etc. I included some information for you in case you are unaware, and some articles. With other schools, they decided to not visit Bristol.

Year 9 globalisation end of unit assessment and answers