Spelling test Introduction (maps) Adjectives about it Video Adjectives now Discussion about perception - address all the misconceptions Describe location (gapfill) and challenges Images and guessing if it’s in the area or not - discussion and address misconceptions again after Video Development indicators Atlas use - engaging and exploring for students (assist if needed e.g. page number after a while) Fill in the table (challenges included) Time limit and show answers - address misconceptions Compare it to UK. Example on board (gapfill). Lower ability can use board example with gapfill. Higher ability can make their own. Plenary, which statement is a lie. AFL fingers.

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.

Starter - holiday and prior knowledge/ item analysis (BLACK SAND as GUNPOWDER act) Counting barrels from image - engaging students and thinking why 36? Video - task Follow up questions - why etc. and barrels. Story telling Task - comic strip Challenge - poetry Recognition and sharing plenary Rewarding Video recreation of parliment blowng up in 30 seconds! Exciting. Students tend to ask - why would he blow himself up? so you need to also explain how gunpowder works. Students LOVE this lesson so much that we introduced it to several schools in the trust. I decided to throw in the full lesson plan so you can have the questions to ask (if you don’t know much about the history, plot etc.) so that you can teach it well.

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.

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).

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

1hr lesson Guess the country images and flag Describe the location - Atlas use and map Video - fact information A3 poster in pairs promoting tourism in airports Success criteria included - slogans, pictures, facts Images/ Montage of ideas Peer assess (group swaps) Plenary

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

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

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

Letter 1: Geography (2 pages) Letter 2: English (2 pages) I had quite a few people ask for my letter so I thought I’d share it, along with my experience. I sent a generic letter to several schools and I was invited to every interview. You should personalise it. All my experience was not included in the letter or application forms because I felt that it is too time-consuming. You should include relevant information though and increase your employability. I am a very picky person when it comes to the work environment and highly value myself. I lined up interviews day after day for about 1.5 weeks. I went to the first few and I did not like them. For example, I saw a black student wearing his traditional wear and I made a nice comment. The headteacher referred it as a special day where “they” get to wear “costumes”. I went to one that really stood out and I have told them I have another interview. You shouldn’t do this unless you are the better candidate. You should just say that you can’t answer the phone at placement.*Never agree to a job unless you are certain. Backing out is unprofessional, leads to bad references and blacklisting = you’re stuck with the school you changed to. Remember if you fail as ECT you are barred from teaching. However, if you are failing, you can quit and rejoin as an ECT in another school - but not if you are blacklisted! I asked further schools to cover my travel expenses. 1 school didn’t. I felt that they didn’t value teachers so I rejected them. In the interviews I attended, it was common to over-run by a little bit. That’s okay. However, in one school I got to leave after my interview (lunch time for me) but the interviewers went for lunch and made the other candidate wait until after their lunch before interviewing him, and not offering any food for him. I liked that school as I went around but not the way they treated the interviewee so I decided against it. You have to remember your workplace needs to treat you right. In another interview, I had travelled 3 hours to. They over ran by more than 1 hour. I was debating to just leave. They never offered me the option to leave early. I felt that they did not value people’s time considering the other candidate was local and was interviewed first, yet I was interviewed later. I didn’t like it. They had a good reputation by the locals which is why I accepted the interview. They loved everything I did with the students and class, however when I asked about pay etc. I rejected the offer. With relocation costs, it wasn’t worth it. They reimbursed me £90 (railcard). After that interview, I decided to take the earlier offer and cancel the rest. I interviewed them and negotiated masters, extra holidays, £3k higher pay etc. Don’t do this unless you’re in a good position. I was a trainee for reference but believe my experience is valuable.

Interview information I went to a few teacher ones as I lined them up over a week and made them wait before deciding. Usually you have to decide on the spot unless you’re the better candidate, they may wait.

Check your subject knowledge to know what you need to learn/ study/ build knowledge on. The document is 35 pages long. I have my answers on it which you can change. I completed this before I studied such course/ subject…

intro stages of relationships postitive and respecful relationships and 5. contraception Unintended pregnancy Teenage pregnancy - not in here yet STIs HIV and AIDS Change and loss in a relationship - not in here yet Extra: Real events movie and discussion (created 2022 by students at a Bristol school who wanted to share awareness). Ground rules included SOW included Handouts included Help sheet included All materials All adaptable. Lots of information you can add to it and statistics you can add to it. I really enjoyed teaching these subjects and all the questions the students had. Very important topic and education so it is bundled together and ready to share. Note: This town had the highest teenage pregnancy rates in Europe for a very long time. Children have many questions as they are not aware of many terms used. Lots of misconceptions to address too. I recommend a note box to collect further questions for shy students - mine is a safe space so they just ask in class - but have the option to leave a question anon.

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

Year 9 globalisation end of unit assessment and answers

Some behaviour management research

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.

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).