The seventh lesson in the Y9 Africa unit introduces pupils the the range of reasons why Africa’s population is booming and youthful, including decreased debt and increased investment in healthcare and education leading to higher life expectancy, control over HIV and AIDS, less conflict, etc. It includes a living graph of a selection of African nations so pupils can identify trends and impacts over time. It also reinforces learning about population pyramids.

This lesson introduces the concept of genocide and focuses on the Rwandan example. It introduces why there was division between Hutus and Tutsis from the colonial era and also presents pupils with the key players (RPF rebels, government, army, Interahamwe, etc. The main part of the lessons is to watch and consider the film Hotel Rwanda, which is not supplied as part of this lesson **(you need to buy your own copy). **

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson introduced the monsoon weather system and looks in detail at its impacts in India, both positive and negative. This includes a “So what - chain of reasoning” activity to develop extended answer skills.

Intended forY9, this is a fully-resourced synoptic unit about international relations designed to support pupils as they move towards GCSE Geography. The unit examines international relations and the factors that affect these, superpowers, alliances, trade, hard- and soft-power, Belt and Road Initiative/debt-trap diplomacy, the causes, consequences and solutions of war and the role and efficacy of the UN. There is an optional final series of lessons to allow pupils to watch Hotel Rwanda to support their learning and provide a but of light relief at the very end of the year - the film is not provided and you should be sure to examine the accompanying PowerPoint that explains the premise to pupils and also states the exact time where the “N” word is used in the film so you can mute it. Pupils are introduced to the BRI and the potential for debt-trap diplomacy. There is a guided reading exercise to examine this together. The lesson also include an engaging starter and plenary to encapsulate learning from within this unit.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson introduces the regions of Asia, counties and capital cities using a latitude/longitude skills task. It includes a video introduction, worksheets, a bingo-based plenary and an inference task.

Cover work for Geography, either KS3 or KS4. You will need to supply atlases (or a map on a PPT to be projected) and then pupils simply work through the tasks. Could not be easier - no more complaints from supply teachers or cover supervisors and no mores scratching aroundf at 7am when you are i ll - just set the worksheet and forget about it.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This is a two-lesson (possibly three if you wish) group task. In teams, pupils complete maps to show biomes/climate zones and precipitation in Asia. They are given maps to show average temperatures Jan and July and a series of photographs of biomes. There is also a jigsaw-based activity where they need to link up the climatic factors affecting biome distribution - best for more able members of the team. They then use this to create a poster to display in your classroom.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson introduces the location and discharge of the major Asian rivers. Pupils are reminded of the key elements of their ‘Rivers’ unit (studied earlier but not required as this can also form an introduction to rivers). They create a scatter graph to plot discharge vs. areas of the drainage basis to establish if there is any correlation. They consider what other factors might influence discharge before looking at population density of Asia and considering how water supply might be related to this. The lesson ends with a video on the importance of the Yangtze River.

Prepared for the Eduqas GCSE Geography B 9-1 specification (and applicable to all other boards), with all resources provided and ready to teach straight away. My lessons are interactive and provide a variety of teaching and learning activities. This lesson is part of the ‘HIC Global Cities: Sydney’ scheme of work (available as a bundle) of fifteen lessons about Sydney. This lesson introduces the concept of earnings/house price ratio. Pupils examine how economic prosperity has acted as a pull factor to international migrants, increasing Sydney’s population and increasing house prices. Students develop a chain of reasoning to explain this (and develop extended writing exam skills as a result). They then examine a range of attitudes held by different stakeholders to the impacts of the housing crisis in Sydney

A lesson examining the population density of the Middle East, including the growth of cities. The main activity is a map task. This is a part of a fully-resourced unit with a range of styles of activity and unashamedly embracing aspects of thinking skills (they still work) and dual coding. The unit was designed for Y9 and synoptically revises their KS3 course whilst using skills and concepts from their KS4 Geography studies (specifically, for Eduqas Geography B but relevant to all boards).

A lesson that examines the sustainability of Dubai using Egan’s Wheel. This is a part of a fully-resourced unit with a range of styles of activity and unashamedly embracing aspects of thinking skills (they still work) and dual coding. The unit was designed for Y9 and synoptically revises their KS3 course whilst using skills and concepts from their KS4 Geography studies (specifically, for Eduqas Geography B but relevant to all boards).

The ninth lesson in the Y9 Africa unit supports pupils to understand the push and pull factors causing migration to urban areas, especially informal settlements, and the challenges and opportunities these areas provide. The final part of this lesson requires access to the Progress in KS3 textbook (Hodder)

The sixth lesson in a 13-lesson KS3 Geography unit about Endangered Species. All lessons are fully resourced with a range of engaging activities. This lesson introduces the threats to to species caused by deforestation for palm oil plantations. It includes the palm oil production and distribution cycle, uses of palm oil and leads onto the following lessons concerning threats to orangutans.

An assessment lesson for the Middle East unit. This includes 30 minutes of assessment, 25 minutes of peer marking and the teacher collects the extended answer question to mark. You can add a DIRT sheet on the back, if you wish. Answers PPT included. This is a part of a fully-resourced unit with a range of styles of activity and unashamedly embracing aspects of thinking skills (they still work) and dual coding. The unit was designed for Y9 and synoptically revises their KS3 course whilst using skills and concepts from their KS4 Geography studies (specifically, for Eduqas Geography B but relevant to all boards).

A lesson examining the climate zones of the Middle East. The lesson examined differential heating, air pressure and air masses affecting the region and includes map and climate graph skills. This is a part of a fully-resourced unit with a range of styles of activity and unashamedly embracing aspects of thinking skills (they still work) and dual coding. The unit was designed for Y9 and synoptically revises their KS3 course whilst using skills and concepts from their KS4 Geography studies (specifically, for Eduqas Geography B but relevant to all boards).

Lesson 2 of our Y9 KS3 Africa unit. This lesson introduces the main regions of Africa, the climate of these regions and the subsequent biomes. It uses choropleth shading to lead pupils to write an explanation of this distribution. The lesson includes climate graphs.

The eighth lesson in the Y9 Africa unit examines how the growth in population has led to increased urbanisation. Pupils complete located bar charts to show population change in Africa’s ten fastest-growing cities **The final part of this lesson depends upon having access to the Progress in KS3 textbook (Hodder). **

This lesson examined the Lake District and how humans use a post-glacial environment, then goes on to examine the impact of human use (tourism) - footpath erosion, traffic, pollution, fouling, etc.

Intended forY9, this is a fully-resourced synoptic unit about international relations designed to support pupils as they move towards GCSE Geography. The unit examines international relations and the factors that affect these, superpowers, alliances, trade, hard- and soft-power, Belt and Road Initiative/debt-trap diplomacy, the causes, consequences and solutions of war and the role and efficacy of the UN. There is an optional final series of lessons to allow pupils to watch Hotel Rwanda to support their learning and provide a but of light relief at the very end of the year - the film is not provided and you should be sure to examine the accompanying PowerPoint that explains the premise to pupils and also states the exact time where the “N” word is used in the film so you can mute it. This lesson asks pupils to identify the criteria for being a ‘superpower’ then uses an engaging Top-Trumps style activity to ask them to rank countries based upon their eligibility. They they examine a model piece of extended writing before writing their own paragraph to argue which is the most important country in the world and why based upon this criteria.

Intended forY9, this is a fully-resourced synoptic unit about international relations designed to support pupils as they move towards GCSE Geography. The unit examines international relations and the factors that affect these, superpowers, alliances, trade, hard- and soft-power, Belt and Road Initiative/debt-trap diplomacy, the causes, consequences and solutions of war and the role and efficacy of the UN. There is an optional final series of lessons to allow pupils to watch Hotel Rwanda to support their learning and provide a but of light relief at the very end of the year - the film is not provided and you should be sure to examine the accompanying PowerPoint that explains the premise to pupils and also states the exact time where the “N” word is used in the film so you can mute it. Pupils are asked to identify a range of types of hard and soft power using dual coding and introduced to the concept of ‘smart power’ before looking at real-world examples. They are then asked to produce a piece of extended writing to explain how hard and soft power can affect spheres of geopolitical influence.