Introducing a basic GIS (Nat Geo Mapmaker). The lesson is from a Y7 introduction to Geography skill-based unit. It is fully resourced with a range of engaging activities to introduce pupils to the subject and its core skills. You will need access to an ICT suite for pupils to fully engage with the second half of this lesson. The lesson is from a Y7 introduction to Geography skill-based unit. It is fully resourced with a range of engaging activities to introduce pupils to the subject and its core skills.

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.

Introducing different types of map from an atlas. This includes political, physical and choropleth. It includes an activity for pupils and an explanation of the etymology of the British Isles/UK/etc. The lesson is from a Y7 introduction to Geography skill-based unit. It is fully resourced with a range of engaging activities to introduce pupils to the subject and its core skills.

This lesson introduces the concepts of climate anomaly, glacial mass and the melting of glaciers. It then examines the impacts of glacial melt.

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.

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).

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 develops an understanding of infrastructure, an oft-named element of GCSE Geography but one which is rarely explained properly to allow students to access higher-level explanations of, for example, differing levels of development. This lesson introduces the concept of infrastructure, explains the difference between hard and soft infrastructure then investigates how infrastructure may affect development (and vise versa). The lesson is fully resources with engaging developmental activities.

The third 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 history of extinction on Earth and the concept of ‘mass extinctions events’.

This is a Y6 Welcome Day (Induction Day) secondary school lesson. It introduces students to Geography at secondary school. Beginning with basic map/flag identification to get the children involved, the lesson moves on to explain that we will study those things and some of the content they have studied in primary school. However, it goes on to explain that at secondary school we look at more complex geography. It introduces some of the development indicators and there is a group-based worksheet task (Publisher and PDF provided) to link definitions, icons and facts about each indicator. Then pupils learn about the key skill of constructing chains of reasoning by linking taxes to education and jobs (and then life expectancy). It finishes with a fun game of Blockbusters.

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 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)

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.

The lesson uses images, maps and climate graphs to examine the different biomes in the Middle East and examines some of the adaptation of flora and fauna. 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).

A lesson examining the political geography of the Middle East. Pupils use maps and atlases to develop locational knowledge. The second page of the map included in this resources is related to Lesson 2 in this unit. The worksheet is not poorly formatted, by the way - TES Resources has jumbled the photo but the worksheet is as it should be, a correctly formatted Word document. 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).

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.

The tenth lesson in the Africa unit focuses on water management in an international context, with the case study of the GERD in Ethiopia and the implications for Sudan and Egypt. It includes a short DME on how to manage the situation.

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 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.