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.

A lesson designed for our Y9 Africa KS3 unit. This lesson introduces the location of Africa, alongside reinforcing the location of other major global physical features and lines of latitude, and then examines the location of the major physical features and geography of Africa. The lesson ends with an modelled description of this.

13 rounds of flags, maps, capital buildings, country shapes, former flags, guess the ocean, landmarks, etc. An easy way to kill an hour! Animated answer slides included. Update - error where the leader of North Korea was shown as the leader of China has now been amended.

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.

Produced in Microsoft Publisher, this editable document shows the roadmap for our Geography course at KS3 and KS4 (Eduqas B, but can be altered to suit). The icons are from the Noun Project - sign up at the website for a free account to swap the provided icons for your own. To decouple the icons from the circles or change the circle border colour, click ‘Ungroup’ on the ribbon once you have selected them. Only supplied in Publisher format, if you do not have access to Publisher please do not purchase.

A bit of background information about Ukraine and the conflict, a proportional flow line map, a push/pull factor card sort and a light decision making task. All designed to inform pupils about Ukraine and the conflict. Will be out of date soon so use ASAP.

This is a fun starter or plenary activity based upon the Blockbusters TV show. Two teams (usually boys vs girls) complete to win hexagons by answering questions. The winning team makes a complete chain of hexagons across the board. This is a very dynamic version of this classic activity and can be edited to change all questions. The questions animate in with the intro theme and this has proven to encourage pupils to work on recall before they have even answered the questions. This is ideal for an observed lesson.

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. The PowerPoint introduces the complex background to the Rwandan genocide and provides guidance for teachers on leading learning through this film. This film is certified as a ‘12’. Do not show it to younger or more vulnerable children.

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. A selection of the various arms of the UN are introduced and compared with the Sustainable Development Goals. Pupils them examine a wide-range of historical examples of UN activity, from development to peacekeeping, to allow them to form a judgement on the utility and efficacy of the UN. The lesson ends with a “To what extent do you agree…” KS4 exam question to develop their GCSE Geography skills. The lesson closes with a reinforcement of the positive impacts of the UN for individuals.

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 examine the main causes of war before investigating the positive and negative outcomes that arise from it. There is an engaging activity designed to promote their use of chains-of-reasoning (ready for GCSE Geography) to elaborate these points. Finally, the environmental impact of conflict is introduced.

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 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.

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. This lesson examines the factors affecting international relations and asks pupils to map the major geopolitical alliances of the world.

A check-20 style assessment and marking PPT (pupils self mark all but the final, extended-answer question).

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 examines the persecution of th Uighers and the role of MNCs in receiving products produced through forced labour. This is a serious lesson that addresses many ethical issues and includes an examination of the allegations of organ harvesting, forced steralisation, brainwashing and surveillance of Uighers in China.

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 examines the impact of climate change, sea-level rise, mangrove deforestation, unintended outcomes from coastal defences, etc, upon the erosion of Vietnam’s coast, together with strategies of how Vietnam intends to address this.

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 examines how the restrictions of the discharge of the Mekong impacts upon countries and communities along its long profile. The lesson culminated in an exam-style question to develop pupils’ ability to responds to “To what extent to you agree” questions.