This is a table designed to compare all major aspects of your chosen human/ physical fieldwork for GCSE Geography. Written specifically for AQA specification and filled in with examples from Urban regeneration and a coastal long-shore drift investigation, it can easily be adapted to suit your needs. Great revision tool for the paper 3 examination.

Unveiling the Mysteries of Global Atmospheric Circulation - GCSE Geography Lesson Plan Description: Demystify the complexities of global atmospheric circulation with our comprehensive lesson and worksheet designed to support GCSE geography students. This resource is crafted especially for middle and lower ability pupils, providing a clear and simplified understanding of the intricate mechanisms behind atmospheric circulation, including the heating effect of the equator and the spinning effect. Key Features: Concept Simplification: Tackle the challenges students face in comprehending global atmospheric circulation by breaking down complex physical processes into accessible components. Hands-On Learning: Engage students with a whole-class person model activity, offering a dynamic and interactive approach to understanding the global atmospheric system. Teamwork Skills: Foster collaboration and teamwork as students work together to create a tangible representation of atmospheric circulation, enhancing both their comprehension and interpersonal skills. Relevance to Biomes: Establish a foundation for future lessons on global biomes by ensuring students grasp the fundamentals of low and high-pressure systems and their geographical implications. Why Choose This Resource? Targeted Support: Tailored for middle and lower ability pupils, this lesson plan provides the necessary scaffolding to boost understanding and confidence. Practical Application: Reinforce theoretical concepts through hands-on activities, promoting active learning and retention. Preparation for Advanced Topics: Lay the groundwork for the study of global biomes by ensuring students grasp the fundamentals of atmospheric circulation. Ideal for: GCSE geography teachers focusing on concept clarification and foundational knowledge. Educators seeking engaging activities to make complex topics accessible for all students. Enhance your geography class with this invaluable lesson resource. Download now to simplify global atmospheric circulation and pave the way for deeper insights into the world’s biomes!

Creative Travel Writing Adventure - Exploring Siberia on the Trans-Siberian Railway Description: Embark on an imaginative journey across the vast and enchanting landscapes of Siberia, Russia, as students dive into our captivating lesson, a part of our ‘Pole to Pole’ unit. Tailored for year 7 and adaptable for other KS3 classes, this lesson invites students to unleash their creativity through travel writing on the renowned Trans-Siberian Railway. Key Features: Geographical Exploration: Delve into the cold and sparsely populated region of Siberia, showcasing its breathtaking beauty and important landmarks such as the iconic River Ob and the stunning Lake Baikal. Map Integration: Students utilize maps to anchor their writing, seamlessly incorporating geographical features into their narratives. Differentiation: Abundant writing frames and resources cater to diverse abilities, ensuring an inclusive and enriching experience for all students. Literacy Skills Focus: Elevate literacy skills as students are encouraged to write in a compelling travel-journalism style, transporting readers on an imaginary adventure through Siberia. Why Choose This Resource? Immersive Learning: Engage students in a hands-on exploration of geography and creative writing, fostering a deep connection to the subject matter. Differentiated Approach: Cater to various learning styles and abilities with tailored resources, making the lesson accessible and enjoyable for every student. Cross-Curricular Integration: Seamlessly integrate geography and language arts, promoting a holistic approach to learning. Ideal for: Geography teachers seeking an interdisciplinary lesson plan. Educators focusing on creative writing skills development. Elevate your geography class with this exciting lesson. Download now and guide your students on a captivating journey through Siberia’s wonders!

Unveiling the Complexities of Climate Change - GCSE Geography Lesson with True or False Plenary Description: Explore the multifaceted factors influencing climate change with our comprehensive lesson designed to align seamlessly with the new Oxford blue GCSE textbooks. Delve into the intricate world of global temperature fluctuations, examining not only the impact of increased CO2 emissions but also the intriguing influences of super volcano eruptions and solar cycles. Key Features: Comprehensive Understanding: Equip your students with an in-depth knowledge of the greenhouse effect and various natural causes contributing to both global warming and cooling. Textbook Synergy: Aligned with the new Oxford blue GCSE textbooks, this lesson seamlessly integrates with existing coursework, providing a supplementary and enriching learning experience. Engaging Plenary: Wrap up the session with an interactive TRUE or False plenary, allowing students to consolidate their understanding in a lively and enjoyable manner. Bonus Link: Enhance learning beyond the classroom with a bonus lesson link to a documentary, offering students a deeper exploration of the topics covered. Why Choose This Resource? Holistic Perspective: Move beyond textbook theories and explore a range of factors influencing climate change, offering students a more comprehensive understanding. Interactive Assessment: Reinforce learning through an engaging TRUE or False plenary, promoting active participation and knowledge retention. Ideal for: Geography teachers looking to enhance climate change education with a well-rounded perspective. Educators seeking engaging and interactive resources to complement standard textbooks. Elevate your geography classroom with this illuminating lesson on climate change causes. Download now to empower your students with a nuanced understanding of global temperature dynamics!

This building-off-grid project is ideal for delivery in the classroom for years 8 through to 11 or set as an independent task for distance-learning or home-based study. Also suitable for celebrating ’ Earth Day’ in April with a focus on reducing carbon footprint. Since being stuck on lock-down I have been binge-watching episodes of USA based TV-series like ’ last of the Alaskans’ and ’ Building off Grid’ which follow families as they design and self-build their own cabins and earth-ship style homes in remote areas of Arizona and Alaska. The aim is to live sustainably and in harmony with the landscape and ecosystem around them. This lesson / project will help GCSE/ KS4 students make connections in their learning with the Geography ’ Living World’ topic, especially around explaining how humans have adapted to the opportunities and challenges of living in extreme conditions such as the Tundra Biome and the Hot Desert regions. Students could easily talk about home design and crop growing/ subsistence farming in their examinations following the AQA spec A curriculum. The students must choose where they want to live their off grid lifestyle; either Arizona or Alaska, and the Power Point goes through the benefits and drawbacks of doing so in each ecosystem. There are video links to relevant video content showing some aspects of cabin-building in both of these environments. Then students enlist 3 helpers to help build their cabin, and roll a dice to determine their allocated budget they can use to buy materials for the cabin project. Using this budget, they can chose from a ‘menu’ worksheet of construction options to custom-build their cabin. They have a choice of sketching out their design with a floor plan, or actually building a model of their cabin from lego/ cardboard/ paydough etc. If submitted as a distance learning activity it would be great to make it into a competition, and invite students to submit pictures of their designs electronically for display. There are some ideas for follow-on activities on the slides.

This is a lesson looking at trends in extreme tornadoes and where they occur. Activities include a mapping activity, analyzing data and a group facts race exercise, followed by a journalistic report.

Tropical storms form over warm seas close to the equator. Their large size brings many wide-ranging impacts to coastal areas. Students studying the AQA spec A course must have a detailed knowlege and understanding on the formation of tropical storms, and be able to recall key information from a real named storm example. This 4-in a row revision game lets students take charge of their learning. It can be played in pairs or teams of 4, and be done with or without book notes. Keep revision fun! This game could also be played over their phones/ laptops via facetime and live video calls if needed.

Manchester is a rapidly growing economic centre in the heart of Northern England. It is therefore an appropriate case study example to study for the GCSE Geography ‘Urban Issues & Challenges’ topic for the AQA spec. This internet research and study lesson focuses on 6 key characteristics of Manchester ( tourism, education, culture, Industry, Transport & religion), and how they come together to build the city as an important both nationally and globally. There are website links for each of these factors, so this lesson is suitable for home-study if needed. There is a grid for students to make notes on all 6 key areas. This lesson was originally designed so that small groups could each take a factor, and go away and build a presentation to bring back to the rest of the group. In that way, they become experts on one specific facet of the city. This framework could easily be adapted for a different HIC case study, if desired.

In this 5th lesson in our cold climate series ’ Pol to Pole’ and following on from lesson 4 on extreme tourism in the Antarctic Cruise, learners examine human impacts on cold climates and Antarctica. Students main task is to evaluate which human threats are the most pressing and urgent, but completing a diamond 9 activity. Students could then follow this up by writing an international code of conduct for Antarctic scientists and visitors.

This worksheet guides students through annotating photographs in order to answer exam questions. In the GCSE geography examinations, students are often asked questions worth 3 or 4 marks which require precise labeling on maps or photographs. It is an easy way to pick up marks in the exam once you have mastered this skill. There are web links above each photograph to guide students to relevant learning sites or videos to help them answer the question set. The questions asked range from Tropical Rainforests, hot deserts, to Tourism and natural hazards.

This test paper is made up of previous examination questions which involve the study and analysis of a range of maps. The ability to read, interpret and draw conclusions from maps is an important skill for success in any GCSE geography specification. There is a complete examiners mark scheme for the test paper, which pupils, parents or tutors can use to assess work ( AFL). The topics covered are linked to tourism, global distribution of biomes & migration. This worksheet is suitable for home study and remote learning.

Whilst students and parents are at home during the Spring and Easter time they can work through this bee project booklet offline, simply print it out and complete. It has been designed for distance/ remote learning. Understanding the concept of an ecosystem being made up of both living and living things is important at Ks2 to prepare students for science and Geography at KS3 and high school. This geography based project is suitable for ages 7-10. The global and national population of bees is falling, and this is unsustainable as they play an important part on pollination and growing crops that sustain humans. There is a movement now to protect and care for bees as an important part of nature and ecology. By the end of the project , students will know; the living and non-living parts in a garden ecosystem The jobs that honey bees do How to classify 3 types of bees based on their appearance define some keywords linked to bees The types of plants that attract bees How to encourage bees into your garden How to build a wild-bee house Label the different parts/ anatomy of a bee There is a printable completion certificate and bee-themes greeting card also.

agribusiness is the process of producing food on a large scale and increasing yields by using new technology and commercial principles. It also extends to marketing and spin-off activities linked to farming. This adapted homework sheet tests students prior understanding on various aspects of the UK’s supply and demand for food, as part of the AQA GCSE Curriculum ‘Challenge of Resource Management’. There are 3 examination type questions for students to choose from, according to their confidence and ability level. There 2 6-mark questions come with a detailed structure strip / exam planning response sheet which helps them get maximum marks. There is also a detailed mark scheme with each question. I have also provided 3 website links for revision purposes in case they need to refresh their memory before attempting. This would be ideal for independent assessment in the classroom or for use at home/ distance learning during lockdown.

This comprehensive lesson explores the concept of Urban farming, and how it improves food security in the developing city of Jakarta. Urban farming is the use of limited or marginalised city spaces ( for example roof tops) to grow a range of crops for sale in local markets or for self . This can be done by collective group efforts or individually. Through a series of video tasks, photo analysis and problem solving, students will learn the needed facts and statistics needed for their GCSE Geography paper 2 ’ Human Exam’. This lesson fits in with the wider curriculum of the topic of the AQA spec ’ challenge of resource management '. The main task involved writing a letter with stem prompts in the margin, to practice extended writing and literacy skills.

As part of the AQA spec A GCSE Geography curriculum, ’ the challenge of resource management’, food is a major focus. All student must know the reasons for increased demand for food, as well as geographical areas of food surplus and food deficit. This lesson covers both. There are a full set of answers to the map/ graph starter question which asks students to analyse the bar chart on regional food production. This lesson could be independantly self-taught, or done as remote learning via webinar as there are lots of video and signpost links to research areas on the internet, however the lower and Middle Abilities would need more structured classroom guidence. This lesson focuses on skills such as graph analysis, independant study skills, and creating a mind map which gives an overview on the 4 main reasons for pushing up food demands globally. There is a 6 mark question to test students understanding.

Irrigation is the human process of artificially watering crops on a large scale using networks or canals ans sprinkler systems. Although irrigation can improve water availability and yield of crops in arid areas, it can also lead to contamination of local drinking water supplies which in turn creates substantial health problems. This lesson is appropriate for self-study/ remote learning from home and is designed for the AQA GCSE Geography specification A curriculum. It has tasks with lots of prompts, a card sort with answers and a 9 mark exam practice question with a detailed PEEL structure to follow; “(9marks) For a large scale agricultural scheme you have studied, explain how successful you think it has been in improving food supplies.” The lesson looks at the positive and negative impact of the Rajasthan Canal in India on agriculture and the local population. Students have to evaluate whether overall they think that the canal is good or bad for the region.

An environmental quality survey ( or EQS) is a popular method of fieldwork. It involved measuring different aspects of the urban area by analysing a series of photographs from in and around Manchester ( although you could easily subsidize your own photo’s from your own local town or city). This GCSE focussed lesson takes students on a virtual journey from Manchester’s CBD to the urban rural fringe, showing them buildings and homes from along a transect. The students have to analyse the photographs carefully in order to make decisions on the appearence, safety and amount of green open space etc and fill in the pre-designed bi-polar grid accordingly. They can them choose to display their results on a radial graph ( template provided) or make a bar chart. The lesson ends with an exam questions, and gets them to evaluate the methods used to gather their primary data. This lesson would be good at KS3 to prepare them for fieldwork requirements of GCSE, or as a preparation lesson prior to EQS fieldwork at GCSE.

The characteristics of sustainable cities must encompass social/ environmental / economic advantages to be holistic. This lesson introduces the concept of a sustainable city, by looking at the Bedzed zero carbon residential development in London. The lesson is aimed at the middle ability. mains tasks involve a gap fill to complete statements on what sustainable cities should look like, and be doing. Following this there is a video to make notes on Bedzed, which they then annotate around an image of the development. Finally there is a 9 mark GCSE past exam question with a mark scheme for peer assessment. This lesson fits in with the Urban Issues and Challenges topic, where students must know an example of a sustainable city.

In the GCSE AQA HUMAN Geography topic ’ Urban Issues & Challenges’, students are required to study an in-depth account of a city in a developing nation. Jakarta has a rapidly growing population due to it’s rapid industrialisation and high birth rate. These bring both opportunities and challenges. This introduction lesson to Jakarta looks at the infrastructure and why it’s connections with the rest of Indonesia and Asia make it a globally important city. Students could go on to study Jakarta in further detail in my other lessons, to find out about How Jakarta is attempting to become more sustainable and reduce it’s social and environmental challenges.