A bullet point tick list guide taking students through introductions, main essay body and conclusions, complete with examples of each. Was used as a basis for my lecture on A Level exam technique at The Training Partnerships geography conference for Sixth Form.

Lesson ppt incorporating tasks and exam paper questions.

A Level lesson used successfully for interview lesson-later adapted into two lessons. Topic- volume, patterns and features of international trade. Relationships between trading partners particularly focused on the BRICS, the EU, the US, and sub-Saharan Africa. Includes lesson plan, ppt, map and data table resources, instructions for creative trading task, question task worksheets and model answers, case study information sheets and missing grid worksheets,and plenary quiz and answers. Starter- Video clip from Andrew Rugasira, an African CEO regarding trade and entrepreneurship in Africa. -Activity 1- Coffee Time - practical activity where students are in groups and each given resources worth a certain price, or given capital and technology. The task is to buy/sell resources to manufacture or buy manufactured coffee. Students will have a worksheet to fill in before and after this activity where they will without realising it cover the main points of ‘terms of trade’ -Ppt slides and class questioning - Students will consider and be introduced to the reasons behind uneven trade using the exam technique tactic of SHEEP (Social, historical, environmental, economic and political). Students will then study Wallerstein’s World Systems Theory Model and apply groupings of countries to each section of the model. Activity 2- Shifting trade winds- Students will work in pairs to analyse how the patterns of international trade have changed between 2002 and 2012. They will use a map and a data table to complete this activity. As a class we will then discuss reasons for these patterns and link these to globalisation. Students will be given a complete model answer. Ppt slides and questioning- Students will be shown a line graph and a bar chart of FDI and be questioned on trends across developed and developing economies. -Activity 3- Students will be introduced to the idea that there are advantages and disadvantages to international trade and they will be given a grid with key terms, definitions, case study example, and evaluation of whether it is an advantage or disadvantage. The grid has many missing boxes which students must individually fill in using a case study information sheet and a list of descriptions/key terms. Students will then be given a completed, correct version of the grid and they can star the areas where they were incorrect. Plenary- 10 q quiz on all details of the lesson including quiz with answers

A range of multiple choice, 1 mark answer definitions, mixed up sequence questions on all things Hazards. Covers tropical storms formation, case studies of tropical storms, volcanoes, earthquakes, primary and secondary hazards, measuring hazards and factors affecting hazards. No answers provided as they will depend on the case studies that you have used. Great to use as a knowledge test or alternatively I give mine the test as a homework to fill in and then give them a blank test a week later. They are much more motivated to revise and it helps with pairing the question and answer for revision. Often my GCSE pupils know the content but the question doesn’t necessarily trigger them knowing what content to use, so this helps with that.

A range of multiple choice questions, 1 mark answer definitions, mixed up sequence questions on all things coasts. Covers wave types, factors affecting erosion, landforms of erosion and deposition, coastal ecosystems, coastal flooding, conflicts in coastal land use, hard and soft engineering, mass movement and weathering. Great to use as a knowledge test or alternatively I give mine the test as a homework to fill in and then give them a blank test a week later. They are much more motivated to revise and it helps with pairing the question and answer for revision. Often my GCSE pupils know the content but the question doesn’t necessarily trigger them knowing what content to use, so this helps with that.

This resource comes with a PPT with visual activities and tasks, structured notes sheets to answer all questions on, and an information pack to draw from. It looks into the social, economic, and environmental challenges faced by urban areas in NEEs eg Brazil. It looks specifically at how these challenges are met in Rio de Janeiro and hones in on the favela of Rocinha. It utilises Ta no mapa, the Google maps project to increas visibility of the businesses in the favela, looks at how Rochinha Surf School aims to tackle youth crime, how the anaerobic digester and the JAMA programme deals with environmental issues of waste, how the Bus Rapid Transit addresses congestion and how Schools of Tomorrow aims to reduce the education gap. Fits with majority of exam board syllabuses who study urban environments.

Detailed description, method and evaluation of Mann-whitney U, Spearman's Rank, Chi squared and standard deviation in a revisable table form for students. Everything that they need to know about each stats test in a user friendly format.

Discuss the view that urbanisation in both the developed and the developing world is unsustainable.(40) A* essay discusses the sustainability of cities and their waste management and transport systems. Utilises examples from a continuum of development levels. Case study examples include: Dharavi, Curitiba, Mexico City, New York, London, and Leicester.

20 slide ppt and 6 resources (2 lessons) L.O. To understand distribution, characteristics, formation and structure of tropical revolving storms. Starter: What are they and where are they found- shade in outline map of world oceans in 3 colours-typhoon/cyclone/hurricane Activity 1- Use Circumnavigation distance and earth's speed of rotation to calculate effects of Coriolis force at different latitudes. Video explaining Coriolis force using example of a playground roundabout. Activity 2: Pair work and memory test on Saffir Simpson scale. Activity 3- Map resource question on TRS distribution. Activity 4- Fill in the blanks activity using altered Met office information sheet on causes and formation of TRS. Answer/revision sheet included too. Activity 5- Diagram of TRS structure provided and information slide to use for annotations onto diagram. Activity 6- graph resource question on relationship between wind speed and pressure. Plenary- AQA exam question and mark scheme included on explaining the formation of a TRS.

Comprehensive explanation of when and why to use the Mann Whitney U test in Geography along with an example to fill in comparing temperatures on north versus south facing slopes. Includes tables, formulas, explanations, critical value table and writing frame for the analysis.

This template allows pupils to condense their file notes selecting relevant material and pre-deciding a signpost point, the most pertinent evidence to learn as well as a counter-argument. This is great for pupils who regurgitate information but don’t access higher marks as they haven’t directed it at the question. My A Level pupils use one of these on A3 for each sub-topic.

Chi squared worksheet- A level geography- Rivers. Contains an introduction to the purpose of chi squared and then gives a partially blank table to fill in, complete with a writing frame with gaps to fill in the analysis from the critical value table.

4 page information table containing all facts students will need to know about trade blocs and global economic groupings. Contains detailed information on the EU, NAFTA, the African Union, and the World Bank. The table is structured into aims of each grouping, disadvantage and advantages (split into social, economic and environmental), and overall winners and losers for each grouping. Contains case study examples. Useful to give students as factual basis to then write a 20 mark essay. Also useful revision sheets.

Describe and comment on the relationships shown between population, resources and pollution in this model. (10) The model shown demonstrates the complex relationship between population and the environment in terms of resource use and impacts of this. It incorporates a number of feedback mechanisms or loops, both positive and negative; positive being those which destabilise a system, and negative being those which regulate a system. These feedback mechanisms have a number of outcomes, both favourable and unfavourable. Answer covers- -Saudi Arabia’s population boom due to discover and use of oil resources - Water insecurity due to chemical waste caused algae bloom in China’s Lake Taihu - Ethiopia’s 1984 famine and Malthus’s positive checks and carrying capacity - the IPAT equation -Boserup- the Green Revolution and GM crops

Model 40 mark essay on urban regeneration debating whether public or private led regeneration schemes are more beneficial for urban areas. Discusses City Challenge and Liverpool, UDC's and the London Docklands, and gentrification in New York's Meat Packing District.

3 resources included to help students progress to writing an A* essay. Q. Analyse the factors that cause differences in the hazards posed by volcanoes around the world. (40 marks) Resource 1. Pupil task sheet- all instructions included and broken down into 7 tasks Resource 2. Essay plan including main signpost points and structure but with separate sections allowing students to input their case study examples, counter arguments and summary links back to the question at the end of each point. Resource 3: A complete and detailed 2 page essay plan including sub points, counterarguments, summary links back to the question and case study example details and facts to support/refute points.

Engaging lesson on sediment cells including ppt with discussion questions, worksheet to write answers in boxes and next to diagrams as you go along to structure notes. Interactive exercise where students use a map and pages from a linked document to annotate sediment movement in particular areas of UK coastline and reasons for source/sink areas. Ppt is set up for part of the Dorset coastline including a map to annotate on, however the linked document includes every sub-cell in the UK so you can easily personalise it to your study location.

Contains a ppt with activities, a research task and worksheet, and a newspaper article and comprehension worksheet. Starter- Descriptive resource task on employment structures by sector of LICs, NEEs and HICs from pie charts. Activity 1- Pair work on why the manufacturing sector is moving to LICs Activity 2- Research task requiring computers on Shenzhen, China as a case study example. Uses the provided information and task worksheet and uses a map of China and an online database to assess correlation between SEZ's, employment rate, and salary. Activity 3- Exam question with mark scheme included. Activity 4- Pair work on why the service sector is moving to LICs Activity 5-Comprehension on call centre industry in Bangalore using newspaper article and worksheet Plenary- Quick-fire question based task

Explain the link between climate change, development and nutrition, and food supply American politician and environmentalist Al Gore, writes of the connection between climate change and human life when he states, “We need to solve the climate crisis, it’s not a political issue; it’s a moral issue.” This viewpoint is reinforced in Unicef’s report ‘The impact of climate change on children’, which outlines how climate change has the potential to reverse development and threaten food supply, with children being the most vulnerable. This essay will approach this contentious issue by initially exploring how increased frequency of extreme weather events such as flooding and droughts in the locations of Ethiopia and Sudan, have and will continue to threaten harvests, creating food insecurity hindering socioeconomic development. It will then explore how the impacts of climate change will vary across the development continuum with LICs such as Haiti, unable to equip themselves with the necessary adaptation strategies, will see development falter. Finally it will investigate how the combined impact of natural increase and rising sea level will lead to a reduction of available arable land, therefore threatening food supply and nutrition. Overall, this essay concludes that whilst economic development and industrialisation may have been the trigger that tipped the balance of global warming, the subsequent impacts of this climate change may result in a reversal of said social and economic development.

Ppt presentation of 32 slides and 2 worksheets covering Coastal Systems- inputs - 2 lessons Topics covered are as follows: -energy of water and wind -wind and wave variables -characteristics of waves -wave refraction -tides -high and low energy coastlines -physical material inputs Activity 1- video clips on pressure gradients and wave formation Activity 2- graph resource task on the fetch Activity 3- wave refraction annotation activity Activity 4- fill in the blank worksheet on wave characteristics, types and refraction Activity 5- past exam questions on tides including mark scheme Activity 6- match up activity on high versus low energy coastlines Activity 7- photograph resource activity on sources of inorganic matter Plenary- questions covering the entire ppt with answers included

49 slide ppt , 2 worksheets and self presented videos filmed on the Dorset coast demonstrating processes. 2 interactive lessons using a wide range of multimedia resources. Starter- Fill in the blanks worksheet activity on differences between mass movement, weathering and erosion Activity 1- Fun interactive activity- Death on the Dawlish Express. Students take a coastal train but die at random from various mass movement and weathering types. Their ghosts must relay the name and definition of the type. This is followed by visual clues but the definitions are taken away. Has been trialled in an Ofsted lesson to great effect. Activity 2- Catchphrase-students must use images to work out the 4 types of marine erosion. Activity 3- Videos filmed and presented by myself on the Dorset coast demonstrating using props the 4 different types of erosion, transportation and longshore drift. Activity 4: Memory activity using worksheet where students must draw and annotate a diagram showing longshore drift. Activity 5: In pairs use images to help identify reasons for the deposition of transported material. Plenary: Give students key terms and definitions worksheet with key terms missing, for them to fill in. All weathering, mass movement and erosion types are tested.