I am a secondary school Head of department and I love to teach engaging, vibrant and interesting lessons. I try to inspire students with what greets them when they come into my classroom and try to move away from the chalk and talk teacher at the front lessons and make learning interactive and fun!
I am a secondary school Head of department and I love to teach engaging, vibrant and interesting lessons. I try to inspire students with what greets them when they come into my classroom and try to move away from the chalk and talk teacher at the front lessons and make learning interactive and fun!
This lesson is an introduction to the hazardous earth module to classify, define and describe patterns of hazards over time. Students have to identify the clues given by the celebrities that initially identify the hazard followed by the type and if possible the event. There is also a starter activity that identifies the different hazard types and extends understanding so students are aware of the difference between hazard and a disaster.
Students have the opportunity to complete a variety of tasks on the task sheet that is structured in the same style as the GCSE examination paper with the multiple choice and then a data task. There is also an extended activity to demonstrate challenge and embed learning.
Students consider the reasons for urban decline by analysing a variety of sources including text and images about Newcastle upon Tyne as a case study (all materials are contained so will work even if you are unfamiliar with location).
Students then have to write a report and the Newspaper template is icluded as an overview. In addition students look at the process of renewal and include insight about sectoral shifts as heavy industry declined. This includes a research and sorting exercise that provides evidence for an examination question.
There i also a homework sheet included that builds on retention exercise on the lesson and the task is explained on the prepared sheet.
This lesson is part of a sequence of lessons on this unit, please see my shop for further lessons and materials.
This document covers all of the skills as specified in the examination for the Unit 2 and 4a examinations, it gives examples, visuals descriptions and evaluates the use and suggests an application for each of the presentation methods.
Really good as a revision took for skills as students struggle to apply revision to these examinations. The skills and statistical techniques for A2 only are highlighted on the grid.
This revision guide covers the following:
- River processes and landforms including erosion, transportation, deposition, meanders and waterfalls etc)
- Coastal processes and landforms including erosion, transportation, deposition, wave cut notches, platforms, headlands, bays, slumping, sand dunes, etc,
- Flooding including; causes, effects, responses, hydrographs and case study with management techniques
- Population in the UK including; ageing, rural, urban, commuting, issues in urban and rural areas.
- Sustainability in urban areas including; Egan's wheel, BedZED, green belts, urban renewal, case study on regeneration, changes to UK retail including online and out of town.
- Global cities and Mega Cities with case studies.
- Managing coastal areas including assessing vulnerability, hard and soft engineering, rising sea levels, coastal flooding, case studies (UK and international) and management strategies.
The revision guide largely follows the component 1 of the Eduqas course but the themes and topics are applicable to AQA and EdExcel too. The guide also runs alongside the lessons that can be found in my shop.
The price point reflects that multiple copies will be distributed and to your class and it took a long time to make, so far my classes have found it beneficial.
This lesson covers an overview to changing global temperatures where students describe the data on the graph. This is then followed by looking at the various sources of evidence for climate change and students evaluate each and consolidate this with an examination question.
Students then move on to look at natural causes of climate change and consider the validity of the theories.
Students then consolidate their learning with a series of examination questions.
This lesson is a good starter lesson for looking at LIC’s and how the world is divided up. It looks at the economic divisions and the changes to describing how the world is divided up. It exams key terms such as LIC and GNI a nd then applies geographical skills such as describing locations and applying knowledge to an exam question with a case study in Malawi.
This is the first lesson in the Social development unit, it is a double lesson and has the addition of homework and consolidation exercise with an exam question.
The start of the lesson looks at the different ways in ehich social development can be regarded and classified, focusing on education and health and then looking at HDI and comparing the indicators (there are support sheets to go with this).
Students then start to look for patterns in economic and social development data and evaluate which is preferable to give a representation of development.
Students then look at other factors that can directly impact development such as child labour and the refugee crisis (homework). There are clips that have been added and resources for the revision guide that I have included into the lesson (a full copy of the revision guide can be found in my shop. All resources attached, just need to print.
This is a lesson that is ideal for KS3 or a lower ability KS4 class on Mass tourism, it fits best with AQA course however can fit nicely into any scheme of work and has the key skills needed for describing and explaining for an examination or assessment question.
Students complete the case studies with probing questions for the topic on The living world (ecosystems), The restless earth (tectonics) and Water on the land (rivers).
Students complete the sheets for revision alongside the booklets included, the questions are challenging and related to the exam specification/question demands.
This can be a lesson revision activity or a stand alone weekly set of home work tasks.
These sheets can be purchased seperately or as Paper 1 and Paper 2 bundles. The case studies work best for AQA Geography but also are used on EdExcel and OCR GCSE papers.
The sheets cover all the content needed for each case study from the units that I deliver there are accompanying case study revision booklets with all of the notes to go with should you prefer them to be completed independently as revision or with support.
The topics and case studies are;
Paper 1;
In the tectonics/restless earth pack includes grids on a rich and poor earthquake, a volcanic eruption, fold mountains and a Tsunami.
Rich earthquake (Kobe, Japan), Poor earthquake (Sichuan, China), Volcano (Icelandic), Fold Mountains (The Andes) and Tsunami (Boxing day).
Living world (ecosystems) includes, tropical rain forest (Malaysia), Rich desert (USA), Poor desert (Thar, India) and Temperate deciduous (Epping forest).
Water on the Land/Rivers includes;
Flooding in a MEDC (Tewkesbury), Flooding in a LEDC (Bangladesh), Hard Engineering (Three Gorges Dam) and Water management in the UK (Kielder Water).
Paper 2;
The Development Gap includes; Development Gap. The pack includes Haiti as an LEDC that suffers from physical inequality (Haiti Earthquake), Small scale aid youth empowerment in Uganda, Medium scale aid, Action Aid in Kolkata, Large scale Aid - the Cahora Bassa dam, Mozambique and inequality in the EU.
Urban environments includes; sustainable transport in London and sustainable living in Curitiba, squatter settlements in Kibera, Kenya and managing CBD's including UDC's (Newcastle upon Tyne), City Challenge (Manchester) ,Sustainable communities (New Islington) and Managing a city sustainability (Newcastle upon Tyne).
Tourism includes; the pack includes questioning sheets and resource interpretation on Blackpool (UK coastal resort including Butler model), The Galapagos Islands (Ecotourism), Antarctica (Extreme Tourism) and Jamaica (Tourism in the Tropics).
Students complete the case studies with probing questions for the topic on The Development Gap, Urban environments and Tourism.
The Development Gap includes; Development Gap. The pack includes Haiti as an LEDC that suffers from physical inequality (Haiti Earthquake), Small scale aid youth empowerment in Uganda, Medium scale aid, Action Aid in Kolkata, Large scale Aid - the Cahora Bassa dam, Mozambique and inequality in the EU.
Urban environments includes; sustainable transport in London and sustainable living in Curitiba, squatter settlements in Kibera, Kenya and managing CBD's including UDC's (Newcastle upon Tyne), City Challenge (Manchester) ,Sustainable communities (New Islington) and Managing a city sustainability (Newcastle upon Tyne).
Tourism includes; the pack includes questioning sheets and resource interpretation on Blackpool (UK coastal resort including Butler model), The Galapagos Islands (Ecotourism), Antarctica (Extreme Tourism) and Jamaica (Tourism in the Tropics).
Students complete the sheets for revision alongside the booklets included, the questions are challenging and related to the exam specification/question demands.
This can be a lesson revision activity or a stand alone weekly set of home work tasks.
This lesson compromises of students learning about coastal erosion through a mix and match activity, comparing and contrasting constructive and deconstructive waves and then applying this to landform formation and examination questions with peer and self assessment.
This is an excellent introduction lesson to weather and climate with students having an attempt at completing a virtual weather diary using the clip attached and being introduced to key terms.
The task sheet should be printed A3 single sided so that students are able to access it easily and then the weather diary can also be used as homework too.
There are two versions of the lesson as one is using the Promethean software for IWB but I have also copied it onto ppt in the event you do not have the software at your school.
I have also included self assessment ladders (I have left them as levels as all schools can therefore change to their own systems).
Question and answer topic booklets is designed to send home to parents so that they can revise with their child. There are a series of questions and answers that the parent can traffic light to assist and monitor revision. This has been a great tool for the 'revising in my bedroom on facebook' generation when a parent wants to help.
This can also be used to help students check their own learning and then use the questions as mini-knowledge checks. There is also a physical geography booklet.
Case Study revision sheets for Rivers, tourism and tectonics; Students complete the case studies with probing questions. The pack includes questioning sheets and resource interpretation. There is also an accompanying case study notes booklet attached so that these can be used for homework or home revision too.
Parent revision evening; This power point has been used at parents evenings and parent revision evenings to prepare parents and students for the Geography AQA examinations, what the paper looks like, where additional information can be found and timelines.
Memory training; Students are increasingly finding it difficult in a digital age to retain information. Students rarely know their own mobile numbers as the brain no longer needs to retain this information in a digital era where your memory is in your smartphone. For exams however students cannot rely on their smart phones and need to be using their memories.
This is a good session to get students to think about their revision and how they can revise. The session is interactive and there are lots of activities to try. It works best to use your own subject however the information in this one is generic so students can collectively try the techniques.
I use it a lot for Geography case studies for key facts and have had good success. Students sometimes want to revise but struggle to know how they can make their revision more accessible.
Lesson 1 and 2: The starting point for the topic of urban and rural. Students complete a range of activities and skills in addition to examination questions. There is also a homework task. Students complete a key terms for the unit, population distribution, statistical skills and analysis, the urban-rural continuum, sphere of influence and the challenges of rural life. High ability students 2 lessons although middle to lower this will be three lessons worth of material. Resources are in the power point to print or attached as a separate document.
Lesson 3 & 4: This is the next double lesson in the sequence for theme 2 'Rural and Urban links'. There are a variety of activities that are attached including an examination question to consolidate learning.
Students look at the reasons for the growth of commuter towns and commuters in general in addition to the impact and management of commuters. The second lesson follows on to look at second homes and the impact of second homes on rural populations.
Lesson 5 & 6: Issues in rural areas; Students have the opportunity to identify links between rural areas and deprivation in Wales. Students have to use the sources to make links and annotate the maps.
Following on there is a flow chart to organise in order to understand what causes rural deprivation and link this onto the issues of health care provision and education. Students then have a writing frame to complete an analysis style question using the opinions and sources.
Lesson 7 & 8: This is the third lesson in the sequence (see bundle to buy as a group) whereby students consider what it means to be a sustainable rural community. They need to work on examination skills of developing points to explain and use evidence on the spider diagram.
In addition students then look at a rural area that has attempted to regenerate and become more sustainable and students have to evaluate how successful the area has been in meeting the objectives using the images and clip link that is on the power point.
There is an examination question also to be used for homework with some scaffolding put in place that can be added to further or removed according to ability.
This resource provides a stand alone case study pack for students to complete with all case study notes. In addition the question and answer booklets are god to RAG so students can assess their own learning.
The homework's are good starters or additional support materials for low ability students to build confidence for the Q&A packs or the research sheets. These materials can be used as stand alone revision for holiday sessions.
This booklet contains an extensive set of question and answers for Paper 1 with Rivers and Coasts being the optional units (it does not have glaciation).
The purpose of these booklets is so that students can put them onto flash cards as well as parents using the book to test their child. This resource has been compiled for students to access and use as an additional tool if they are working from home prior to the examinations.
This booklet contains an extensive set of question and answers for Paper 2 with water being the optional unit (it does not have food or energy).
The purpose of these booklets is so that students can put them onto flash cards as well as parents using the book to test their child. This resource has been compiled for students to access and use as an additional tool if they are working from home prior to the examinations.
This is the following lesson in the sequence after Population and migration in the UK - Causes and impacts which is also available.
Students have to attempt another data presentation skill with some extension work of selecting an appropriate scale and justifying the technique as well as completing the technique using the map and data provided (see additional resources attached).
Students then make links between the housing crisis and population growth building on from the previous lessons. Students investigate what a garden city is and if it is the answer to the housing crisis. They have to categorize a series of information about garden cities and have to review what the appropriate categories would be. The lesson is then completed with a consolidation task at the end of the lesson or as a homework extension on an examination question.
