Students to write down the characteristics of pictures of favelas and describe what the conditions look like in these areas. Students will identify why people live there and why they have moved there. Advantages and disadvantages of living in a favela and jobs that are there. Task 1: Starter - Recap on previous learning Task 2: Identify why people live in favelas and identify the characteristics of favelas. Task 3: Advantages and Disadvantages of living in a favela along with the jobs there. Task 4: Main Task - Describe the opportunities and challenges of living in a favela Task 5: Plenary: Class question - How would the government fix this issue? Lesson 4 out of 8

A fully resourced and up to date lesson on how humans are adapting to a changing climate. Students will define adaptation, learn about the three different types of adaptations then evaluate if adaptation is better than mitigation Task 1: Starter - Retrieval, using the pictures on screen students must choose which is a mitigation technique, how it works and how it mitigates climate change. Task 2: Students to write out their definition of adaptation on a whiteboard then the actual definition in their books. Task 3: Students to watch the video in PowerPoint and make notes about adaptation. Then make notes on the following slides about agricultural adaptation, water supply management and reducing risk from sea-level rise. Task 4: Main Task - Practice exam questions- Evaluate if we should be mitigating climate change or adapting to it. Task 5: Plenary - As global citizens are we all doing enough to limit climate change? **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on the distribution of tropical storm, a look into how they form, where they form and the conditions surrounding tropical storms Task 1: Starter - Answer true and false questions about previous learning Task 2: Write a detailed description explaining where tropical storms form (3 marks) Task 3: Complete description of formation of tropical storms Task 4: Main Task - Practice exam questions- "Study the map below which shows the path of a tropical storm. With the help of the map, describe the life cycle of a tropical storm. (4 marks) Task 5: Plenary - Using the information on graph students must infer what tropical storms will be like in the future. **Download contains PowerPoint and worksheet for the lesson. **

Students will identify different biomes throughout Russia and understand how climate affects the locations of biomes. Students will also be able to describe the vegetation and animals that are located through the biomes of Russia. Task 1: Starter: Key words match up Task 2: Describe location of the biomes in Russia Task 3: Fill in sheet with characteristics of different biomes Task 4: Main Task: Students to describe what vegetation/ animals they would see throughout their journey. Task 5: Plenary: Quiz at the end of the lesson to summarise learning.

Students will be able to use key terms such as dense, sparse and distribution then describe the distribution and density for different countries in Africa. Students will then be given key terms with population such as birth rate, death rate, life expectancy and infant mortality rate. Then students will be introduced to population pyramids and asked to compare the three different areas of Africa that have these population pyramids. Finally using factors used in HDI students will compare which is the best country to live in Africa according to statistics and why. Starter: Knowledge Retention of previous learning Task 1: Describe the density and distribution of populations of a football match, then the countries in Africa Task 2: Join the key word with the definition. Task 3: Explain the population pyramid for the continent of Africa, then describe the population pyramids between Uganda, Botswana and Tunisia. Task 4: Using the profile of Africa you have built up over the lesson, describe which of the three countries in Africa would be the best place to live currently and why. Lesson contains one powerpoint and one worksheet.

Students will be start with defining development and what it means to then, then improving their answer. Next students will identify the social, economic and environmental indicators of development. This will lead on to them learning about the importance of the Human Development Index (HDI) and be asked to identify where in Africa is the most developed country and why. Then students will learn about the sustainable development goals and should identify which country should focus on which goal the most and why. Starter: Knowledge Retention of previous learning Task 1: Give the definition of development, then improve the definition. Task 2: Identify the social, economic and environmental indicators of development Task 3: Explain why HDI is an important tool to measure development. Task 4: Describe where in Africa is the most and least developed. Task 5: Evaluate which sustainable development goal each country should choose and why Lesson contains one powerpoint and one worksheet.

Students will be able to locate Nigeria using the locational information from previous lessons as well as the map on the board. Students will then read through the information sheet and highlight why Nigeria is important socially, economically and environmentally. Students will then identify the scale on Nigeria’s importance between nationally or globally and then create a tourist brochure about why people should visit Nigeria. Starter: Knowledge Retention of previous learning Task 1: Describe the location of Nigeria Task 2: Identify on the information sheet the social, economic and environmental importance of Nigeria. Task 3: Explain the global and national importance of Nigeria. Task 4: Create a travel brochure on Nigeria and why tourists should visit there. Lesson contains one powerpoint and one worksheet.

Students will explain how conflict affects the different human, environment and physical geography of an area. Starter activity to recap on previous learning then discussion on how these affect geography. Resources attached to this but also on last slide of powerpoint Lesson 2 in a series of lessons regarding conflicts and its implications on the physical and human world

Students will be able to describe what a migrant is, along with examples of who would be classed as a migrant. Then students will identify the difference between, migrant, immigrant, refugee and emigrant. Finally students will learn the causes of migration and the use of the terms push and pull factors. Along with the impacts of migration on the host and country of origin. Starter: Knowledge Retention of previous learning Task 1: Key term match up with migrant, emigrant, refugee with definitions. Task 2: Identification of push and pull factors in terms of migration Task 3: Impacts of migration for host and country of origin. Task 4: Main Task: Evaluate the impact of migration of the country of origin and the host country. Task 5: Plenary: Purposeful retrieval of information from the lesson. Lesson contains one powerpoint and one worksheet.

A fully resourced, differentiated and up to date lesson on the features of the upper course. Students will learn about the erosional features such as interlocking spurs, waterfalls and gorges. Task 1: Starter - Retrieval, Using the information they learnt in the previous lesson. Hook- Students to explain what they think the image means, or what it has to do with the lesson. Task 2: Field sketch and describe the appearance of interlocking spurs. Task 3: Watch a video about how waterfalls form and then turn into a gorge. Task 4: Students to draw and label how a waterfall is formed. Task 5: Main Task - Practice exam questions- “Describe how a feature found in the upper course of a river is formed (4).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words. Task 5: Plenary - Using only 20 words, try to summarise how gorges form from waterfalls. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced, differentiated and up to date lesson on an what Transnational corporations (TNC’s) are and why they have chosen Nigeria to develop in. Students will be able to explain the positives and negatives of Nigeria and then answer the question on if TNCs are a positive force in Nigeria. Task 1: Starter - Application of knowledge- Recap on how ox-bow lakes are formed Task 2: Outline the positives and negatives of TNCs on the worksheet. Task 3: Geography Skills: Describe the distribution of oil fields in Nigeria (3 marks) Task 4: Students to watch a video explaining the positives and negatives of Shell in Nigeria. Task 5: Main Task - Practice exam questions- “To what extent are TNCs a positive force for the host country?" (6 marks) High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words. Task 5: Plenary - Revision on exam question about ox-bow lakes. **Download contains PowerPoint and worksheet for the lesson. **

Students will be able to describe how our climate has changed over time, why it has changed over time and interpret graphs that link CO2 to temperature to sea-level rise. Then students will identify the natural causes of climate change and the human causes of climate change. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: On whiteboards come up with theories about how we know the climate has changed in the past. Task 3: Using the worksheet, students evaluate which is the most accurate/ best proxy for climate reconstruction and place them in a diamond 9. Task 4: Main Task: Students to describe how we know our climate is changing through evaluation of proxies. Task 5: Plenary: What do we think our planet was like during the last Ice Age? Lesson contains PowerPoint and worksheet

A fully resourced and up to date lesson on the Beast from the East - an extreme weather event in England in 2018. Students will investigate the location, causes of the storm, the social, economic and environmental impacts along with the short term and long term responses. Task 1: Starter - Answer true and false questions about previous learning Task 2: Using the images on the screen, come up with what you think caused the Beast from the East. Task 3: Complete the learning clock with information in the PowerPoint starting with identifying where the beast was affected. Then identify the causes of the storm, next to the social and economic and environmental factors and finally the long term and short term responses. Task 4: Main Task - Practice exam questions- “Suggest how extreme weather in the UK can have economic and social impacts.” "(6 marks) Task 5: Plenary - How could we have responded to the event better? **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on comparing the 2010 Haiti earthquake with the 2011 New Zealand quake. This lesson is the last in the series and works really well with the others in the series. Students recap the effects and impacts of the quakes and then identify to what extent they agree with the statement “The effects of tectonic hazards are worse in LICs.” This 9 mark question has high levels of scaffolding that allow students of all abilities to access to question and work through each section with sentence starters and key words on each. Task 1: Starter: Recall on each type of graph and revision of coast topic. Task 2: Recap quiz on plate tectonics to see how confident they are on the lessons. Task 3: Identify the relevant differences in the quake between the two locations. Task 4: The effects of tectonic hazards are worse in LICs. To what extent do you agree? (9 marks +3 Spag) Task 6: Peer Feedback **Download contains PowerPoint and worksheet for the lesson. **

Students will be able to describe the land and sea routes that migrants take to get into Europe using geographical terms. They will be able to describe the location of Calais and the issues that boat crossings cause including migrant deaths and the dangers of crossing with identification of graphs. Finally students will condense the text of a news article about the migrant crisis and identify the stakeholders points of view. Students will be asked to demonstrate their learning by creating a profile for each of the stakeholder groups. Starter: Knowledge Retention of previous learning. Task 1: Describe the routes that migrants take to get into Europe Task 2: Using the bar graph describe the dangers of boats crossing into Europe. Task 3: Condense the newspaper article about the dangers of migrant crossings. Task 4: Main Task: Create a stakeholder profile about each of the stakeholders and why they might feel that way. Task 5: Plenary: Using the red and green planner sheets students are to show true or false answers. Lesson contains one powerpoint and one worksheet.

A fully resourced and up to date lesson on inequality in the UK and the north south divide, an introduction on the differences between regions in the UK Task 1: Starter - Answer true and false questions about previous learning Task 2: Using the infographic students are to write down three differences between the north and south of England. Task 3: Students to watch a video about the north south divide in the UK and make notes. Task 4: Read through the information on worksheets and evaluate which of them is the most effective and why. Task 5: Main Task - Long form writing- describe the north south divide and its effects on England. Task 6: Plenary - Students to look at GCSE grade results in the UK and explain what the knock on effects for students are in the north of England **Download contains PowerPoint and worksheet for the lesson. **

Students will be able to define weather and precipitation along with identifying the climate of the UK. Students will then read through what creates weather and complete challenge tasks for each. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: Describe the climate of the UK using the term “Temperate” Task 3: Using the worksheet, students will read through how each factor affects the weather and then complete challenge tasks. Task 4: Main Task: Students to describe the weather conditions of the UK. Task 5: Plenary: What are some of the ways climate change will affect the UK. Lesson contains PowerPoint and worksheet