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 recap the difference between weather and climate then identify the different climates of Africa. Students then learn the three components that affect biome distribution. Then using four different climate graphs of different countries in Africa students cement their knowledge through 4 different questions. Finally students will investigate the animals and plants that are adapted to two places of contrasting climate, e.g. Egypt and DRC. Starter: Knowledge Retention of previous learning Task 1: Describe the area that receives the most direct sunlight Task 2: Describe the different climate areas in Africa using latitude Task 3: Analyse four different climate graphs of contrasting areas in Africa Task 4: Main Task: Compare the adaptation of the plants and animals of two different climates in two countries in Africa Task 5: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will be able to recap the key learning from previous lessons on Asia and population features, students will also be asked to identify features on a population pyramid and identify the mean of the data. Students will recap what overpopulation is from the previous lesson and then describe what was happening to China before the One Child Policy. Students then investigate the two ways that were used to limit population before the policy and then they will investigate the rules and the punishments of the policy. Finally students will identify if the one child policy was effective and if it outweighs the cost in a newspaper article. Starter: Knowledge Retention of previous learning Task 1:Recap the term overpopulation Task 2: Describe what the population was like before the One Child Policy and what efforts were used before the policy. Task 3: To understand the rules and the punishments that were in place to ensure the Once Child Policy was enforced. Task 4: Main Task: Create a newspaper article to evaluate the effectiveness of the One Child Policy. Lesson contains one powerpoint and one worksheet.

A fully resourced, differentiated and up to date lesson on the features of the River Aire. Students will learn about the source and mouth of the river along with the erosional and depositional features found along the river. 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: Geography Skills: Using an OS map identify the 6 figure grid reference of Janet’s Foss and other features of the upper course. Task 3: In 5 steps explain how Janet’s Foss has formed and what features will be left behind. Task 4: Students to use an OS map to identify any meanders on the OS map and watch videos to explain how meanders form and where floodplains along the River Aire is located. Task 5: Main Task - Practice exam questions- “Suggests how this feature along the River Aire at Woodlesford has formed (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 - Link Up Learning- Link the information in today’s lesson to other lessons on previous topics. **Download contains PowerPoint and worksheet for the lesson. **

Students will be able to accurately locate Chernobyl and be able to discuss the time-line of events that led to the Chernobyl disaster. Students will begin to look at the magnitude of the event and the effects of the disaster. Task 1: Starter- True or False- Knowledge recap of previous learning Task 2: Located Ukraine/ Chernobyl on maps Task 3: Watch various clips about Chernobyl Task 4: Sort the effects of Chernobyl into social, economic and environmental effects Task 5: Choose which of the effects are most significant and why. Task 6: Main Task:Outline what happened in Chernobyl, identify which effect is most significant and describe its size, severity and length of time. Task 7: Plenary: Write a sentence about how they, thought, liked, hated, wanted to learn more. Lesson contains powerpoint and worksheet.

A fully resourced and up to date lesson on aid, introduction to different types of aid, when do we use it and how the UK gives aid to Pakistan Task 1: Starter - Answer true and false questions about previous learning Task 2: Define aid then writing the definition on their worksheet Task 3: Read through the different facts about aid in Pakistan and students are to outline if the facts are positives of negatives to Pakistan Task 4: Main Task - Long form writing- students to define what aid is, how it can benefit and be a negative to Pakistan. Then they are to state overall if aid is a good or bad thing and justify if the UK should keep giving aid. Task 5: Plenary - On whiteboards, students to give ideas on how Pakistan can improve development in their country. **Download contains PowerPoint and worksheet for the lesson. **

Students will state where the Middle East is along with recognising the countries in that area along with the physical geography of the Middle East. The final task is where students describe the physical features of the Middle East to show comprehension. Lesson 4 of 9 about conflict.

A fully resourced and up to date lesson on the continents and countries of the world, an introduction into scale, at both local, national and global. Task 1: Starter - Name as many countries using the alphabet as possible. Task 2: Student to put the locations in order of size Task 3: Students to name each continent on Earth Task 4: Students use an Atlas to fill in as many countries as possible in the Europe map. Task 5: Label the 4 countries that make up Great Britain. Task 6: Main Task - Describe where we live in the world using scale. Task 7: Plenary **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on the different cartographic skills for students at GCSE. This lesson includes: Atlas Skills including reading longitude and latitude and identification of physical and human atlas maps. Ordnance Survey Maps including using a key, scale, four and six figure references and reading contours and spot height. Maps in association with photographs including direction of photograph, identification of features, use of satellite imagery and sketch/ field maps. Task 1: Identify the longitude and latitude of 12 points on an atlas. Task 2: Measuring the distance between features on an OS map Task 3: Identifying four and six figures on a simple OS map Task 4: Identify the maximum and minimum height of the OS map Task 5: Identify the direction the photograph was taken Task 6: Explain the social, economic and environmental impacts of a earthquake from satellite imagery. If you get time you could take your students outside and get them to do a sketch map of the school ground and a birds eye view of the school. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on how the UK’s demand for energy has changed, why it has changed along with how the mix of energy the UK has used has changed. This lesson covers fracking, wind and nuclear energy as case studies for the impacts of energy exploitation. Task 1: Starter - Knowledge retention of previous learning Task 2: Graph analysis: Describe how consumption in the UK has changed over time. Task 3: Pie chart analysis: Energy mix of the UK through time. Task 4: Compound line graph analysis: Energy mix of the UK through time. Task 5: Colour code the positives and negatives of wind and nuclear power. Task 5: Main Task -Exam question practice “Explain why the UK’s energy mix will include both renewable and non-renewable sources in the future. (6 marks)" Task 6: Plenary - What are some of the main uses for water in the UK? **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on the 2010 Haiti earthquake, this lesson establishes what an earthquake is. Where Haiti is located globally and background on what happened during the earthquake, and the effects including, social, economic and environmental effects. Then students finish off by looking at the long-term and short-term effects of the quake. Task 1: Starter: Knowledge recall on previous topic (Coasts) Task 2: Describe the location of Haiti Task 3: Identify the primary and secondary effects then place them into social, economic and environmental. Task 4: Watch the news video about the Haiti quake. Task 5: Exam question: Exam question: “Earthquakes are another example of tectonic activity.” Using an example, describe the primary and secondary effects of an earthquake. (6 marks) Task 6: Peer Feedback Task 7: Using a volcanic eruption or an earthquake you have studied, describe the short-term responses to the disaster. (4 marks) Task 8: Peer Feedback **Download contains PowerPoint and worksheet for the lesson. **

A sheet to stick into students books to show book expectations every term. Has images for EAL and SEND students, allows them to dual code.

Students will recap the issues present in Kibera the slum that was previously investigated. Then they will choose which area they want to improve in their slums and why. Next they will categorise the solutions to slums into social, economic and environmental. Then students will evaluate which of the solutions have been the most successful rating them 1-8. Finally students have a silent debate where they write down which of the improvements has been the most successful and why, then pass the book around to debate the next point. Starter: Knowledge Retention of previous learning Task 1: Recap the issues of living in slums. Task 2: Explain which part of Kibera should be improved and why on whiteboards. Task 3: Categorise the solutions to slums into social, economic and environmental. Task 4: Evaluate which of the solutions have been the most successful rating them 1-8 Task 5: silent debate where they write down which of the improvements has been the most successful and why, then pass the book around to debate the next point… Lesson contains one powerpoint and one worksheet.

Students will start by identify what a slum mean, and related this to the favelas of Year 8 that they have learned about.Then students will locate Kibera, Kenya globally, nationally and locally. Then students will identify which of the effect of population growth is the worst for people living in slums and why. Finally students will attempt their first high tariff 6 mark question, this will be done in a writing frame with lots of teacher guidance for support. Starter: Knowledge Retention of previous learning Task 1: Identify the features of a slum and how it relates to favelas in Brazil. Task 2: Describe the location of Kibera, Kenya. Task 3: Explain the main challenges faced by those living in slums Task 4: Identify which is the biggest challenge and why. Task 5: Exam Question: Explain two issues you have studied in an urban settlement (6 marks) Lesson contains one powerpoint and one worksheet.

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, 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 and up to date lesson introducing students to intimacy and sexual relationships. This should form the basis of discussions about what intimacy is and how to prepare for intimacy in a relationship. Task 1: Starter - Create class ground rules on SRE Task 2: Students to discuss what intimacy is and what it means to them Task 3: In pairs come up with 5 or more characteristics of a positive intimate relationship. Task 4: What are the positives of having healthy intimacy, what are the negatives of intimacy. Task 5: Main Task: Students must give advice to 4 different scenarios.