In this lesson pupils decide where to locate a new power station: Sellafield, Hinkley Point or Woodgate, Birmingham. They are given a variety of maps and data in order to do this. When they have decided they write a letter (using a writing frame) to the government justifying their choices. There is also a mark scheme to accompany this. At the end of the lesson it is revealed that Hinkley Point has been chosen by the government. the students are given a variety of information about the new power station to interpret as a homework task.

This is a debate / decision making exercise and should take place over a three of lessons, two to plan and one to undertake the debate. Firstly, there are two video clips about the oil industry in Prudhoe Bay, Alaska in order to develop the students sense of place. Next, based on a geofile (website for access supplied) students should evaluate the advantages and disadvantages of oil and gas production and consumption in Prudhoe Bay. After that students are split into 4 groups. Each group is given a character card with details about their viewpoint and a writing frame. Using the writing frame and geofile students should develop a speech about their views on oil and gas production and exploration in Prudhoe Bay. This will take 2 lessons. In the third lesson the groups should give their presentations. whilst speaking sheets are provided to take notes on the viewpoints of others and writing down questions to ask them. After every speech undertake a discussion activity based on what has been said. Then debate the two key questions once everyone has spoken. Next the students will be asked to suggest compromises and work towards and agreement, before final voting. At the end pupils will be asked to complete and opinion line task for both the questions and to feedback the reasons for their opinions. To increase student engagement each student is assigned two other students to observe using the engagement tally chart, they should record the student’s engagement at 3 points in the lesson. At the end of the lesson the students can give feedback to the students that they have observed. There are also ask and answer stickers for the studnets to stick on themseves. they can take these off once the have asked/answered a question. I have added an essay question at the end of the powerpoint which could be planned in the lesson and completed for homework. There are planning sheets and fact sheets to help the students to produce high quality essays. All resources are included at the end of the PowerPoint.

This lesson starts by students interpreting temperature graphs of the quaternary showing different time scales. Next the students create a timeline from 14,000BP to the present day. They label the different climatic periods during this time and ad photos showing the different climatic features. Finally they annotate important characteristics for different climates, using a table of information to help them to do this. An answer sheet is included. To finish there is a quiz to test their knowledge of the changes. All resources are included at the end of the PowerPoint.

This contains resources to help students to prepare for statistical questions in their examinations. There are information/revision sheets for each type of statistical test (Mann Whitney, T test, Chi squared and Spearman’s Rank). These include a definition, worked example and significance analysis. In addition there are formulas for mean, mode, median, range, upper quartile, lower quartile and interquartile range.There is also a worked example for upper quartile and standard deviation. Next, there is a card sort with definitions and examples. After that there are a number of opportunities to calculate upper quartile, lower quartile, inter quartile range, mean, mode, median and standard deviation, with answer slides included. At the end of the PowerPoint are the Student resources.

This resource includes a wide of data collection sheets which could be used with KS3 to A Level including beach profile, cost of coastal defences, evaluation of the effectiveness of defences, field sketching, groyne height measurements, wave information. They can easily be adapted to any location you are studying and incorporated into your own fieldwork booklet.

In this lesson students will learn how to measure straight line distance and actual distance. Firstly, the students will learn how to measure straight line distance using the map skills booklet and the Cambridge maps (I have enclosed a copy but you will need to enlarge them so 2cm =1km). Next, there is a video and an explanation of how to measure straight line distances, accompanied by a series of Cambridge map questions. After that there are two more scale questions, also included in the map skills booklet. Answers to all activities are included in the PowerPoint.

This lesson starts by identifying the characteristics of a volcano and how a volcano erupts. There are facts, photos, maps and diagrams about each types of volcano, these are categorised as basaltic, andesitic and rhyolitic. There are also details of other ways in which volcanoes can be categorised e.g. volcano explosivity scale (VEI). There is also a note taking sheet and a card sort to consolidate students knowledge of the different volcano types.

The lesson incorporates a range of activities. To start there is a short video clip from the day after the earthquake. Next are slides including maps and plate margin diagrams which can be explained to pupils prior to them completing a gap fill exercise, which explains how the earthquake occurred. After that are a selection of photos of the damage, which can be used for Q and A with the pupils, including a 2 minute video clip of people being rescued from the rubble. I have then included a link to the BBC panorama programme which includes information about the earthquake and explanation of why so many people died. A note taking sheet is included. Next is a fact classification activity, with information about both Syria and Turkey. Finally there is a homework task. All resources are included at the end of the lesson.

This is a learner handbook I created as current Quality Nominee. It includes information on the BTEC courses and how they will be assessed. It also includes learner expectations, units studied, grade calculators, staff and student expectations. After that are the centre policies which have been approved via desktop review. These include registration and certification, assessment, internal verification, appeals, assessment malpractice and employer involvement policy.

This booklet includes a wide range of fieldwork based on the Cumbrian coast, that can be adapted for use in any area. Fieldwork techniques include; beach profiles, groyne heights, field sketching, wave counts and defence analysis.

This is a staff handbook I created as current Quality Nominee. It includes information on the BTEC course structure, grade calculators, centre organisation chart, roles and responsibilities and how to set up a new BTEC course, . After that are the centre policies which have been approved via desktop review. These include registration and certification, assessment, internal verification, appeals, assessment malpractice and employer involvement policy.

In the lesson Students will recap 4 figure grid references before being introduced to giving and reading 6 figure grid references. There are map quizzes (with answers) based on Lyme Regis (Miss Reynolds’ crazy day) and Cambridge maps . There are a number of other maps skills quizzes and answers included in this PowerPoint which will allow you to fill two or more lessons these include: Santa’s day out - River Wye Maps Map skills quiz - Nant Francon & Wastwater / West Cumbria Maps Map skills revision Avery Hill maps All tasks are included in the map skills booklet and all maps are included but will need enlarging so 2cm = 1km.

Firstly, there is a white board quiz linked to the causes and effects of flooding. This is designed to recap previous knowledge. Next the students are introduced to the River Eden and it’s key features. After that the students are asked to collect facts about the different human activities that occur around the river from information sheets. Once these are complete introduce the students to the impacts that human activity can have on the river landscape. Next, arrange the students into small groups. Using the information sheets and a planning sheet they need to plan out PEE paragraphs as a team. After that the students need to write their own 8 mark examination response to a human activity question using their planning sheets to help them. There is a writing frame and mark scheme to accompany this. Finally, the students are asked to demonstrate their understanding of how the human activity changes along the whole river. All resources are included at the end of the PowerPoint.

This booklet is designed to follow up work undertaken on a river field trip. It includes a range of skills based questions involving methods, site selection data presentation, analysis and conclusions. Each section includes a GCSE mark scheme to assess the students work. These resources can be adapted to be used with fieldwork activities undertaken at a range of locations.

This lesson aims to revise the key geomorphic preocesses. Answer slides are included within the PowerPoint and all resources are at the end of the PowerPoint. Processes revised include marine/erosion, sub-aerial/weathering, mass movement, waves, wave refraction, sediment cells and LSD. resources included are definition revision cards, landform revision homework sheets. wave characteristic classification and mass movement interpretation.

In this lesson students will be introduced to the location and names of reefs around the world. A writing frame is then provided for them to use to write a description of the location of coral reefs. Next there are a series of photos of reefs and of a visit to the Great Barrier Reef to create a sense of place. After that students are introduced to the structure of a coral polyp and zooxanthellae. On the next slide are a series of statements about nutrient cycling on a coral reef. Students are required to work as a team on flipchart paper to turn these into a nutrient cycling diagram. They can then refine their ideas into a simple diagram in their books. Pupils are then asked to consider how such a large biodiversity is maintained in a low nutrient environment. Finally there is a quiz with answers to use as a plenary. All resources are included at the end of the PowerPoint.