Firstly, students are asked to interpret a cartoon of fossil fuel combustion. After that they are introduced to a range of facts about fossil fuel combustion and asked to evaluate which is most concerning. Next there is a clip about carbon, capture and storage, followed by more information about the process. Students need to write their own explanation of the process. Next the students are introduced to the CCS project at Peterhead in Scotland. Students are given information about the project and asked to identity the advantages and disadvantages before evaluating the scheme. Then it is revealed that the project was cancelled due to costs. This will exemplify the short term approach of governments to environmental issues. Finally, exemplar examination questions and mark schemes are included. All resources are included within the PowerPoint.

Firstly, there is a gap fill activity to remind the students about the greenhouse effect. After that the students are given copies of the carbon and the water cycles and are asked if global warning will increase or decrease the processes within the cycles. Next the students are given diagrammatic information about the effects of climate change on the water cycle. the students are required to translate this information into an annotated water cycle diagram. The students repeat this for the carbon cycle, except this time the information is in a written format. Resources are included at the end of the PowerPoint.

The aim of the lesson is to construct PEE paragraphs that could form part of an essay. Included in this lesson are a wide range of strategies from Pickering Beck Flood alleviation scheme to Walker’s Crisp factory to drip irrigation systems. The lesson starts by introducing the key ways in which to manage the water cycle and also by identifying which areas of the world have water scarcity. Next the students discuss how water meters can be used to manage domestic water use. There are two responses one shown as basic answer and a much more thorough answer, as an example of what they are aiming to produce during the lesson. There is a writing frame to remind them how to construct effective PEE paragraphs as well as a suggested list of connectives. The management solutions include forestry techniques, water allocation (domestic, industrial and agricultural) and drainage basin management. There are examples of strategies from LIDCs and ACs. More information is provided than is needed by the students, so they can select the strategies they find most interesting. All resources are included within the PowerPoint. Finally, there is an exam question about global water and carbon cycle management. This has a plan for answering and a model answer with gap fill activity.

This lesson builds students knowledge from 4 to 16 point compass directions. It also teaches students to describe places in relation to one another. There are two quizzes which test pupil understanding one about skull island, which also test understanding of the use of map symbols and the other using direction to draw a symbol. A map skills booklet accompanies this lesson

Students will learn how to interpret height on maps using layer colouring, spot heights and contour lines. It will also help them to draw cross sections of contour maps. Firstly the students are introduced to the different ways in which height can be shown on maps. Then they will complete the layer colouring activity in the map skills booklets, answers are included in the lesson PowerPoint. Next students will undertake two activities that involve matching contour lines to hill shapes to help develop their understanding of relief. After that there are 3 cross-section activities to complete in the map skills booklets, answers are included in the lesson PowerPoint.

In this lesson pupils will learn about OS map symbols. There is a workbook to accompany this series of lessons. Map symbol cards are included in the lesson. I usually cut these up and get the whole class involved in amass card sort, matching up the cards and the symbols. This can be repeated to consolidate pupil’s understanding of map symbols. A the end there is a map symbol quiz.

This resource is designed to last for 12 lessons and be independently completed during lock down. It includes the following topics: development indicators and index, employment structure, trade, fair trade, aid, Charity:water case study. It is a single PowerPoint with instructions for the students to follow on each slide. The idea is that over the 12 lessons the PowerPoint will build up into a project that can then be submitted for teacher assessment. The lessons have differentiated tasks to stretch the more able. Each lesson/topic area can be graded using the mark scheme and AtL (attitude to learning) score, which can then be recorded in the student’s diary (these are all located on slides in the PowerPoint). Many of the resources are included at the end of the slide show, although a number of hyperlinks to websites and videos are also included. I designed this lesson for Year 9 but it could be used across KS3. I have also included a version for students who do not have access to the internet. I have tried to make this: Easy for the students to download - only one PowerPoint file. Easy for the students to follow - clear instructions on each slide Accessible - differentiated Challenging - differentiated Good Geography closely linked to what they would have been studying at school. Assessed - mark scheme for self and teacher assessment Well resourced - a range of media for research included.

This lesson is designed to summarise the climate change agreements from COP26. The first part of the lesson outlines what COP26 is and the history to this meeting including details about the Rio Earth Summit, Kyoto Protocol and Paris Agreement. Cartoons are included to promote discussion about different world leader’s opinions and actions. Next COP26 is introduced, with details about venues, participants and NDC agreements. After that are videos from David Attenborough and the Queen, urging world leaders to come to agreements that will reduce the impacts of climate change. Finally, there are details about the major agreements from COP26 including reducing methane, deforestation and banning the use of coal. There is a worksheet for pupils to complete throughout the lesson to maintain focus of the content. The last task is a team work activity which can be completed in pairs and small groups. It asks the pupils to imagine they are the Prime Minister and to suggest ways to limit climate change to 2 degrees Celsius. There are a variety of sub headings to help to scaffold the discussion. All resources are included at the end of the PowerPoint.

This lesson enables students to develop an understanding of how island arcs form from ocean trenches. It incorporates a wide range of photos and diagrams. It also includes note taking sheets with key terminology that the pupils need to include when explaining.

The lesson includes information on all elements of prediction, prevention and responses. The main focus is on Haiti and Sendai earthquakes but there is additional information about other earthquake areas. There is a note taking sheet and information sheets, which the pupils can use to take notes. The next activity is a recall activity. Pupils are asked to recall what Haiti and Sendai do to modify losses and vulnerability. Finally there is an essay question and plan which the students can edit and improve on in order to plan their answers.

This lesson is based on a mystery ‘What is the impact of UBS moving to Leeds on the city?’. the starter reminds pupils about types of employment and how to read / plot pie charts. Pupils are introduced to the 5 main characters in the mystery. The pupils then have to read mystery cards (which include a wide range of factual information) and classify them before linking them together to explain the impact of UBS bank setting up offices in Leeds. A PEE writing frame at the end of the PowerPoint, encourages students to develop their explanatory writing skills.

The Booklet is partially completed and has space for students to complete the rest using their notes. They will then have a thorough condensed set of notes to revise from. I usually give these to my students at the start of the course and they complete the booklet as they go along so that they have a completed set of notes to revise from once they have finished the course

This lesson is designed to create a sense of place of a city case study and is part of a series of lessons. In the lesson pupils will see photos of the city, learn about its impact locally, regionally, nationally and internationally. they will also study population growth and ethnic mix of the city.

This lesson is based on a local case study. The pupils define counter-urbanisation before being introduced the push and pull factors that cause it to occur using a video clip. They also think about who does counter-urbanisation. Next pupils are introduced to a case study of Cartmel. Photos are used to create a sense of place. The pupils are then required to classify the effects of counter-urbanisation and to explain these effects fully as part of a group work activity. This builds up to an examination question and mark scheme, which requires students to evaluate the effects if counter-urbanisation. All pupil resources are within or at the end of the PowerPoint.

This is a series of approximately 3 lessons. The pupils are required to take on a variety of roles to debate and discuss the issue of suburbanisation between London and Slough. There is a variety of data included for students to use in their speeches and a writing frame to help them structure their argument. The other resources are for the debate. There is a record sheets where they can record what the different groups perspectives are and a question sheet to encourage them to reflect on other group's speeches and to write their own questions to further debate and discussion. Students can also prepare compromises they are willing to make in order to reach and agreement and can discuss these. There is an opinion line for pupils to record and justify their own opinion about development on the edge of the M25. I have also added a peer observation sheet for students to use to observe what students in other groups are doing throughout the role play. they can then given feedback on this at the end of the lesson, which will hopefully help them to reflect on their engagement. All resources are included in the PowerPoint or as separate documents.