2-3 lessons. Guided instruction sheet outlines specific requirements of the trip; family profile, certain number of stops and activities to suit all, presented as either A3 annotated road map or as a Ppt (or other) presentation. Nice relaxed end to a unit on tourism or urbanisation. Students enjoy the freedom of designing their own trip to a country they are likely to visit!
KS3 inquiry assessment based on the history, popularity and urban problems associated with Wolverhampton, UK. The location of the city is irrelevant. Students to use the provided resources to answer the questions. The Ppt helps guide them through each section and guides them to the correct resources
Fully resourced single lesson DME on wind farms. Students require only very basic prior knowledge of fossil fuels and renewable energy. Has been used as an end-of-year assessment at KS3
Short presentation on the importance of seating plans. Scope to add your own personalised slides if you have a system like Go4Schools which enables you to generate seating plans from a register
Students have to conduct fieldwork at 3 school locations and make a decision about a new seating area. Opportunities to measure both microclimate factors and also complete an EQI. Can be modified if you do not have anemometers, thermometers or a rain gauge!
Fully resourced. 11 lessons covering rivers. Using the River Tees as a locational guide throughout. Map skills are interleaved, and student activities and resources are provided in the accompanying booklet. 3 lessons of revision end the unit. THIS IS A ONE STOP SHOP
LIVING WORLD; Thar Desert. 3-4 lesson revision of this case study. 2 lessons are taught using the Ppt. students complete the activities in the accompanying work booklet. There is then an opportunity to complete practice GCSE questions at the back of their work booklet. A “Purple Pen” Ppt. is provided to take-up and correct these questions.
This is a short, focused opportunity to interleave past case studies in a short period of time. Great for revision sessions, intervention, and for students who may have missed the original unit teaching. The student work booklet is easy to print to 2 back-to-back A3 sheets.
All case studies for the AQA GCSE Geography have been made in this format and are available! If necessary, tweaking content to fit alternative case studies would be easy to do!
PHYSICAL LANDSCAPES; Holderness Coast. 3-4 lesson revision of this case study. 2 lessons are taught using the Ppt. students complete the activities in the accompanying work booklet. There is then an opportunity to complete practice GCSE questions at the back of their work booklet. A “Purple Pen” Ppt. is provided to take-up and correct these questions.
This is a short, focused opportunity to interleave past case studies in a short period of time. Great for revision sessions, intervention, and for students who may have missed the original unit teaching. The student work booklet is easy to print to 2 back-to-back A3 sheets.
All case studies for the AQA GCSE Geography have been made in this format and are available! If necessary, tweaking content to fit alternative case studies would be easy to do!
10 fully resources lessons including 2 assessments. Includes; what is development, the development gap, MDGs, third world debt, the African legacy, microfinance. Perfect for KS3 or MYP. Lots of opportunities for critical thinking, inquiry and challenge.
Continents & Oceans, Longitude & Latitude, Grid Referencing (4&6), Scale & Distance, Compass Directions, Contour Lines etc.
Assessments are included
Full unit of 16 lessons, fully resourced. Includes 2 school-based fieldwork opportunities. Useful for KS3.
DAMAGED WORLD: ICAN STATEMENTS
1. I can identify different types of pollution at School
2. I can simply describe the process and purpose of recycling
3. I can identify materials to recycle
4. I can construct a message using recycled materials
5. I can define Global Warming and identify contributing factors
6. I can simply describe some effects of Global Warming
7. I can identify a variety of ways of reducing Global Warming
8. I can identify ways in which our school could reduce pollution and Global Warming
9. I can construct a presentation to outline my observations about school’s pollution and contribution to Global Warming
KEY SKILLS; IDENTIFY, DEFINE, LABEL, CALCULATE, DESCRIBE SIMPLY