Full Lesson (observed by universities and other higher educational roles). Slightly different trade game. Learn about HIC, NEE, LIC - global trade imports, exports - inequalities - international events, etc. You may need a glossary or students may have some prior knowledge about development or globalisation. Reflection is most important. Includes 6 countries. Each countries equipment list included. Amendable. Borrow students’ equipment if needed. Added observer roles for high ability who (who can also act as referees to control behaviour if you have behaviour problems). Make sure they are rewarded. They watch the countries, report to you, and write up a report. A4 sheet with list of questions and prompts for them to complete. Note: You can make it clear if you are allowing or not allowing stealing. I only had one class steal a lot. This can link back to some History and Geography such as South Sudan. Remember to control physical fighting. After game, you have a discussion as they will probably have a lot to say or comment about. Cut it off at the appropriate time. Must calm back down with writing reflection notes. Reflection cards for them to answer prompt questions with challenges. This links to development (not X stole Y etc.) Observers will write their short report. You may have some share at end. I completed it with new classes - considered risktaking by most educators. E.g. Some schools and teachers have never done such a lesson. I’d recommend doing this if you know the class well enough, attempted some freedom lessons that you can trust them during this game, otherwise you need to have good behaviour management or plan B if you struggle to control. I’ve done this and other freedom lessons with new classes often with strict rules because every student are able enjoy and interact with the lessons (with any ability). I used this for observations and gave the “power” to strong/ high ability characters who were able to report everything to me (cheating) as the game went, as well as give rewards and consequences. Even my lowest abilities and SEND, EAL (no English), several behavioural students, all did AMAZING, including good use of key terminology. Honestly was really proud of them. They were able to make the link (maybe with prompts), and I did not need to call a high ability student to help. I only have 2 higher abilities in the class (and one was not in). This class were “successful” by several observers for passing placements and obtaining job offers. The best feedback was nobody attempts it for observation, and if they do - it is a disaster - so when I did this it was great (and the class isn’t a good ability class either)! I had 2 students run away over the fence just before class so they were noisy before class but they were perfect (address behaviour immediately as you need it for this class)

I use to live and teach in rural Tanzania for a bit so I wanted to share culture about it to the students in an engaging way Starter: images guessing where Objectives Images and storytelling (short) Information sheets - around the room task for engagement - up to date info 2024 Tourism posters Examples Plenary sharing

Resources: PPT, Graph paper, Help sheets, Templates Keywords: Hypothesis, Perception, Crime, Analysis, Conclusion Starter activity: Where would you like to live? (from reading newspaper headlines) • Describe different peoples’ perceptions towards crimes • Identify patterns in crime perceptions • Explain why there are differences in perceptions of crime Key terms Data Hypothesis Bar chart Peer assess Description paragraph Conclusion Review Group sharing Examples Modelling on board Colour coded Help sheet to scaffold/ help Template available for those who are struggling a lot Prompt questions Challenge – How might someone’s perception of crime be affected?

This is for Year 12 mixed ability. I recommend printing the worksheets file as A3, and the rest can be as A4. It involves resources e.g. books, but also plenty of up-to-date/ live information which will need to be accessed with internet. E.g. computers, phones, or teacher can print them out from the website. The exam board are aware of these A-level textbooks having older data, but students can infer information as years have gone by. Add information/ own knowledge, their knowledge when looking at boroughs and images. Bring the lesson alive. E.g. One student mentioned the Green Bridge that was unsuccessful, has a similar one built in Manchester instead. Pages are included in the PPT. The aim from the AQA spec: Case studies of two contrasting urban areas to illustrate and analyse key themes set out. This includes: patterns of economic and social well-being the nature and impact of physical environmental conditions with particular reference to the implications for environmental sustainability, the character of the study areas and the experience and attitudes of their populations. Helpful materials: Dictionary - expected key terminology for A level and above white (fourth edition) Hodder A Level textbook - used in this lesson but I have attached a double sided page of information which can be used instead or in addition cool geography

Simple template on Y7 tectonic plates (not fully completed) GCSE completed SOW on coasts (from a very good Bristol school - they pay trainees to have 3x meals a day and actually pay you thousands of pounds for having them as a placement - of course your placements are chosen by your university provider). Year 8 SOW (from private institutions) If you would like others, feel free to leave the comment under reviews and I can update the files if I have them (History and Geography mainly).

Objectives: Recognise that the continent of Africa is made up of 54 countries. Describe the human and physical features of the continent. Analyse data to understand the diversity of Africa. Addresses misconceptions and stereotypes CLOCC locations Africa is diverse - exam type question Writing PEE paragraph

Resources PPT Atlas (optional) History sheets (optional) Keywords Africa Asia Migration Colonisation Independence Prepare for Learning – Entry Activity Silent reading for 10 minutes Starter activity: Spot the odd one out images x2 Learning Intentions and Agree Learning Outcomes Understand the causes of the English Civil War • Describe the location of Africa • Recognise the difference regions of Africa • Explain how Africa has changed over time Present New Information Map skills with Africa/ continents History of Africa (literacy reading) History of Africa (10minute video – if time) Construct Meaning – Learning by Doing Map of Africa Rank figures onto tables Apply to Demonstrate Understanding – Opportunity Identify regional scale in UK and compass regions in Africa Find countries in different regions of Africa PEE paragraph on how Africa changed over time Review Write down 3 things you found interesting Additional Support (SEN support, EHCP, PP FSM, LAC) Checking in Examples Word bank Images Colour and number coded Answers on board Stretch and Challenge Challenge – using challenge key word bank

Year 9 globalisation end of unit assessment and answers

Class feedback lesson Class feedback sheet for all students Make a Change/ How To Improve - Green pens Number coded

I’ve included lots of books and research that you need to read if you’re becoming a geography teacher. I’ve also made summaries of some of them in case you didn’t want to read the whole thing. The main book I made a bigger document, and in the book you can find a large table that separates sections well. These will be useful towards your assignments. My assignments were around 78 marks.

I included an example of a fieldwork booklet. It is adaptable and sections can be removed depending on how much time you have. This school was huge and they walked around separately as we had 4 buses of students. Since we walked, I was the guide and mentioned all the prices etc. The school is deprived so you need to address misconceptions during evaluation on whether it was successful or not as the students will think these big shops are amazing/ or unaware due to their hometown being small. With a different school, we did the boat tour instead so they were able to easily take photos to annotate, write a lot and complete a full booklet (different to this booklet). In that booklet, the main difference was we added a map of the locations the boat goes and labelled it. Students made notes on each part. The boat tour guide may know some things, otherwise I (and you) know the information already to share. On the boat tour, you’ll see the giant boat that Bristol paid millions to move a few yards down for “regeneration” of the food shops nearby. When walking, we never saw it. Bristol has a lot of history and original butts, cranes etc. in the area which people may not know. Things like vegetation drainage, use of brown field sites etc. I included some information for you in case you are unaware, and some articles. With other schools, they decided to not visit Bristol.

Created a deforestation homework to set online Websites Template to fill out Exam question Success Criterion

Use Atlases Use Globes Use Maps Gap fill with word bank Differentiated lines of latitude Lines of latitude Find locations - worksheet

Made 2023 - Xmas themed (adaptable theme by changing the image) Geography quiz - location What happened in 2023 (each month) quiz True or False - geography General knowledge quiz Celebrity quiz Music quiz Sports quiz Movie quiz Dingbats (emojis) to guess Xmas songs Higher or Lower quiz Tie breaker question All answers included Different rounds Lots of quizzes into one PPT - adaptable

Starter: 130 slides Plenaries: 122 slides Lots of different resources All hyperlinked to corresponding slides Adaptable (if needed to something specific) Options: Select the one you want to do - through menu Random flick, click to stop - chooses random Keeps your lessons fresh/ different every time. Don’t need to make your own. Keep time aside for starters and plenaries so you can complete them and have fun.

25 minutes PPT about Earth Day Quiz afterwards Homework included (optional) 1hour lesson PPT if homework is changed to classroom activity.