A check-20 style assessment and marking PPT (pupils self mark all but the final, extended-answer question).

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This is a two-lesson (possibly three if you wish) group task. In teams, pupils complete maps to show biomes/climate zones and precipitation in Asia. They are given maps to show average temperatures Jan and July and a series of photographs of biomes. There is also a jigsaw-based activity where they need to link up the climatic factors affecting biome distribution - best for more able members of the team. They then use this to create a poster to display in your classroom.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson introduces the location and discharge of the major Asian rivers. Pupils are reminded of the key elements of their ‘Rivers’ unit (studied earlier but not required as this can also form an introduction to rivers). They create a scatter graph to plot discharge vs. areas of the drainage basis to establish if there is any correlation. They consider what other factors might influence discharge before looking at population density of Asia and considering how water supply might be related to this. The lesson ends with a video on the importance of the Yangtze River.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson uses a range of development indicators to examine rates of development in Asia. There is a mathematical exercise in calculating the average GDP in each region of Asia and in categorising countries based upon the World Bank criteria. The flaws in using GDP are examined and HDI is reintroduced from their ‘Development’ unit. Pupils then use a range of evidence to answer an exam question based upon the title of the lesson. Finally, the historical growth of GDP in Asia as a whole is compared with that of other continents.

Intended forY9, this is a fully-resourced synoptic unit about international relations designed to support pupils as they move towards GCSE Geography. The unit examines international relations and the factors that affect these, superpowers, alliances, trade, hard- and soft-power, Belt and Road Initiative/debt-trap diplomacy, the causes, consequences and solutions of war and the role and efficacy of the UN. There is an optional final series of lessons to allow pupils to watch Hotel Rwanda to support their learning and provide a but of light relief at the very end of the year - the film is not provided and you should be sure to examine the accompanying PowerPoint that explains the premise to pupils and also states the exact time where the “N” word is used in the film so you can mute it. A selection of the various arms of the UN are introduced and compared with the Sustainable Development Goals. Pupils them examine a wide-range of historical examples of UN activity, from development to peacekeeping, to allow them to form a judgement on the utility and efficacy of the UN. The lesson ends with a “To what extent do you agree…” KS4 exam question to develop their GCSE Geography skills. The lesson closes with a reinforcement of the positive impacts of the UN for individuals.

A lesson (with activities) introducing hemispheres, latitude, longitude and What3Words. What are latitude and longitude and how can we use them to locate places. The lesson is from a Y7 introduction to Geography skill-based unit. It is fully resourced with a range of engaging activities to introduce pupils to the subject and its core skills.

Prepared for the Eduqas GCSE Geography B 9-1 specification (and applicable to all other boards), with all resources provided and ready to teach straight away. My lessons are interactive and provide a variety of teaching and learning activities. This lesson is part of the ‘HIC Global Cities: Sydney’ scheme of work (available as a bundle) of fifteen lessons about Sydney. This lesson outlines the reasons why travel in Sydney is dominated by motor transport and the problems and impacts this causes in the city. It also begins to look at how urban renewal has impacted Sydney.

This is part of a fully resourced scheme of work for the Eduqas GCSE (9-1) Geography specification, although it is easily adaptable for other specifications. Each lesson has all materials provided (with YouTube links) and is ready to teach out-of-the-box. This lesson uses Nike as an example of a MNC, the issue of out-sourcing and the advantages/disadvantages of MNCs for the company, the worker and the host-country.

This is part of a fully resourced scheme of work for the Eduqas GCSE (9-1) Geography specification, although it is easily adaptable for other specifications. Each lesson has all materials provided (with YouTube links) and is ready to teach out-of-the-box. This lesson deeply examines the positive and negative impacts of globalisation on Vietnam through graph analysis and the use of a ‘jigsaw’ activity where pupils deconstruct a series of “so what” chain of reasoning

This is part of a fully resourced scheme of work for the Eduqas GCSE (9-1) Geography specification, although it is easily adaptable for other specifications. Each lesson has all materials provided (with YouTube links) and is ready to teach out-of-the-box. This lessons examines the impacts of trade (using chocolate as an example). inequalities in the states of production and issues of protectionism.

The fifth lesson in a 13-lesson KS3 Geography unit about Endangered Species. All lessons are fully resourced with a range of engaging activities. This lesson introduces the threats to coral reefs due to climate change and examines some possible solutions.

The seventh lesson in a 13-lesson KS3 Geography unit about Endangered Species. All lessons are fully resourced with a range of engaging activities. This lesson leads on from the previous lesson (production of palm oil) the further examine the threats to orangutans. It also covers a range of other threats to this species.

This lesson introduces the a wide range of graph types to support the Eduqas B Geograph 9-1 specification, although it is directly transferable to all specifications. It introduces the graph types and asks students to select appropriate types based upon certain criteria. The lesson covers: Axis Bar, line and pie charts Pictographs Histographs Divided bar charts Scatter graph Population pyramid Flow line graph Located bar chart Kite diagrams Star or radial diagrams

This lesson supports students’ wider global knowledge about geopolitics and international relations, why some countries cooperate and how political systems differ. This is designed to support their knowledge of issues such as aid and trade later in the Development unit. The lesson is fully resourced with engaging developmental activities.

Introducing the use of atlases and an atlas skills activity. The lesson is from a Y7 introduction to Geography skill-based unit. It is fully resourced with a range of engaging activities to introduce pupils to the subject and its core skills.

A lesson revising coastal management strategies and evaluating the effectiveness and impacts of the defences adopted in Dubai. This is a part of a fully-resourced unit with a range of styles of activity and unashamedly embracing aspects of thinking skills (they still work) and dual coding. The unit was designed for Y9 and synoptically revises their KS3 course whilst using skills and concepts from their KS4 Geography studies (specifically, for Eduqas Geography B but relevant to all boards).

This lesson examines ethincity and the development of faiths in the region, including the Sunni/Shia divide and the impacts this has today. A compound bar chart activity is used to examine faith groups in each country in the region. This is a part of a fully-resourced unit with a range of styles of activity and unashamedly embracing aspects of thinking skills (they still work) and dual coding. The unit was designed for Y9 and synoptically revises their KS3 course whilst using skills and concepts from their KS4 Geography studies (specifically, for Eduqas Geography B but relevant to all boards).

This lesson introduces the scale and types of migration to Dubai and pupils complete a flow-line (desire line) map activity. The Kafala system of migration to Dubai is also discussed. This is a part of a fully-resourced unit with a range of styles of activity and unashamedly embracing aspects of thinking skills (they still work) and dual coding. The unit was designed for Y9 and synoptically revises their KS3 course whilst using skills and concepts from their KS4 Geography studies (specifically, for Eduqas Geography B but relevant to all boards).