I am a secondary school Head of department and I love to teach engaging, vibrant and interesting lessons. I try to inspire students with what greets them when they come into my classroom and try to move away from the chalk and talk teacher at the front lessons and make learning interactive and fun!
I am a secondary school Head of department and I love to teach engaging, vibrant and interesting lessons. I try to inspire students with what greets them when they come into my classroom and try to move away from the chalk and talk teacher at the front lessons and make learning interactive and fun!
Students consider the reasons for urban decline by analysing a variety of sources including text and images about Newcastle upon Tyne as a case study (all materials are contained so will work even if you are unfamiliar with location).
Students then have to write a report and the Newspaper template is icluded as an overview. In addition students look at the process of renewal and include insight about sectoral shifts as heavy industry declined. This includes a research and sorting exercise that provides evidence for an examination question.
There i also a homework sheet included that builds on retention exercise on the lesson and the task is explained on the prepared sheet.
This lesson is part of a sequence of lessons on this unit, please see my shop for further lessons and materials.
This lesson considers many of the key terms and skills associated with this key question in the syllabus. Students have the opportunity to locate and annotate green belt areas, particularly those close to the CBD and consider the challenges of this. Students make links with previous learning regarding the housing crisis and consider a range of evidence using the A3 task sheet to decide if green belts should be used for housing developments.
There is also a consolidation homework task to be completed. All resources are attached, the lesson and the task sheet.
This lesson is part of a sequence of lessons that can be found in my shop on rural and urban areas.
This resource works best as being printed out as A3 sheets and then stapled together as a large work book.
The resources are all completed on the first 4 pages as theories and concepts about the course, including indicators, reasons for inequalities, types of aid, advantages and disadvantages of aid and then ALL case studies needed with accompanying notes to support the case studies. The case studies are based on the examination prompts regarding case study extended writing questions with source stimulus for preparing for shorter questions.
Please note the case study packs are also available separately for several other units.
This lesson follows on in the sequence of Theme 2 regarding population and urban change. Student consider what a sustainable community is with a mini revision picture task and then look at eco-towns using BedZed as an example with a video link.
Keywords are referenced and embedded into the power point before Egan's wheel is introduced in the form of a jigsaw task. Students then have to evaluate their local area using Egan's wheel and make comparisons about the sustainability of the local catchments areas. Homework sheet with wheel attached also.
These learning checklists are idea to audit and focus revision planning in lessons and at home. There are comprehensive checklists for Unit 1 (Restless Earth, Living World and Water on the Land) and then Unit 2 (Urban environments, Development Gap and Tourism).
Students and teachers can use these to priortise their revision and also highlight any areas missed. See my shop for revision materials to accompany checklists.
A good starter lesson with interactive activities such as map from memory and a sorting exercise in addition to a homework resource are attached.
The book mentions the AQA A GCSE Geography text book right at the end of the ppt. This lesson has been transferred from a IWB file so the slides are images, and all of the tasks are on separate documents and can be differentiated as needed.
This is the following lesson in the sequence after Population and migration in the UK - Causes and impacts which is also available.
Students have to attempt another data presentation skill with some extension work of selecting an appropriate scale and justifying the technique as well as completing the technique using the map and data provided (see additional resources attached).
Students then make links between the housing crisis and population growth building on from the previous lessons. Students investigate what a garden city is and if it is the answer to the housing crisis. They have to categorize a series of information about garden cities and have to review what the appropriate categories would be. The lesson is then completed with a consolidation task at the end of the lesson or as a homework extension on an examination question.
These sheets can be purchased seperately or as Paper 1 and Paper 2 bundles. The case studies work best for AQA Geography but also are used on EdExcel and OCR GCSE papers.
The sheets cover all the content needed for each case study from the units that I deliver there are accompanying case study revision booklets with all of the notes to go with should you prefer them to be completed independently as revision or with support.
The topics and case studies are;
Paper 1;
In the tectonics/restless earth pack includes grids on a rich and poor earthquake, a volcanic eruption, fold mountains and a Tsunami.
Rich earthquake (Kobe, Japan), Poor earthquake (Sichuan, China), Volcano (Icelandic), Fold Mountains (The Andes) and Tsunami (Boxing day).
Living world (ecosystems) includes, tropical rain forest (Malaysia), Rich desert (USA), Poor desert (Thar, India) and Temperate deciduous (Epping forest).
Water on the Land/Rivers includes;
Flooding in a MEDC (Tewkesbury), Flooding in a LEDC (Bangladesh), Hard Engineering (Three Gorges Dam) and Water management in the UK (Kielder Water).
Paper 2;
The Development Gap includes; Development Gap. The pack includes Haiti as an LEDC that suffers from physical inequality (Haiti Earthquake), Small scale aid youth empowerment in Uganda, Medium scale aid, Action Aid in Kolkata, Large scale Aid - the Cahora Bassa dam, Mozambique and inequality in the EU.
Urban environments includes; sustainable transport in London and sustainable living in Curitiba, squatter settlements in Kibera, Kenya and managing CBD's including UDC's (Newcastle upon Tyne), City Challenge (Manchester) ,Sustainable communities (New Islington) and Managing a city sustainability (Newcastle upon Tyne).
Tourism includes; the pack includes questioning sheets and resource interpretation on Blackpool (UK coastal resort including Butler model), The Galapagos Islands (Ecotourism), Antarctica (Extreme Tourism) and Jamaica (Tourism in the Tropics).
Students complete the case studies with probing questions for the topic on The Development Gap, Urban environments and Tourism.
The Development Gap includes; Development Gap. The pack includes Haiti as an LEDC that suffers from physical inequality (Haiti Earthquake), Small scale aid youth empowerment in Uganda, Medium scale aid, Action Aid in Kolkata, Large scale Aid - the Cahora Bassa dam, Mozambique and inequality in the EU.
Urban environments includes; sustainable transport in London and sustainable living in Curitiba, squatter settlements in Kibera, Kenya and managing CBD's including UDC's (Newcastle upon Tyne), City Challenge (Manchester) ,Sustainable communities (New Islington) and Managing a city sustainability (Newcastle upon Tyne).
Tourism includes; the pack includes questioning sheets and resource interpretation on Blackpool (UK coastal resort including Butler model), The Galapagos Islands (Ecotourism), Antarctica (Extreme Tourism) and Jamaica (Tourism in the Tropics).
Students complete the sheets for revision alongside the booklets included, the questions are challenging and related to the exam specification/question demands.
This can be a lesson revision activity or a stand alone weekly set of home work tasks.
Students complete the case studies with probing questions for the topic of the Development Gap. The pack includes Haiti as an LEDC that suffers from physical inequality (Haiti Earthquake), Small scale aid youth empowerment in Uganda, Medium scale aid, Action Aid in Kolkata, Large scale Aid - the Cahora Bassa dam, Mozambique and inequality in the EU.
Students complete the sheets for revision alongside the booklets, the questions are challenging and related to the exam specification/question demands. There are also case study notes to assist with completion.
This can be a lesson revision activity or a stand alone weekly set of home work tasks. Excellent for half term revision see shop for other topic sheets or bundles.
Students complete the case studies with probing questions for the topic of Urban environments. The pack includes sustainable transport in London and sustainable living in Curitiba, squatter settlements in Kibera, Kenya and managing CBD's including UDC's (Newcastle upon Tyne), City Challenge (Manchester) ,Sustainable communities (New Islington) and Managing a city sustainability (Newcastle upon Tyne).
Students complete the sheets for revision alongside the booklets, the questions are challenging and related to the exam specification/question demands. There are also case study notes to assist with completion.
This can be a lesson revision activity or a stand alone weekly set of home work tasks. Excellent for half term revision see shop for other topic sheets or bundles.
Students complete the case studies with probing questions for the topic on The living world (ecosystems), The restless earth (tectonics) and Water on the land (rivers).
Students complete the sheets for revision alongside the booklets included, the questions are challenging and related to the exam specification/question demands.
This can be a lesson revision activity or a stand alone weekly set of home work tasks.
Students complete the case studies with probing questions for the topic of the living world. The pack includes tropical rain forest (Malaysia), Rich desert (USA), Poor desert (Thar, India) and Temperate deciduous (Epping forest)
Students complete the sheets for revision alongside the booklets, the questions are challenging and related to the exam specification/question demands.
This can be a lesson revision activity or a stand alone weekly set of home work tasks.
This is the following lesson in the sequence after Urban and Rural links (can be purchased from my shop as individual lessons or bundle for the first key question of theme 2).
Students have a variety of tasks to complete about why the population of the UK is changing and explain the reasons that they have been given. Students start to look at an ageing population more closely with a discussion image. And then followed by a sorting exercise regarding the positives and negatives of an ageing population.
Lastly the learning for this lesson and the previous learning is then consolidated in a series of exam questions with shared planning. The 8 mark question can also be used as a homework task.
This is power point contains the entire topic for 'Changing urban environments' and has key questions and mini-activities for the different slides and case studies.
This is a great after school revision session or a flipped learning activity for students to prepare for their examinations.
Please see accompanying resources for the Urban environments unit in my shop. Happy revising!
This is an excellent introduction lesson to weather and climate with students having an attempt at completing a virtual weather diary using the clip attached and being introduced to key terms.
The task sheet should be printed A3 single sided so that students are able to access it easily and then the weather diary can also be used as homework too.
There are two versions of the lesson as one is using the Promethean software for IWB but I have also copied it onto ppt in the event you do not have the software at your school.
I have also included self assessment ladders (I have left them as levels as all schools can therefore change to their own systems).
Question and answer topic booklets is designed to send home to parents so that they can revise with their child. There are a series of questions and answers that the parent can traffic light to assist and monitor revision. This has been a great tool for the 'revising in my bedroom on facebook' generation when a parent wants to help.
This can also be used to help students check their own learning and then use the questions as mini-knowledge checks. There is also a physical geography booklet.
Case Study revision sheets for Rivers, tourism and tectonics; Students complete the case studies with probing questions. The pack includes questioning sheets and resource interpretation. There is also an accompanying case study notes booklet attached so that these can be used for homework or home revision too.
Parent revision evening; This power point has been used at parents evenings and parent revision evenings to prepare parents and students for the Geography AQA examinations, what the paper looks like, where additional information can be found and timelines.
Memory training; Students are increasingly finding it difficult in a digital age to retain information. Students rarely know their own mobile numbers as the brain no longer needs to retain this information in a digital era where your memory is in your smartphone. For exams however students cannot rely on their smart phones and need to be using their memories.
This is a good session to get students to think about their revision and how they can revise. The session is interactive and there are lots of activities to try. It works best to use your own subject however the information in this one is generic so students can collectively try the techniques.
I use it a lot for Geography case studies for key facts and have had good success. Students sometimes want to revise but struggle to know how they can make their revision more accessible.
This power point has been used at parents evenings and parent revision evenings to prepare parents and students for the Geography AQA examinations, what the paper looks like, where additional information can be found and timelines.
There are revision packs that are given to students and before the event students and parents can take part in a memory training exercise to make the session interactive (see bundle).
Students are increasingly finding it difficult in a digital age to retain information. Students rarely know their own mobile numbers as the brain no longer needs to retain this information in a digital era where your memory is in your smartphone. For exams however students cannot rely on their smart phones and need to be using their memories.
This is a good session to get students to think about their revision and how they can revise. The session is interactive and there are lots of activities to try. It works best to use your own subject however the information in this one is generic so students can collectively try the techniques.
I use it a lot for Geography case studies for key facts and have had good success. Students sometimes want to revise but struggle to know how they can make their revision more accessible.
Lesson 1 and 2: The starting point for the topic of urban and rural. Students complete a range of activities and skills in addition to examination questions. There is also a homework task. Students complete a key terms for the unit, population distribution, statistical skills and analysis, the urban-rural continuum, sphere of influence and the challenges of rural life. High ability students 2 lessons although middle to lower this will be three lessons worth of material. Resources are in the power point to print or attached as a separate document.
Lesson 3 & 4: This is the next double lesson in the sequence for theme 2 'Rural and Urban links'. There are a variety of activities that are attached including an examination question to consolidate learning.
Students look at the reasons for the growth of commuter towns and commuters in general in addition to the impact and management of commuters. The second lesson follows on to look at second homes and the impact of second homes on rural populations.
Lesson 5 & 6: Issues in rural areas; Students have the opportunity to identify links between rural areas and deprivation in Wales. Students have to use the sources to make links and annotate the maps.
Following on there is a flow chart to organise in order to understand what causes rural deprivation and link this onto the issues of health care provision and education. Students then have a writing frame to complete an analysis style question using the opinions and sources.
Lesson 7 & 8: This is the third lesson in the sequence (see bundle to buy as a group) whereby students consider what it means to be a sustainable rural community. They need to work on examination skills of developing points to explain and use evidence on the spider diagram.
In addition students then look at a rural area that has attempted to regenerate and become more sustainable and students have to evaluate how successful the area has been in meeting the objectives using the images and clip link that is on the power point.
There is an examination question also to be used for homework with some scaffolding put in place that can be added to further or removed according to ability.
