Students will firstly complete 5 quick questions about their previous learning over previous lessons. Then they will identify what challenges are and explain what challenges they might think are present in cold environments. With each section students will be given a challenge and students will have to link that to why it is hard for them to develop. Finally they will be asked to complete a 6 mark question “Explain the challenges of cold environments and their impact on development (6 marks)” Task 1: Knowledge Retention Task 2: Identify challenges in the cold environment Task 3: Explain how these limit development Task 4: Explain the challenges of cold environments and their impact on development (6 marks) This download contains and up to date powerpoint and worksheet.

Students will begin by recapping physical features in the Middle East that they have previously learnt about. Students are then asked to describe what sand dunes are and then to identify where the Rub’ Al Khali is using latitude and longitude. Students are then given a video to watch about sand dune formation and given more information about their formation. For their final task they are asked to complete a comic strip to show the formation of sand dunes in their books. Task 1: Knowledge retention Task 2: Identify Rub’ Al Khali using geographical terms Task 3: Identify the steps in the formation of sand dunes. Task 4: Explain the formation of sand dunes in a comic strip. This contains a powerpoint and worksheet.

Students will begin by setting up their books for the new term with a learning journey and knowledge retention sheet (included). Then they will be informed of any misconceptions with the Middle East and given facts about it. Then will be asked to identify the Middle East globally then with Latitude and Longitude. Students will then be asked to fill in an A3 sheet with the countries of the Middle East, the seas, rivers and other physical features. Task 1: Sticking knowledge organiser and learning journey in Task 2: Identify the location of the Middle East globally Task 3: Using latitude and longitude describe the location of several middle eastern countries. Task 4: Identify the countries and physical features of the Middle East using Atlases. This lesson has a completed powerpoint and worksheet

Students will begin the lesson with a formative assessment of the last 3 lessons on the Middle East. Then they will identify the characteristics of the desert and explain how this relates to biodiversity. Students will then learn about how camels are adapted to live in the desert and identify its features and how they related to the climate. This process is repeated again with cacti and how they are adapted to the desert. Each time students will attempt a 4 mark exam question about these features. Task 1: Formative Assessment Task 2: Recap features and biodiversity Task 3: Introduction of camel adaptations and how they link to the climate Task 4: Introduction of cacti adaptations and how they link to the climate Task 5: 4 mark exam style question. This lesson contains a powerpoint and worksheet.

Students will firstly glue in their knowledge organiser and learning journey for the new topic (included in download) then students will recap the physical features of the Middle East from the previous topic. Students will be given a quick introduction to the history of the middle east and how early cultures and the silk road allowed the Middle East to flourish and how this helped bring about the Islamic Golden Age. Students will then evaluate which was the most important development in the history of the Middle East. Task 1: Glue in learning journey and knowledge organiser Task 2: Recap previous learning Task 3: Describe why the early civilisations settled in these areas. Task 4: Describe the route of the Silk Road Task 5: Evaluate the inventions of the Islamic Golden Age Task 6: Evaluate which was the most important development in the history of the Middle East.

Students will begin by recapping what they have previously learnt in the other lessons on physical features of the Middle East. Then they will recap what they know about climate and biomes. Then will be asked to describe the location of deserts globally using latitude and longitude. Then they will identify the features of the hot desert and will be asked to describe the climate of Egypt by identifying features of a climate graph. Higher ability students will be asked to complete their own climate graph in lesson. All students will be able to compare two climate graphs of differing areas. Task 1: Knowledge Retention Task 2: Identify location of hot deserts Task 3: Identify the features of hot deserts Task 4: Describe the climate of Egypt using a climate graph Task 5: Creation of own climate graph Task 6: Compare climate graphs of Egypt and Brazil. This lesson has a completed powerpoint and worksheet

Students will first complete a knowledge retnetion on previous learning from physical features of the Middle East. Then they will describe the seas and oceans that surround the Middle East along with the Headlands and Bays. Students will then learn about deposition and transportation to begin to identify depositional landforms such as spits. Then students will locate the Bardawil spit and begin to learn about longshore drift. To summarise learning students will be asked to explain the formation of a spit in 4 marks. Task 1: Knowledge Retention Task 2: Identify the coasts surrounding the Middle East# Task 3: Recap deposition and transportation. Task 4: Identify the Bardawil spit Task 5: Explain the formation of a spit (4 marks) This download contains a fully up-to-date powerpoint and worksheet

Students will begin by recapping what they have previously learnt in the other lessons on physical features in North America. Students will then be introduced to what a hurricane/ tropical storm is, they will be asked to describe the distribution of tropical storms globally and then identify features of a tropical storm. Students are then asked to put in order the formation of hurricanes using a card sort and then label how hurricanes form and describe it in their books. Task 1: Knowledge Retention Task 2: Identify distribution of tropical storms globally Task 3: Identify features of a hurricane Task 4: Put in order the formation of a hurricane Task 5: Describe in books how hurricanes form This lesson has a completed powerpoint and worksheet

Students will begin by recapping with a formative assessment on what they have previously learnt in the other lessons on physical features of North America Students will then be asked how they would respond to the impacts of hurricane Katrina, and then will be asked to evaluate the responses of the government. They will do this through using the Disaster Management Cycle and will identify if these were long term of short term. Finally students will finish with writing a speech explaining how they plan to respond and recover from the effects of Hurricane Katrina. Task 1: Knowledge Retention and formative assessment Task 2: Identify how they would respond to impacts Task 3: Categorise responses to short term, long term and effective/ ineffective Task 4: Write a speech explaining how you plan to respond, recover, from the effects of Hurricane Katrina and prepare for future hurricanes. This lesson has a completed powerpoint and worksheet

Students will begin by recapping what they have previously learnt in the other lessons on physical features of North America. Students will then be introduced to how we measure hurricanes using the Saffir Simpon Scale and the given background information about Hurricane Katrina. Then students will be asked to describe the path the hurricane took to reach landfall. Then will watch the video on the hurricane, writing down any notes as they go. Finally students will identify primary and secondary effects and identify if they are social, economic or environmental, this will result in them writing a newspaper article about Hurricane Katrina and its effects and responses Task 1: Knowledge Retention Task 2: Identify the path the hurricane took to reach landfall Task 3: Identify the impacts of the hurricane from the video. Task 4: Categorise impacts into social, economic, environmental and primary and secondary Task 5: Show learning in a newspaper article describing Hurricane Katrina. This lesson has a completed powerpoint and worksheet

Students will start with 5 quick questions from their previous lessons on North America. Then they will describe the location of San Francisco in the United States of America, they will then recap conservative plate boundaries and how they cause earthquakes. Students will then be tested quickly on their ability to describe the formation of an earthquake. Students then learn how we measure earthquakes with the Richter Scale and the Mercalli Scale. Finally students will read through the information sheet about the quake and will identify the effects of the quake into social, economic and environmental effects. Then finish of their information by writing a newspaper article to summarise their learning. Task 1: Knowledge Retention Task 2: Identify location of San Francisco Task 3: Recap how earthquakes form Task 4: Identify the effects of the quake Task 4: Write a newspaper article about the quake. This lesson contains a full powerpoint, worksheet and newspaper template

Students to start by recapping their learning of core knowledge of the physical features of South America with 5 quick questions. Students are then introduced what OS maps are and why we need them, they will then begin to identify symbols that are commonly used in OS maps. The students get shown how to do 4 figure grid references using different places in Brazil, with increasing difficulty. Then students are shown how to do this in 6 figure grid reference. Task 1: Knowledge Retention Task 2: Identify OS map symbols Task 3: Identify four figure grid references Task 4: Identify six figure grid references Task 5: Independent Practice with a mix of four and 6 figure grid references to test learning. This lesson contains a fully resourced powerpoint and worksheet with high resolution maps for printing.

Students will start with 5 quick questions from their previous lessons on the human issues in South America. Then they will learn what transnational crime is and what the drug trade is. Students are then to describe in their books the drug trade globally and its pathways into other continents. Using a flow map to describe the production of drugs in South America and its distribution into central and North America. Then they are tested with a zipper task about the content they have learnt and then will write a newspaper article about the drug trade in South America. Task 1: Knowledge Retention Task 2: Describe the areas globally that produce the most cocaine Task 3: Describe the flow lines of drug production and distribution in South America Task 4: Purposeful Retrieval of previous core learning Task 5: Create a newspaper article about the drug trade in South America.

Students will start with 5 quick questions from their previous lessons on the location and features of South America and Brazil, they will then learn about how humans moved from the continent of Africa to the continent of South America. Then students will identify where the most mega cities are located and then identify using atlases where the important Brazilian cities are located. Then learning about the push and pull factors that move people from rural to urban areas. Task 1: Knowledge Recap Task 2: Identification of megacities and describe distribution of megacities globally Task 3: Identify the location of several important Brazilian cities Task 4: Identify which factors are push or pull factors. Task 5: Describe and explain Brazil’s population density (4 marks) This lesson contains a fully completed lesson and worksheet.

Students will begin by recapping what they have previously learnt in the other lessons on human development in South America. Students will then be introduced to what development is and then to describe where the richest place with GNI is in South America, students then categorise the simple indicators of development into social, economic and environmental then they learn about the limitations to using money as a single measure of development, this transitions onto HDI and its properties. Finally students learn about the UN Sustainable Development goals and are to evaluate which is the most needed and why. Task 1: Knowledge Retention Task 2: Identify countries in South America with high GNI Task 3: Categories the simple indicators of development into social, economic or environmental Task 4: Identify countries with high HDi Task 5: Recap core knowledge Task 6: Evaluate which sustainable development goal each country should choose and why. This lesson has a completed powerpoint and worksheet

Students will begin by setting up their books for the human topic of South America/ Brazil and then answer 5 quick questions about their previous learning. Then using longitude and latitude students will identify the location of Brazil, then Rio in their books. Then they will be given some background to the country of Brazil and then they will explain using their information sheet the importance of Rio both locally, nationally and internationally. Students are then tested on what they have just learnt and then given the task of creating a tourist brochure about visiting Rio. Task 1: Knowledge Retention Task 2: Locate Rio within Brazil using longitude and latitude Task 3: Read through information and highlight its local, national or international importance Task 4: Quick Quiz Task 5: Create a tourist brochure on Rio This lesson contains a fully completed lesson, powerpoint, worksheet and learning journey for the topic.

Students will start with 5 quick questions from their previous lessons on the human features of South America. Then students will be recapping what they have learnt so far about inequality and slums. Then they will investigate the Favela Bairo Project and where it is located and the effectiveness of it. Students will then have a decision making exercise of choosing where they would allocate funding to help reduce the inequality in favelas. Task 1: Knowledge Retention Task 2: Identification of slums and their inequalities Task 3: Categorise the project outcomes into social, economic and environmental effects. Task 4: Decision making exercise of choosing where they would allocate funding to help reduce the inequality in favelas. This lesson contains a fully completed powerpoint and worksheet

Students will begin by testing their knowledge acquired from the previous 2 lessons of the physical features of Asia and then will identify the difference between Primary and Secondary impacts, students will then read through the effects of the Kobe 1995 Earthquake and identify if the the effect is primary or secondary and then if it is social, economic or environmental. Finally students will create a newspaper article about the effects of the earthquake and how it affected people. Task 1: Formative assessment of previous learning Task 2: Introduction of primary and secondary learning Task 3: Identify the primary and secondary factors of the Kobe Earthquake Task 4: Identify if they are social, economic or environmental Task 5: Create a newspaper article about how the earthquake happened, the primary and secondary effects of the earthquake and a pretend interview with a survivor. This lesson includes a fully resourced powerpoint, worksheet, test sheet and newspaper article template.

Students will start by recapping the previous content they have learnt about with human features of Asia in their last topic. Then they will recap what plate margins are and how they cause earthquakes. Students will then identify the features of an earthquake and then learn about the richter scale. This culminates in a quick test on whiteboards. Then using the information on their sheets students will identify the social, economic and environmental impacts of the Kobe 1995 earthquakes. Starter: Knowledge Retention of previous learning Task 1: Recapping on plate boundaries and how they cause earthquakes Task 2: Identify the features of an earthquake Task 3: Learning about the Richter Scale Task 4: Active assessment on eathquakes Task 5: Identify the social, economic and environmental impacts of the Kobe 1995 Earthquake Task 6: Independent Practice: Describe the effects of the earthquake and explain how it happened. Lesson contains one powerpoint and one worksheet.

Students will be able to recap the key learning from previous lessons on Asia and population features, students will also be asked to identify features on a population pyramid and identify the mean of the data. Students will recap what overpopulation is from the previous lesson and then describe what was happening to China before the One Child Policy. Students then investigate the two ways that were used to limit population before the policy and then they will investigate the rules and the punishments of the policy. Finally students will identify if the one child policy was effective and if it outweighs the cost in a newspaper article. Starter: Knowledge Retention of previous learning Task 1:Recap the term overpopulation Task 2: Describe what the population was like before the One Child Policy and what efforts were used before the policy. Task 3: To understand the rules and the punishments that were in place to ensure the Once Child Policy was enforced. Task 4: Main Task: Create a newspaper article to evaluate the effectiveness of the One Child Policy. Lesson contains one powerpoint and one worksheet.