A fully resourced and up to date lesson on how to increase water supplies through; dams/ reservoirs, desalination plants and diverting supplies. The South-North Transfer Scheme in China an example of a large scale water transfer scheme to show how its development has both advantages and disadvantages. Then the lesson focuses on moving towards a sustainable future with water conservation, groundwater management, recycling, ‘grey’ water an example of a local scheme in an LIC or NEE to increase sustainable supplies of water. The case study for this is WaterAid in Mali. Task 1: Starter - Knowledge retention of previous learning Task 2: Class discussion on how to increase water supplies. Task 3: Class to watch two videos about the South- North Water Transfer Scheme in China Task 4: Class Discussion on how to create a sustainable supply. Task 5: Watch the clip from water aid and identify three things WaterAid does in Mali to support people. Task 6: Main Task -Exam question practice “Assess the sustainability of the Water Aid Project in Mali. (6 marks)" Task 7: Plenary - Time to revise. In line with the AQA exam board **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on where water is distributed globally. This covers areas of deficit and surplus. In this lesson discusses the importance of water security on development, global water consumption and the human/ physical factors that affect water availability. Task 1: Starter - Knowledge retention of previous learning Task 2: Quick quiz on why water is important. Task 3: Describe the distribution of water globally (4 marks) Task 4: Describe the change in water demand from 1900 to 2025 (3 marks) Task 5: Watch the video and answer the questions about conflict and water security. Task 6: Use the information below to complete the table on impacts of water insecurity. Task 7: Main Task -Exam question practice “Explain how both physical and human factors can influence the availability of water. (6 marks)” OR “Explain how human actions can contribute to water insecurity. (6 marks)” Task 8: Plenary - What questions would you ask to find out more about how this building increases water supply/ **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on what consumer demand is, strategies to reduce carbon footprint and the importance of agribusiness. Task 1: Starter - Application of geographical skills, 3 exam style questions about previous learning. Task 2: Definition of consumer demand Task 3: Students are to complete a table of the positives and negatives of; seasonal produce, locally produced food and limit Uk food imports along with subsistance farming. Task 4: Using your table, categorise the following into positives and negatives of the agribusiness process. Task 5: Main Task -Exam question practice “Assess the extent to which agribusinesses are a beneficial change in food production” (6 marks) Task 6: Plenary - What ways has the energy consumption in the UK changes? **Download contains PowerPoint and worksheet for the lesson. **

Students will identify different biomes throughout Russia and understand how climate affects the locations of biomes. Students will also be able to describe the vegetation and animals that are located through the biomes of Russia. Task 1: Starter: Key words match up Task 2: Describe location of the biomes in Russia Task 3: Fill in sheet with characteristics of different biomes Task 4: Main Task: Students to describe what vegetation/ animals they would see throughout their journey. Task 5: Plenary: Quiz at the end of the lesson to summarise learning.

A fully resourced PowerPoint for Paper 1- Living in the Physical Environment for AQA GCSE Geography. This PowerPoint contains 30 slides with full information and case studies for each topic. Case studies include: Ecosystems - UK Pond Tropical Rainforest - Malaysia Hot Desert - Thar Desert Rivers - River Tees Coasts - Holderness Coast Tectonic Hazards - Christchurch vs Haiti Weather Hazards - Typhoon Haiyan UK Weather Hazards - Beast from the East **Download contains PowerPoint **

Students will understand the definition of geopolitics, along with identifying the features of Russia’s soft power then finally explaining how Russia uses its power to influence politics. Task 1: Located and describe Russia Task 2: Overview of Russian history and Soviet Union Task 3: Video of Ukraine Russia conflict Task 4: Write a news report about conflict and its impact on peoples lives. Lesson 7 out of 9

Students will explain how conflict affects the different human, environment and physical geography of an area. Starter activity to recap on previous learning then discussion on how these affect geography. Resources attached to this but also on last slide of powerpoint Lesson 2 in a series of lessons regarding conflicts and its implications on the physical and human world

A fully resourced and up to date lesson on the 2010 Haiti earthquake, this lesson establishes what an earthquake is. Where Haiti is located globally and background on what happened during the earthquake, and the effects including, social, economic and environmental effects. Then students finish off by looking at the long-term and short-term effects of the quake. Task 1: Starter: Knowledge recall on previous topic (Coasts) Task 2: Describe the location of Haiti Task 3: Identify the primary and secondary effects then place them into social, economic and environmental. Task 4: Watch the news video about the Haiti quake. Task 5: Exam question: Exam question: “Earthquakes are another example of tectonic activity.” Using an example, describe the primary and secondary effects of an earthquake. (6 marks) Task 6: Peer Feedback Task 7: Using a volcanic eruption or an earthquake you have studied, describe the short-term responses to the disaster. (4 marks) Task 8: Peer Feedback **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on the 2010 Christchurch earthquake, this lesson establishes what an earthquake is. Where Christchurch is located globally and background on what happened during the earthquake, and the effects including, social, economic and environmental effects. Then students finish off by looking at the long-term and short-term effects of the quake. Task 1: Starter: Knowledge recall on previous topic (Coasts) Task 2: Describe the location of New Zealand. Task 3: Identify the primary and secondary effects then place them into social, economic and environmental. Task 4: Watch the news video about the New Zealand quake. Task 5: Exam question: Exam question: “Earthquakes are another example of tectonic activity.” Using an example, describe the primary and secondary effects of an earthquake. (6 marks) Task 6: Peer Feedback Task 7: Using a volcanic eruption or an earthquake you have studied, describe the short-term responses to the disaster. (4 marks) Task 8: Peer Feedback **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on comparing the 2010 Haiti earthquake with the 2011 New Zealand quake. This lesson is the last in the series and works really well with the others in the series. Students recap the effects and impacts of the quakes and then identify to what extent they agree with the statement “The effects of tectonic hazards are worse in LICs.” This 9 mark question has high levels of scaffolding that allow students of all abilities to access to question and work through each section with sentence starters and key words on each. Task 1: Starter: Recall on each type of graph and revision of coast topic. Task 2: Recap quiz on plate tectonics to see how confident they are on the lessons. Task 3: Identify the relevant differences in the quake between the two locations. Task 4: The effects of tectonic hazards are worse in LICs. To what extent do you agree? (9 marks +3 Spag) Task 6: Peer Feedback **Download contains PowerPoint and worksheet for the lesson. **

Students will be able to accurately locate Ukraine, identify the build up to the war through the annexation of Crimea and other reasons. Students will then identify the human and physical features of Ukraine and how that has helped to limited the invasion of the country. Task 1: Knowledge Recap on last lesson (Chernobyl) Task 2: Located Ukraine on the map Task 3: Watch video about the build up to the 2022 war. Task 4: Identify the physical features of Ukraine and how they have limited invasion Task 5: Discuss which of the human features have had the largest impact on the war. Task 6: Main Task: Identify Ukraine, Identify one physical factor that has limited Russia’s invasion of Ukraine. Identify one human factor that has limited Russia’s invasion of Ukraine. Explain which factor (human or physical) is the most important to why Russia hasn’t taken over Ukraine. Task 7: Plenary: How has the war affected people in the UK? Lesson contains powerpoint and worksheet.

Students to write down the characteristics of pictures of favelas and describe what the conditions look like in these areas. Students will identify why people live there and why they have moved there. Advantages and disadvantages of living in a favela and jobs that are there. Task 1: Starter - Recap on previous learning Task 2: Identify why people live in favelas and identify the characteristics of favelas. Task 3: Advantages and Disadvantages of living in a favela along with the jobs there. Task 4: Main Task - Describe the opportunities and challenges of living in a favela Task 5: Plenary: Class question - How would the government fix this issue? Lesson 4 out of 8

Students will state where the Middle East is along with recognising the countries in that area along with the physical geography of the Middle East. The final task is where students describe the physical features of the Middle East to show comprehension. Lesson 4 of 9 about conflict.

A fully resourced and up to date lesson on the continents and countries of the world, an introduction into scale, at both local, national and global. Task 1: Starter - Name as many countries using the alphabet as possible. Task 2: Student to put the locations in order of size Task 3: Students to name each continent on Earth Task 4: Students use an Atlas to fill in as many countries as possible in the Europe map. Task 5: Label the 4 countries that make up Great Britain. Task 6: Main Task - Describe where we live in the world using scale. Task 7: Plenary **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on the different cartographic skills for students at GCSE. This lesson includes: Atlas Skills including reading longitude and latitude and identification of physical and human atlas maps. Ordnance Survey Maps including using a key, scale, four and six figure references and reading contours and spot height. Maps in association with photographs including direction of photograph, identification of features, use of satellite imagery and sketch/ field maps. Task 1: Identify the longitude and latitude of 12 points on an atlas. Task 2: Measuring the distance between features on an OS map Task 3: Identifying four and six figures on a simple OS map Task 4: Identify the maximum and minimum height of the OS map Task 5: Identify the direction the photograph was taken Task 6: Explain the social, economic and environmental impacts of a earthquake from satellite imagery. If you get time you could take your students outside and get them to do a sketch map of the school ground and a birds eye view of the school. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on plate tectonics, plate boundaries and the different features and hazards found at each boundary Task 1: Starter: Knowledge recall on previous topic (Coasts) Task 2: Draw a diagram and label it on destructive plate margins, fill in information and features found here. Task 3: Draw a diagram and label it on constructive plate margins, fill in information and features found here. Task 4: Watch the video to recap what they have just learnt. Task 5: Exam question: “using a diagram, explain what happens at a constructive boundary (4 marks)” Task 6: Plenary- Revision on how a sea stack is formed. **Download contains PowerPoint and worksheet for the lesson. **

Students to define what sustainability is and how social, economic and environmental factors must be taken into account to make something sustainable. Then students will read through the worksheet and choose which option is the best for sustainability. Finally, students will put everything they have learnt together in a final secondary assessment. Task 1: Starter - Recap on previous learning Task 2: On whiteboards, come up with a definition of sustainability Task 3: Identify which management strategy is the most sustainable and why. Task 4: Main Task - Secondary Assessment - Evaluate the protection of the Amazon Rainforest. Task 5: Plenary: 3,2,1 - Class Discussion - Why do people cut down the rainforest? Lesson 8 out of 8

Students will be able to describe the distribution of population across Russia, using key terms such as dense and sparse to describe the spread. Students will then be able to use human and physical evidence as to why humans are distributed this way. Starter: True or False Task 1: Describe the distribution of population density using a map Task 2: True or False Task 3: Human and physical factors that affect population Task 4: Main Task: Explain one physical and one human factor to why Russia’s population is distributed this way. Task 5: Plenary: Peer assessment- swap books with partner and mark the question. Lesson contains one powerpoint and one worksheet.

A fully resourced and up to date lesson on how physical geography and its features can effect conflict. A recap on what physical geography is, features of physical geography that can affect conflict. Task 1: Starter - Recap on previous learning with 5 questions. Task 2: Define physical geography Task 3: Read through the battle of hastings and identify how the physical geography of the area affected the battle. Task 4: Match up the key terms and how they affect conflict Task 5: Main Task- Using an Atlas students to look at global maps and topographical maps and decide which country would be easiest and hardest to invade and why. Task 6: Plenary - What are some of the ways countries avoid being invaded. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on the reasons why people live in tectonically active regions, why the effects of natural hazards are greater in LICs than HICs and creating a scientific hypothesis to check the statements. Task 1: Starter: Knowledge recall on previous topic (Coasts) Task 2: Recap on what the effects on natural hazards are. Task 3: Create a scientific hypothesis to investigate why the effects on natural hazards are greater in LICs than HICs Task 4: Watch the news video about the way Naples monitors Vesuvius. Task 5: Either prove or disprove the scientific hypothesis. Task 6: Exam question: Describe and explain how planning for a tectonic hazard might help to reduce the effects of an earthquake or volcanic eruption in Naples (6 marks) Task 7: Peer Feedback Task 8: Revision on geographical skills **Download contains PowerPoint and worksheet for the lesson. **