Students will be able to define weather and precipitation along with identifying the climate of the UK. Students will then read through what creates weather and complete challenge tasks for each. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: Describe the climate of the UK using the term “Temperate” Task 3: Using the worksheet, students will read through how each factor affects the weather and then complete challenge tasks. Task 4: Main Task: Students to describe the weather conditions of the UK. Task 5: Plenary: What are some of the ways climate change will affect the UK. Lesson contains PowerPoint and worksheet

A fully resourced and up to date lesson on the distribution of tropical storm, a look into how they form, where they form and the conditions surrounding tropical storms Task 1: Starter - Answer true and false questions about previous learning Task 2: Write a detailed description explaining where tropical storms form (3 marks) Task 3: Complete description of formation of tropical storms Task 4: Main Task - Practice exam questions- "Study the map below which shows the path of a tropical storm. With the help of the map, describe the life cycle of a tropical storm. (4 marks) Task 5: Plenary - Using the information on graph students must infer what tropical storms will be like in the future. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on events that led to world war 1, an introduction into what events caused WW1, how various events contributed to the war and how they impacted each country in the war. Task 1: Starter - Investigate what causes and consequences mean to students Task 2: Using the research sheet students must fill in the sheet as the lesson continues Task 3: Students to evaluate which they think was the most significant contributing factor that started the first world war and why? **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on how to identify height on a map, why we need to know height on a map and what it can be represented as. Task 1: Starter - Recap on previous learning from previous lessons Task 2: Students on worksheets to join up the high lines to show the height of the land. Task 3: Then they are to colour in each height to show the height of the land. Task 4: Main Task - Explain why contour lines are important. Task 5: Plenary **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on how to use a compass, why we use compass directions and then how to apply compass directions to find places. This lesson also comes with an assessment at the end to test student’s knowledge of previous skills lessons. Task 1: Starter -Recap the previous lessons and answer questions about them. Task 2: Identity which students know the four-point compass directions and then the eight-point compass to stretch students. Task 3: Discussion on why we use north orientated maps instead of other orientations. Task 4: Complete a worksheet using compass directions and identifying what characters they end up at. Task 5: Main Task - Secondary Assessment- using an atlas to answer all the questions on the worksheet, this puts all the skills students have previously acquired and puts them to use identifying places in an atlas. Task 6: Plenary **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on how to measure distance on a map, both through straight lines and also through curved lines. Task 1: Starter - 15 questions recall previous lesson learning. Task 2: Students to work together on how you can find two whole cities in an inch of space Task 3: On the worksheets, students have a go at using the scale on the sheet to measure the distance between each image. Task 4: On the worksheet students use a curved line and measure the distance. Task 5: Main Task - Tertiary Assessment - “Explain the importance of cartography” with success criteria and sentence starter Task 7: Plenary: Odd One Out **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on how the UK’s demand for energy has changed, why it has changed along with how the mix of energy the UK has used has changed. This lesson covers fracking, wind and nuclear energy as case studies for the impacts of energy exploitation. Task 1: Starter - Knowledge retention of previous learning Task 2: Graph analysis: Describe how consumption in the UK has changed over time. Task 3: Pie chart analysis: Energy mix of the UK through time. Task 4: Compound line graph analysis: Energy mix of the UK through time. Task 5: Colour code the positives and negatives of wind and nuclear power. Task 5: Main Task -Exam question practice “Explain why the UK’s energy mix will include both renewable and non-renewable sources in the future. (6 marks)" Task 6: Plenary - What are some of the main uses for water in the UK? **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on how water in the UK is managed. This includes areas of surplus and deficit along with the case study of Kielder Dam, Northumberland. This lesson also discusses the impacts of water pollution in the UK and ways that is it managed. Task 1: Starter - Knowledge retention of previous learning Task 2: Key word match up for water deficit, water surplus, water stress. Task 3: Three choropleth maps of the UK and students must suggest if there is a relationship between rainfall, population density and water stress. Task 4: Describe the location of Kielder dam and the location of the water transfer scheme (4 marks) Task 5: Colour code the positives and negatives of Kielder Dam. Task 5: Main Task -Exam question practice “Assess the extent to which water transfer systems bring opportunities to local areas (6 marks)" Task 6: Plenary - What questions would you ask to find out more about global water scarcity? **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. **

A fully resourced, differentiated and up to date lesson on the flood management scheme in York, Yorkshire. Students will find out, why the scheme is needed, what the scheme entails and the social, economic and environmental impacts of the scheme. Task 1: Starter - Retrieval, Using the information they learnt in the previous lesson. Hook- Students to explain what they think the image means, or what it has to do with the lesson. Task 2: Identify the location of York in England. Task 3: Students to read through information about why York floods so often. Task 4: On a map of York students write on it where the scheme is used and what type of management strategy is used. Task 5: Annotate the benefits and costs of the management scheme Task 6: Main Task - Practice exam questions- "Using a UK Flood Management Scheme you have studied, argue to what extent this management scheme has been successful (9+3).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words. Task 5: Plenary - Opinion Line, students to consider the statement and stand on a continuum line in the room. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced, differentiated and up to date lesson on what rivers are, what their main features are and how they change through the upper, middle and lower course. Task 1: Starter - Retrieval, Using the information they learnt on their coasts topic students are to complete what they know. Hook- Students to explain what they think the image means, or what it has to do with the lesson. Task 2: Label two diagrams with the keywords used during the topic. The HA students will be given an extra map showing relief, and identify more features. Task 3: Using the information given students are to complete a graph showing a long profile of the river Severn. Then they label their diagram with annotations and images. Task 4: Main Task - Practice exam questions- “Explain why the upper course of a river valley has a different cross profile from the lower course (4).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words. Task 5: Plenary - Dingbat theme rivers **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced, differentiated and up to date lesson on the features of the upper course. Students will learn about the erosional features such as interlocking spurs, waterfalls and gorges. Task 1: Starter - Retrieval, Using the information they learnt in the previous lesson. Hook- Students to explain what they think the image means, or what it has to do with the lesson. Task 2: Field sketch and describe the appearance of interlocking spurs. Task 3: Watch a video about how waterfalls form and then turn into a gorge. Task 4: Students to draw and label how a waterfall is formed. Task 5: Main Task - Practice exam questions- “Describe how a feature found in the upper course of a river is formed (4).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words. Task 5: Plenary - Using only 20 words, try to summarise how gorges form from waterfalls. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced, differentiated and up to date lesson on an what Transnational corporations (TNC’s) are and why they have chosen Nigeria to develop in. Students will be able to explain the positives and negatives of Nigeria and then answer the question on if TNCs are a positive force in Nigeria. Task 1: Starter - Application of knowledge- Recap on how ox-bow lakes are formed Task 2: Outline the positives and negatives of TNCs on the worksheet. Task 3: Geography Skills: Describe the distribution of oil fields in Nigeria (3 marks) Task 4: Students to watch a video explaining the positives and negatives of Shell in Nigeria. Task 5: Main Task - Practice exam questions- “To what extent are TNCs a positive force for the host country?" (6 marks) High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words. Task 5: Plenary - Revision on exam question about ox-bow lakes. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on health inequality in the UK, an introduction into what health inequality is, how life expectancy varies between the north and south. Contains a full assessment to test comprehension on the topic. Task 1: Starter - Answer true and false questions about previous learning Task 2: Define life expectancy then writing the definition on their worksheet Task 3: Read through the different factors on life expectancy and explain which has the biggest effect on life expectancy and why Task 4: Main Task - Long form writing assessment- students to define what inequality is, briefly explain the north south divide in the UK and outline the effects of inequality in the UK using education and health as examples. Task 5: Plenary - On whiteboards, students to give ideas on how the UK could make life expectancy in the UK more equal. **Download contains PowerPoint and worksheet for the lesson. **

Students to recap on urbanisation and identify the ways that it could bring positives to Rio. Students will investigate Rochina and if this has been a benefit to the area. Task 1: Starter - Recap on previous learning Task 2: Identify the positives and negatives of urbanisation Task 3: Main Task - Primary Assessment - Explain how increasing urbanisation affects the urban people of Brazil. Task 5: Plenary: 3,2,1 - What have we learnt about Rio, summarise? Lesson 5 out of 8

A fully resourced and up to date lesson on inequality, an introduction into what inequality is, types of inequality and an evaluation on how they affect people. Task 1: Starter - Answer true and false questions about previous learning Task 2: Define inequality then writing the definition on their worksheet Task 3: Read through the different facts about inequalities and students are to pick which they think is the most important factor and why Task 4: Main Task - Long form writing- students to define what inequality is, outline how inequality effects people and then justify which inequality factor is and why Task 5: Plenary - On whiteboards, students to give ideas on how to reduce inequality. **Download contains PowerPoint and worksheet for the lesson. **

Students will be able to describe how our climate has changed over time, why it has changed over time and interpret graphs that link CO2 to temperature to sea-level rise. Then students will identify the natural causes of climate change and the human causes of climate change. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: On whiteboards come up with theories about how we know the climate has changed in the past. Task 3: Using the worksheet, students evaluate which is the most accurate/ best proxy for climate reconstruction and place them in a diamond 9. Task 4: Main Task: Students to describe how we know our climate is changing through evaluation of proxies. Task 5: Plenary: What do we think our planet was like during the last Ice Age? Lesson contains PowerPoint and worksheet

Students will be able to define what a glacial and interglacial period is along with the conditions of each. They will also interpret graphs to show the glacial/interglacial cycle on Earth and describe the extent of ice during the last Ice Age. Students will then investigate the causes of the Ice Age and how humans survived the conditions. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: Students describe the Earth’s climate over the past 450,000 years by interpreting a graph. Task 3: Using the map of Earth students are to describe the extent of ice during the Ice Age. Task 4: Main Task: Students to describe the last Ice Age and its effects on Earth, using success criteria. Task 5: Plenary: Why is our planet not able to enter an Ice Age currently? Would we adapt now to an Ice Age? How would we adapt? The lesson contains PowerPoint and worksheet

Students will be able to describe how our climate has changed over time, why it has changed over time and interpret graphs that link CO2 to temperature to sea-level rise. Then students will identify the natural causes of climate change and the human causes of climate change. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: Using the graph and information on worksheets, describe how the climate has changed through Earth’s history. Task 3: Using the graph, describe how CO2 concentrations affect global temperatures and how that affects sea level. Task 4: Interpret two pie charts on the human causes of climate change and greenhouse gases. Task 5: Main Task: Students to describe how our climate is changing using success criteria provided Task 5: Plenary: How do we know our climate is changing, what evidence is there? Lesson contains PowerPoint and worksheet

Students will be able to describe what megafauna are, what their adaptations were during the Ice Age and how they came to be extinct. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: Using the worksheet students are to describe the features of the animal and explain how its features help to adapt to the conditions of the Ice Age. Task 3: Make notes about the extinction of the Giant Ground Sloth Task 4: Main Task: Primary Assessment, describe how our climate has changed. (Sentence starters, PEEL structure provided and Success Criteria) Task 5: Plenary: Why is our climate temperate when we are on the same latitude as Russia? The lesson contains PowerPoint and worksheet