KS3 Learning Objectives: To know the difference between the British Isles, GB and the UK. To understand the history behind our geography. To be excellent at applying this knowledge onto maps. Recaps the countries within the British Isles, UK and Great Britain. Enters new learning on Scottish Independence in light of Brexit and people’s thoughts on this. Uses graphs and data to embed mathematical skill. Fits into clear SOL so that students know what/why they are learning this. Differentiated tasks for ability. Please ask any questions.

Lesson to teach students about Brexit. Embedded into a scheme of work about global location, this teaches the students about current events in the world and allows them to access the news further. Differentiated tasks, videos and images used to teach our students about what Brexit is and the advantages and disadvantages as we know them at the moment. (as of 4/9/19). Learning Objectives: Learning Objectives: To know our current Brexit situation. To understand the location and importance of the key countries involved. To be excellent in forming an opinion on whether we should leave the European Union. Extended writing at the end for students to form an opinion on Brexit. Please ask if you have questions.

Lesson teaching the continents + a focus on European countries within. Key map skills embedded. Briefly looks at current events and importance of knowing about the continents- links to new Ofsted framework. Clear differentiated tasks and plenary. Homework and SOL clearly embedded. Please ask if you have questions.

First lesson for year 7 topic. Asks questions such as : What is geography? What is human and physical geography? + In depth thinking about why we study it and why it is useful in the wider world. Starts learning with the location of countries and capital cities in the British Isles and the UK. Clear SOL embedded within + homework options. Please ask if you have any questions.

A Level Geography- Sustainability in UK cities- Birmingham- Contemporary Urban Environments. LOs: To be able to describe the social and economic issues in Birmingham. To be able to explain ways in which Birmingham is becoming more environmentally sustainable. To evaluate whether urban issues affect poorer communities more than richer ones. Interactive lesson looks at the current state of Birmingham in terms of social and environmental issues. Discusses ideas of social and environmental sustainability and regeneration projects in place. Exam question embedded with hints/tips and suggested structure for answering. Exam Question: To what extent do you agree with the view that urban issues affect poorer communities than richer ones. [20 marks] please ask if you have any questions.

A Level Geography- Urban Drainage and River Restoration- The Cheonggyecheon River project Case study. LOs: To understand the water cycle and challenges with urban drainage. To be able to evaluate how a river restoration scheme can prevent flooding. The Cheonggyecheon River project- Information to read and a case study sheet to complete. + Links to videos for discussion. Exam Question with sentence starters: With reference to a specific river restoration project, assess the extent to which it has an impact on water movement through the urban catchment. [9 marks]

A LEVEL Geography- Sustainable Urban Development + Mumbai case study- Contemporary Urban Environments. Detailed lesson- will take 2-3 lessons (including 45 minute video and 20 mark exam question). LOs: To know how cities impact the environment on a global scale. To describe challenges to urban sustainability. To be able to assess to which extent cities can be made sustainable. First tasks: establishing what is an ecological footprint and how individuals and cities can be more sustainable + the challenges that surround this. Engaging tasks with challenge tasks added for higher ability. Second half of the lesson focuses on the case study for Mumbai: social and economic inequalities, vulnerability to natural hazards, current conditions making it unsustainable and strategies in place to make it more sustainable. Interactive discussion tasks, written tasks and videos embedded. Final exam question: “For every problem caused by urbanisation there is an effective solution.”To what extent to you agree with this view? [20 marks] exam question structured out with hints for lower ability and a suggested structure which can be adapted.

A Level Geography- Urban Waste- AQA Contemporary Urban Environments LOs: To know the types of urban waste. To understand how economic development affects urban waste. To be able to evaluate the environmental impacts of different approaches to urban waste disposal. Lesson teaches types of waste (industrial, lifestyles, attitudes), factors influencing disposal and how this is managed + the environmental impacts of waste disposal. Final exam question with sentence starters: Evaluate the environmental impacts of different approaches to urban waste disposal. [9 marks] Includes graphs, figures, images- skills embedded. Engaging and prompts research and discussion. Please ask if you have questions.

Slides of A-Z geography careers that can be used as posters/displays.

CPD presentation on utilising and enhancing feedback in the classroom and in marking. Tips, resources and reasons why feedback is so important in and outside of the classroom. Many examples of feedback given in the slides. Please ask if you have any questions.

AQA A Level Geography- Urban Air Quality- Contemporary Urban Environments- whole lesson. LO: To understand the causes of poor air quality in urban areas. To be able to assess the extent to which solutions can improve urban air quality. Content- what is air pollution + photochemical smog- definition, causes and impacts. - Links to London Smog event. Solutions- congestion charge, pedestrianisation, pubic transport, car sharing, legislation etc. Students must gather knowledge on the solutions using an attached worksheet- aims, successes and limitations to then apply it to an exam question. Exam question is differentiated with sentence starters for lower ability students. Please ask if you have any questions.

A Level Geography- AQA- Contemporary Urban Environments- Urban Climate LO- To be able to define urban climate. To understand the urban heat island effect. To be able to explain the effect of urban structures on average wind speed and climate. Discusses reasons for differences in urban temperature, rainfall and wind speed. High emphasis on the Urban Heat Island effect (UHI) and the impact this has on urban climate. Gets students thinking out how urban structures alter the climate of a city in comparison to a rural area. Data and exam questions implemented to check for understanding. Uses London examples throughout that can be easily altered. Please ask if you have any questions.

AQA A Level Geography- Contemporary urban environments- urban form- whole lesson Lesson includes key ideas around urban form, CBD urban models, how land-use patterns differ between the developed and developing world and how cities are evolving to become post-modern. Tasks are interactive and challenging. Differentiated plenary of exam questions allows you to check understanding of the lesson. Plenary links to learning objectives: LO: To understand the definition of urban form. To be able to assess how far traditional urban forms are being challenged by new urban forms in the developed world. Any questions, just ask.

Geography Lesson: Learning Objectives: To know the definition of wreathing. To understand the three types of weathering: physical, chemical, biological. Excellent if we are able to explain the impacts of weathering on a river system. Introduces students to new key word- weathering- Plus three types- physical, chemical and biological. Embedded videos and questioning to aid understanding plus differentiated plenary. Also included in this lesson is exam questions and practice to recap prior learning- characteristics of the river, erosion, transportation and deposition. Model answers provided. Challenge tasks embedded for more able. Please ask questions.

Assessment for geography topic ‘population’ with the challenges and opportunities of a growing population in India. Questions ranging in marks 1-6. Comes with boxes for EBI/WWW and an option for students to rewrite and improve questions. Please ask questions for more information.

Geography Lesson- Challenges in a LIC- India Case study- Slums- Dharavi Suitable for KS3 or introduction to lower ability KS4. Learning Objectives: To know the challenges (push factors) in India. To understand how challenges are caused by population growth. Excellent if we are able to explain the social, economic and environmental challenges in India using named examples. Introduction to slums: using graphs to address data on population increase in Mumbai. Images used for discussion on challenges and disparities in wealth. Key terms- social, economic and environmental explained- students have to then categorise these into a table. embedded videos and engaging tasks. Chloropleth map showing different levels of wealth across India- locational knowledge + numerical skills. Differentiated plenary with exam style questions to check for understanding.

Geography Lesson- India and Tourism- Opportunities and challenges- KS3 Learning objectives: To know the opportunities (pull factors) available in India. To understand how opportunities can be used for economic gain. Excellent if we are able to explain the opportunities available in India using named examples. Introduces KS3 students to the idea of opportunities in LICs. Looks briefly at employment in India and then narrows in to tourism. Key words and discussion tasks, embedded videos and interactive tasks. Ends with an exam question- GCSE style command word to build up students vocab. Differentiated task for high and low ability. Any questions- please ask!

KS3 Geography Lesson. Learning Objectives: To know the population of India. To understand how wealth varies across India. Excellent if we are able to explain the population distribution of India. Range of activities- lots of opportunity for numeracy and graphical skills + locational knowledge. (pie charts, chloropleth maps, population pyramids). Lesson teaches students about the states and population of India- density and distribution. Introduces students to religion and cultures in India and gets them thinking about opportunities and challenges for these areas of overpopulation. Differentiated tasks. Please ask for more info!

A Level Geography- World Cities- AQA- Contemporary Urban Environments lesson Lesson objectives: To understand the definition of a world city. To be able to describe the characteristics of world cities and assess reasons for their global distribution. Lesson: Defines world cities, maps the location of them and addresses how the numbers have changed, looks at characteristics of world cities, gives students their own opportunity to research a world city, addresses some challenges and the realities of world cities, finalised with a differentiated progress check plenary. Lesson has challenge tasks embedded throughout and images to support mental stimulation of ideas. Any questions, just ask!