Introducing different types of map from an atlas. This includes political, physical and choropleth. It includes an activity for pupils and an explanation of the etymology of the British Isles/UK/etc. The lesson is from a Y7 introduction to Geography skill-based unit. It is fully resourced with a range of engaging activities to introduce pupils to the subject and its core skills.

An initial Geography lesson to introduce Y7 to Geography, developing an understanding of human, physical and environmental Geography and looking at the various aspects of Geography that they will study over the KS3 National Curriculum. Ideally you would have the cover of the Hodder Progress in KS3 Geography so they could study the photo on the front more thoroughly but it is the cover photo of this lesson so you do have a copy in case you have not got copies of those books to hand. The lesson is from a Y7 introduction to Geography skill-based unit. It is fully resourced with a range of engaging activities to introduce pupils to the subject and its core skills.

The lesson uses images, maps and climate graphs to examine the different biomes in the Middle East and examines some of the adaptation of flora and fauna. This is a part of a fully-resourced unit with a range of styles of activity and unashamedly embracing aspects of thinking skills (they still work) and dual coding. The unit was designed for Y9 and synoptically revises their KS3 course whilst using skills and concepts from their KS4 Geography studies (specifically, for Eduqas Geography B but relevant to all boards).

The fifth lesson in the Y9 Africa unit, this lesson leads pupils to understand how rainfall anomalies in the mid 20th century led to increased agricultural activity and population in the Sahel and the subsequent challenges this - and lower rainfall patterns - have caused that threaten the biome in the area (and the implications for humans)

The eighth lesson in the Y9 Africa unit examines how the growth in population has led to increased urbanisation. Pupils complete located bar charts to show population change in Africa’s ten fastest-growing cities **The final part of this lesson depends upon having access to the Progress in KS3 textbook (Hodder). **

This lesson examined the Lake District and how humans use a post-glacial environment, then goes on to examine the impact of human use (tourism) - footpath erosion, traffic, pollution, fouling, etc.

The tenth lesson in the Africa unit focuses on water management in an international context, with the case study of the GERD in Ethiopia and the implications for Sudan and Egypt. It includes a short DME on how to manage the situation.

This lesson introduces the concept of genocide and focuses on the Rwandan example. It introduces why there was division between Hutus and Tutsis from the colonial era and also presents pupils with the key players (RPF rebels, government, army, Interahamwe, etc. The main part of the lessons is to watch and consider the film Hotel Rwanda, which is not supplied as part of this lesson **(you need to buy your own copy). **

The final lesson of the Y9 Africa unit supports pupils to understand how Africa’s youthful population, increasing life expectancy and health levels and education standards put Africa in a prime position to work with MNCs to achieve export-led development. It includes a significant guided DME (increasing development in Tanzania) to introduce pupils to Paper 2 at GCSE.

Intended forY9, this is a fully-resourced synoptic unit about international relations designed to support pupils as they move towards GCSE Geography. The unit examines international relations and the factors that affect these, superpowers, alliances, trade, hard- and soft-power, Belt and Road Initiative/debt-trap diplomacy, the causes, consequences and solutions of war and the role and efficacy of the UN. There is an optional final series of lessons to allow pupils to watch Hotel Rwanda to support their learning and provide a but of light relief at the very end of the year - the film is not provided and you should be sure to examine the accompanying PowerPoint that explains the premise to pupils and also states the exact time where the “N” word is used in the film so you can mute it. Pupils examine the main causes of war before investigating the positive and negative outcomes that arise from it. There is an engaging activity designed to promote their use of chains-of-reasoning (ready for GCSE Geography) to elaborate these points. Finally, the environmental impact of conflict is introduced.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson briefly introduces the history of conflict between the two Koreas and moves on rapidly to examine the impacts of this in terms of development indicators. Pupils they become familiar with the concept of an authoritarian dictatorship and personality cult. The role of internment camps is examined in some detail to hook pupils’ interest. Pupils examine if NK is indeed a communist country.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson looks at the economic growth of China and how it has occurred over time. It also examines factors such as the location of industry and the role of containerisation in globalisation, together with some of the environmental impacts of China’s industrialisation.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson examines the persecution of th Uighers and the role of MNCs in receiving products produced through forced labour. This is a serious lesson that addresses many ethical issues and includes an examination of the allegations of organ harvesting, forced steralisation, brainwashing and surveillance of Uighers in China.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This is a two-lesson (possibly three if you wish) group task. In teams, pupils complete maps to show biomes/climate zones and precipitation in Asia. They are given maps to show average temperatures Jan and July and a series of photographs of biomes. There is also a jigsaw-based activity where they need to link up the climatic factors affecting biome distribution - best for more able members of the team. They then use this to create a poster to display in your classroom.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson introduces the location and discharge of the major Asian rivers. Pupils are reminded of the key elements of their ‘Rivers’ unit (studied earlier but not required as this can also form an introduction to rivers). They create a scatter graph to plot discharge vs. areas of the drainage basis to establish if there is any correlation. They consider what other factors might influence discharge before looking at population density of Asia and considering how water supply might be related to this. The lesson ends with a video on the importance of the Yangtze River.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson uses a range of development indicators to examine rates of development in Asia. There is a mathematical exercise in calculating the average GDP in each region of Asia and in categorising countries based upon the World Bank criteria. The flaws in using GDP are examined and HDI is reintroduced from their ‘Development’ unit. Pupils then use a range of evidence to answer an exam question based upon the title of the lesson. Finally, the historical growth of GDP in Asia as a whole is compared with that of other continents.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson introduces the regions of Asia, counties and capital cities using a latitude/longitude skills task. It includes a video introduction, worksheets, a bingo-based plenary and an inference task.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson introduced the monsoon weather system and looks in detail at its impacts in India, both positive and negative. This includes a “So what - chain of reasoning” activity to develop extended answer skills.

Intended forY9, this is a fully-resourced synoptic unit about international relations designed to support pupils as they move towards GCSE Geography. The unit examines international relations and the factors that affect these, superpowers, alliances, trade, hard- and soft-power, Belt and Road Initiative/debt-trap diplomacy, the causes, consequences and solutions of war and the role and efficacy of the UN. There is an optional final series of lessons to allow pupils to watch Hotel Rwanda to support their learning and provide a but of light relief at the very end of the year - the film is not provided and you should be sure to examine the accompanying PowerPoint that explains the premise to pupils and also states the exact time where the “N” word is used in the film so you can mute it. A selection of the various arms of the UN are introduced and compared with the Sustainable Development Goals. Pupils them examine a wide-range of historical examples of UN activity, from development to peacekeeping, to allow them to form a judgement on the utility and efficacy of the UN. The lesson ends with a “To what extent do you agree…” KS4 exam question to develop their GCSE Geography skills. The lesson closes with a reinforcement of the positive impacts of the UN for individuals.