Students will be able to describe the location of Leeds globally, continentally, country and county. Students will recap what social, economic and environmental issues are and then read information about the importance of Leeds and highlight the categories. Students will learn about the Burgess Model of cities and then identify examples of these in Leeds. Finally students will learn about the ethnic background of Leeds and the distributions of ethnic groups. Starter: Knowledge retention of previous learning. Task 1: Describe the location of Leeds using as much information as possible. Task 2: Identify the social, economic and environmental factors that make Leds important. Task 3: Draw the settlements onto the Burgess Model Task 4: Main Task: Describe the distribution of each ethnic group in relation to the Burgess Model. Task 5: Plenary: SPaG clean up. Lesson contains one powerpoint and one worksheet.

Students will be able to describe what coastlines are, where they are located and a specific focus on the Holderness Coast. This lesson will cover features such as geology and features such as headland and bays. Finally this lesson will work on improving students OS map reading skills. Starter: Knowledge Retention of previous learning Task 1: Recap on what the coast is along with the closest coast to us. Task 2: Describe the location of the Holderness Coast Task 3: Describe the type of rock found on the Holderness coast and what features these create. Task 4: Main Task: Using an OS map, complete the sheet on OS map skills Task 5: Plenary: Home Learning on A3 research project. Lesson contains one powerpoint and one worksheet.

Students will be able to describe where the continent of Europe if located using hemisphere, lines of latitude and longitude. Then using an atlas students will located each country in Europe and its seas on the handout Starter: Knowledge retention about previous learning Task 1: Describe the location of Europe globally Task 2: Describe the location of Europe using latitude and longitude Task 3: Main Task: Identify the countries of Europe on the sheet as well as the seas, and Alps, and climate areas if possible. Task 4: Plenary: Recap of information. Lesson contains one powerpoint and one worksheet.

Students will be able to locate Sossusvlei, in Namibia Africa using the techniques used in the previous lesson. Then students will identify the physical features in Namibia and its human features. Next students will be asked to use data to find the mean median and mode of the data then process it into a bar graph. Now students will be asked to describe how a sand dune forms. Finally students will be asked to identify reasons why tourism is present at Sossusvlei. Starter: Knowledge Retention of previous learning Task 1: Describe the location of Sossusvlei, Namibia Task 2: Identify the mean, median and mode of the data then create a bar graph from the data. Task 3: Create a flow diagram showing the formation of a sand dune Task 4: Read through and identify features of tourism in Sossusvlei. Task 5: Main Task: Describe the formation of a sand dune at Sossusvlei, and explain what tourism they bring to the area. Task 6: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will start by recapping hydraulic action and abrasion then identify features using aerial photography of headlands and bays. Students then recap the types of weathering that is present and then describe the formation of a sea stack. Finally students will learn about the formation of a spit and using terms such as longshore drift, swash and backwash they will attempt at explaining its formation. Starter: Knowledge Retention of previous learning Task 1: Using aerial photography identify the feature on the African coast Task 2: Describe the types of weathering present along the coast Task 3: Explain the formation of a sea stack. Task 4: Describe the location of features of a spit. Task 5: Describe the formation of a spit. Task 6: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will be able to recap where tropical rainforests are located globally, then they should work on defining what deforestation is, then students should identify the trends of deforestation shown in the choropleth map. Then students investigate the reason why deforestation occurs due to economic reasons. Finally students weigh up the economic benefits with the environmental costs of deforestation. Starter: Knowledge Retention of previous learning Task 1: Describe the location of tropical rainforests globally. Task 2: Describe the trends shown in the choropleth map. Task 3: Describe the trends in the pie chart for reasons of deforestation Task 4: Main Task: Evaluate if the economic benefits of deforestation are worth the environmental cost Task 5: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will be able to describe the route the Amazon river takes using longitude, latitude and countries, then students will be asked to identify confluences, tributaries and other physical features associated with rivers. Next students will be asked to knowledge dump everything they can remember about the water cycle in their books and then match up the labels with the correct definition. Finally students will learn about convectional rainfall and asked to describe the water cycle in the amazon through everything they have learned. Starter: Knowledge Retention of previous learning Task 1: Describe the path of the Amazon river from source to mouth. Task 2: Knowledge dump everything you know about the water cycle. Task 3: match the correct word to the definition. Task 4: Main Task: Describe the water cycle that occurs in the Amazon, then explain how this causes convectional rainfall in the Amazon rainforest. Task 5: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will be able to recap the key terms of rivers and the types of erosion that occurs and the coast. Then students learn about Angel Falls in Venezuela as a case study for waterfalls. Students then lean how waterfalls formed and are tasked with describing them on their whiteboards and are then tasked with describing how a meanders and oxbow lakes occur. Starter: Knowledge Retention of previous learning Task 1:Recap the location of the Amazon River, and the key terms associated with them Task 2: Describe how waterfalls form. Task 3: Key terms with meanders and oxbow lakes Task 4: Main Task: Create a comic strip about how a meander and oxbow lake forms using key geographical terms. Task 5: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will start by conducting a formative assessment on their previous learning of Asia and key geographical concepts. Students will be introduced to the core concept and key features of the population pyramid, this will set the ground work for the rest of the lesson. Then they are to watch a quick video (link in powerpoint) over what population pyramids are and their 3 phases. Students are then to identify the features of two separate population pyramids in Asia and then to compare and contrast them to show understanding and comprehension. Starter: Formative Assessment Task 1:Introduction into what the core features of population pyramids are and why we need them. Task 2: Watch the TedEd video describing population pyramids and make notes about them. Task 3: Describe the population pyramid for Afghanistan and then describe the population pyramid for Japan Task 4: Main Task: Compare and contrast the population pyramids of two countries in Asia Lesson contains one powerpoint and one worksheet and the formative assessment quiz.

Students will be able to recap the key learning from previous lessons on Asia and features of population, they will also be able to describe the mode of data on their white boards as a starter. Then students will be asked to describe what overpopulation is and what its effects might be. Then using a choropleth map to describe where globally is densely populated. There is then a video to watch to describe the problems with overpopulation. Students are to match up the causes of over population to the definition and describe why. Students are introduced to Dharavi Slums in India and to describe using the images what problems overpopulation have caused. Starter: Knowledge Retention of previous learning Task 1: Define/ describe overpopulation Task 2: Describe where globally is densely populated Task 3: Identify the causes of overpopulation and evaluate which is the worst and why Task 4: Main Task: Using the photographs of Dharavi, explain some of the problems with overpopulation 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.

Students will be able to recap the key terms of biomes, their components and the location of the taiga from previous lessons on their whiteboards as a starter. Then students will be given guided reading homelearning (included) to cement their knowledge. Students then will recap previous terms of rivers, and the courses of the river. Then students will locate the river volga globally and use 4-6 figure grid reference to establish geography skills. Finally students will create a story board on the steps of waterfall formation and a quick quiz on what they learnt. Starter: Knowledge Retention of previous learning Task 1:Recap the key geographical terms for rivers Task 2: Describe the location off the river Volga Task 3: Identify the 4-6 figure grid references to certain features along the river Task 4: Main Task: Create a comic strip about how a waterfalls forms using key geographical terms. Task 5: Plenary: Recap of key questions from today Lesson contains one powerpoint and one worksheet and home learning guided reading.

Students will start by conducting a formative assessment on their previous learning of Russia and key geographical concepts. Then students will recap their previous learning in 6 quick questions on whiteboards. Students will be given guided reading homelearning (included) to cement their knowledge. Students then will recap previous terms of rivers, and the courses of the river. Students will then be tested on their knowledge retention on learning about meanders and then asked to complete a field sketch and annotation . Starter: Formative Assessment and then 6 quick starter questions Task 1:Recap the key geographical terms for rivers Task 2: Describe the definition of meander and how they form Task 3: Tested on key components of rivers such as slip off slope and river cliff Task 4: Main Task: Write instructions on how the create an meander (Lower ability) oxbow lake (higher ability) Task 5: Plenary: Recap of key questions from today Lesson contains one powerpoint and one worksheet and home learning guided reading.

Students will be able to recap the key learning from previous lessons on rivers and their features, they will also be able to describe 4-6 figure grid references on their whiteboards as a starter. Then students will be given guided reading home learning (included) to cement their knowledge. Students then will recap previous terms of rivers, and the courses of the river. Then students will go through the step-by step process of how levees are formed, with a strong investigation into deposition and how it works. Pupils will then be tested on the key knowledge of levee formation before being asked to annotate the sketch of a levee formation to show how it forms. Starter: Knowledge Retention of previous learning Task 1:Recap the key geographical terms for rivers Task 2: Describe what deposition is and how it occurs Task 3: Recap the core content of the lesson on whiteboards to show how well they understand Task 4: Using the image on the screen, stick image in and annotate how the levee forms. Task 5: Main Task: Annotate the sketch of a levee formation to show how it forms. Lesson contains one powerpoint and one worksheet and home learning guided reading.

Students will start by gluing in learning journeys and knowledge organiser to show what they will be learning this term. Then students will be asked to show their knowledge of previous learning from their rivers topic. Students will then be asked to describe the location of Asia, then to do this using latitude and longitude showing increasing depth and skill. Then using the template attached students are to use atlases to draw on the countries and physical features of Asia on their sheets. Starter: Knowledge Retention 5 quick starter questions Task 1: Describe the location of Asia globally Task 2: Describe the location of Asia using latitude and longitude Task 3: Main Task: Using an atlas write down the location and physical features of Asia. Lesson contains one powerpoint and one worksheet and learning journey and knowledge organiser.

Students will start by recapping what they have learnt in their previous lesson about the location and countries of Asia along with river features of previous topic. Then students are to describe what population density and distribution are by describing them using 4 examples. Students to identify using a choropleth map which countries in Asia are the most densely populated. Then students to recap what rural and urban areas are along with why people move from rural to urban areas. Starter: Knowledge retention of 5 quick starter questions Task 1:Introduction to population density and distribution, describe the distribution and density of 4 football matches. Task 2: Describe which countries in Asia are densely and sparsely populated on the choropleth map. Task 3: Identify the difference between urban and rural areas. Task 4: Write down what the push and pull factors are for rural and urban areas. Task 5: Main Task: Describe why people move from the rural areas of India to urban cities. Lesson contains one powerpoint and one worksheet.

Students will firstly stick in learning journey and knowledge organiser in their books. Then students to recap previous learning of the population of Asia. Then students to recap what the structure of the earth is and then assessed for their understanding. Students then learn about how earth has changed through time and how plate tectonic theory happens, then students are to describe the location of the Pacific Ring of Fire and its location to Asia. Students then to look at information sheet and describe the difference in the three plate margins. Students then practice this in a fake exam question. Starter: Knowledge Retention of previous learning Task 1:Recap structure of the earth Task 2: What plate tectonics are and the evidence for them through plate tectonic theory. Task 3: Read through the 3 different plate tectonic boundaries and describe how they move and the features they create. Task 4: Main Task: Attempt the fake exam questions to test knowledge and comprehension. Lesson contains one powerpoint and one worksheet.