A lesson designed on the human and physical causes of river flooding. This lesson is designed to develop pupils understanding of the causes by encouraging developed explanations. The lesson finishes off with an exam style question. Suitable for KS3 or GCSE as part of the Rivers unit.

A lesson focusing on Lower Course River Landforms, particularly, Floodplains, Levees, Estuaries and Mudflats. The examples used are specific to the River Tees but this can easily be modified if it doesn’t suit what you are teaching. This lesson is suitable for Year 9 and also for GCSE when teaching Rivers.

A lesson designed to teach pupils how to interpret flood hydrograph. Activities include: Defining terminology. Video to show a storm event. Drawing own flood hydrograph using data (Boscastle). Annotating their own flood hydrograph. Comparing flood hydrographs characteristics and explanations as to why the hydrographs are different. Exam question to apply knowledge with mark scheme. Suitable for Year 9 and GCSE when teaching Rivers.

Pupils will learn a range of hard and soft engineering techniques to reduce river flooding. For each strategy pupils will know how they work and advantages and disadvantages of them. Pupils will then be challenged further to categorise the advantages and disadvantages into social, economic and environmental. There is then a further activity to allow pupils to apply their knowledge to the River Tees (this can be skipped if you would prefer to use a different case study). Suitable for Year 9 and GCSE if teaching Rivers.

A lesson focusing on Upper Course River Landforms, particularly, Interlocking Spurs, Waterfalls and Rapids. The examples used are specific to the River Tees but this can easily be modified if it doesn’t suit what you are teaching. This lesson is suitable for Year 9 and also for GCSE when teaching Rivers.

A lesson focusing on Middle Course River Landforms, particularly, Meanders and Oxbow Lakes. The examples used are specific to the River Tees but this can easily be modified if it doesn’t suit what you are teaching. This lesson is suitable for Year 9 and also for GCSE when teaching Rivers.

For teaching Rivers AQA Specification but can also be used to teach core knowledge of Rivers at KS3. Learning Objective: To learn how a river transforms from source to mouth. This lesson has a focus on the River Tees but this can be easily adapted to suit any case study. Pupils will compare the three courses of a river through the use of a video and images. Pupils will then learn the difference between a long profile and a cross profile and will be able to draw out a full long profile with annotations of what the characteristics are like at each course.

AQA Rivers specification which can also be used to teach Rivers core knowledge at KS3. Learning Objective: To learn about the drainage basin and fluvial processes. Pupils will learn the drainage basin key terminology and test this knowledge using exam style questions including map based skills. Pupils will then learn the four erosional and four transportational processes. This will be followed by pupils learning about the Hjulstrom Curve with questions to test pupils application skills at interpreting the graph.

Pupils will learn about how sedimentary, metamorphic and igneous rocks are formed as part of the rock cycle. Pupils then explore the different characteristics of each rock type and locate these within the UK. Finally, pupils can apply their knowledge with a range of activities. Suitable for KS3.

Pupils will learn about what a transnational corporation is and the impact of Nike and Coca Cola on India (both advantages and disadvantages). There are also wider links made to globalisation and the multiplier effect. Pupils will also take part in a decision making activity on whether another Coca Cola factory should be built using stakeholder viewpoints to help guide their decision. Pupils are encouraged to present their decisions to the class whilst the rest of the class can make notes on the differing viewpoints. Finally, pupils will reflect on the impact TNC’s have had on the development of India.

This lesson can be split over two lessons and is separated as such on the PowerPoint. Pupils will learn about each stage in the Demographic Transition Model and will be challenged to interpret this by looking at what is happening in each stage to birth and death rates as well as population change. Pupils will be asked to explain the reasons for these changes and the results that come from the changes. As an additional activity, pupils will then be given information from a range of Asian countries and will be asked to place them on the appropriate stage of the DTM. Pupils will then move on to learn about population pyramids. They will be tasked with drawing a population pyramid and then interpret this and link each population pyramid to a stage in the DTM. Suitable for Key Stage 3 on a unit for Development. Can also be used for Changing Economic World as part of the GCSE AQA Specification.