Resources for teaching map skills to year 7 covering a range of skills Activities have been collated from a variety of free resources over the years - I'm sharing this SoW to help others with planning and resourcing. If there is work of yours I will happily credit it in the resource description, just let me know. Topics covered Longitude and latitude 4 and 6 figure grid references (some resources adapted from https://www.tes.com/teaching-resource/4-and-6-figure-grid-references-6373196) Map symbols Scale (some resources adapted https://www.tes.com/teaching-resource/what-is-scale-6169040 and https://www.tes.com/teaching-resource/scale-drawing-and-maps-6280918) Height

A sentence starter and connectives mat to support learners with literacy. Created in particular for KS3 but could be used with a variety of year groups.

18 ideas for marking, feedback and DIRT #FeedbackNOTmarking Clearly presented and ready for a CPD session. Lots of ideas to improve feedback and reduce time spent marking.

A 6 hour scheme of work to teach students key map and atlas skills. Lesson 1 - Locating cities Lesson 2 - Latitude and Longitude Lesson 3 - Choropleth Maps Lesson 4 - Map symbols, 4 figure Grid References and Describing Routes (can also include scale) Lesson 5 - 6 Figure Grid References Lesson 6 - Interpreting Maps For the rest of the resources visit https://mrshumanities.com/2016/11/15/zombie-apocalypse-atlas-and-map-skills-sow/

This is a work in progress and has been created through collaboration with a number of teachers from both geography and history as part of online collaboration. Criteria may well change once the new GCSE grade descriptors are produced fro Geography and History but this is a starting point for others in the blue. This isn't definitive and is just an outline for assessment until greater detail has been provided by exam boards.

Lesson designed after this Winters storm surge to get the pupils think about coastal management in the UK. Used after a lesson on coastal management techniques, pupils used their knowledge to make a decision on how to manage the coastline.

A 6x6 grid for encouraging students to get to know one another. Great for year 7 forms or new form groups. How to use Students need dice. In pairs they roll the dice to determine the cell coordinates. A student then asks the question in the cell and the other/s answer it. It could be printed off and laminated or simply displayed using a projector.

This is my first attempt at writing a Humanities SOW having just progressed into a new role. Feedback would be appreciated. Planning for a 5 week term. SOW on the History of Entertainment. Looks at pastimes of the Romans, the Middle Ages and the Victorians followed by modern day entertainment and the significance of the internet. Looks at a variety of historical skills over the term. Some ideas developed from http://www.tes.co.uk/teaching-resource/History-of-Fun-SOW-dh-6066147/, with thanks. A number of links within the SOW to other great resources from other contributors.

Add some fun to lesson planning with Teaching and Learning Secret Missions. In this pack are 50 secret mission cards to develop creativity and good practice. Ideal for T&L coordinators, ITT or PGCE mentors and Heads of Departments. Can be applied to a variety of subjects and key stages.

Assessment paper on globalisation/fashion and sport

Simple quiz on rivers. Multiple Choice - river features, processes and landforms Is it hard or soft engineering?

Worksheet to complete on how shield and composite volcanoes differ.

Assessment for a topic on river - covers river features, processes, land form formation and flooding.

Revision Booklet This editable guidance booklet will support learners in their revision of a variety of subjects. The booklet includes general approaches to develop retrieval practice and revision strategies with links and space to explain to students how they can apply the strategy to your subject area. All ideas are supported by research. The booklet is editable in order for teachers to customise to their subject area.

Powerpoint and card sort on the different types of pollution. This was designed for a Set 3 group with a wide range of abilities (right from 2a to 5c) and they loved the Simpson theme throughout the lesson. The card sort was given to the pupils as just the images, types of pollution and the sources then as the higher ability completed it they were given the effects to sort. The lower ability students were given very simple effect cards with two or three words on each but I'm unable to find that document to add to the resource

Resources for discovering physical and human features of Britain. Sort and map the features of our landscape.

A lesson on characteristic features of Britain and the British culture. Differentiation - Card sort activity with characters to stretch and challenge the more able.

A survey for pupils to complete before planning a new SOW for Humanities. Could be adjusted to apply to just History or Geography. Pupils to identify their agreement with a statement about subject content and learning styles to help with planning for Humanities.

A checklist for pupils to use to assess their understanding of the learning outcomes for Oceans on the Edge Edexcel Spec B (Linear). I have taken each point from the Edexcel exemplar SOW and organised it for the pupils to consider their understanding of each learbning outcome to identify where further revision/help is needed.

Need to Know Learning Matrix I use these to assess student understanding and progress through the term and to provide quality feedback without the need for excessive comment writing. I simply put the matrix in the front of the students book, every time I mark their books I highlight the relevant criteria in one colour (usually yellow) and criteria I would like them to attempt in DIRT in another (usually pink). Once the criteria to attempt is achieved I simply tick it off on the matrix. In their books I will write WWW and list the codes for the criteria achieved. I will then draw steps to indicate how to level up and write the corresponding codes of criteria I want them to attempt. The Need to Know questions are based on the lessons & learning objectives over the term, which are also used to create the coded success criteria. I find this technique reduces the time I spend marking books however allows me to provide quality feedback and to clearly see progress over the term. Hope it's of use.