Using an exam wrapper saves you time, you give whole group feedback, live, students record their individual feedback and how they plan to act on this. I’ve used it with Y12 and Y13, they absolutely love it, it makes ‘lets go through the paper’ meaningful. They don’t just see their grade and shove it in their file.

Questions from across the Pearson / Edexcel Spec for A Level Geog Superpowers. Use these at home for revision one a day style or in class and bounce the questions between students. My A* - C group really found these helpful, they show up gaps in knowledge, there is no hiding and each question turns into a group discussion, recalling case studies and detail.

Students can feel over faced by a high tariff extended writing task such as the 33 mark essays in Geographical Debates on the OCR A Level Geography Spec, my group have gained confidence by using this planner to improve their paragraphs and overall structure.

Really valuable resource to send home with students or to use in class, I put it on the whiteboard with this years A*-C group and we bounced questions by ‘asking a friend’ which meant there was no hiding! where we found a group weakness we made a note and did a mini recap after the students had done some of their own revision.

Use in class for think pair share, bounce questions, individual or group learning, retrieval practice and confidence building. Teach your students to alter the command words and make more questions themselves from this.

A step by step scaffolded tool for consolidating theory and encouraging students to apply the knowledge from block diagrams and theories of plate tectonics together and make arguments. First step is to draw the subduction zone benioff zone block diagram and annotate it. Then draw the subduction zone chain of volcanos scenario and annotate it Then make arguments about how well these two bits of scientific understanding support the differing plate tectonic theories. Final part is a gapped summary with assessment embedded to enable the weaker students to see how to build an argument. Worked well with year 1s today, showed up gaps in understanding around formation of volcanoes near ocean trenches.

These are so useful for AS and A Level students, they find them a good way to trigger some investigation into their notes or the text book. My most recent A*-C group found them useful in class because if the students pick a question for a classmate there is no hiding, sometimes we have to ‘phone a friend’ and see if anyone can answer it, this shows up the gaps in knowledge and we make more notes, get the old lesson powerpoint out and recap what is missing. The theme of the question can also be used with multiple command words, this builds confidence and depth of knowledge. It is handy for working through from describe, explain, assess, evaluate, describe a case study, recall the facts you remember about… to compare that with and what is your standpoint in relation to,

I found this useful for helping students decode assess questions where the ‘other hand’ is not always obvious to them. Over time I repeat this but give them fewer and fewer hints. Also useful for revision. The key is getting them to understand the value of the balance at the bottom.

These are so useful for AS and A Level students, they find them a good way to trigger some investigation into their notes or the text book. My most recent A*-C group found them useful in class because if the students pick a question for a classmate there is no hiding, sometimes we have to ‘phone a friend’ and see if anyone can answer it, this shows up the gaps in knowledge and we make more notes, get the old lesson powerpoint out and recap what is missing. The theme of the question can also be used with multiple command words, this builds confidence and depth of knowledge. It is handy for working through from describe, explain, assess, evaluate, describe a case study, recall the facts you remember about… to compare that with and what is your standpoint in relation to,

I use this in my planning phase when I’m a bit stuck, have lots of ideas and am not sure how to link the activities to the topic and make a coherent flowing lesson. I also try to tie in the homework at this stage so it links to the next thing or the previous thing we’ve studied. It is a variation on the famous 5 minute lesson plan, I just couldn’t get all I wanted down in 5 minutes, this takes me a bit longer but it does make me observation ready!

These are so useful for AS and A Level students, they find them a good way to trigger some investigation into their notes or the text book. My most recent A*-C group found them useful in class because if the students pick a question for a classmate there is no hiding, sometimes we have to ‘phone a friend’ and see if anyone can answer it, this shows up the gaps in knowledge and we make more notes, get the old lesson powerpoint out and recap what is missing. The theme of the question can also be used with multiple command words, this builds confidence and depth of knowledge. It is handy for working through from describe, explain, assess, evaluate, describe a case study, recall the facts you remember about… to compare that with and what is your standpoint in relation to,

These are so useful for AS and A Level students, they find them a good way to trigger some investigation into their notes or the text book. My most recent A*-C group found them useful in class because if the students pick a question for a classmate there is no hiding, sometimes we have to ‘phone a friend’ and see if anyone can answer it, this shows up the gaps in knowledge and we make more notes, get the old lesson powerpoint out and recap what is missing. The theme of the question can also be used with multiple command words, this builds confidence and depth of knowledge. It is handy for working through from describe, explain, assess, evaluate, describe a case study, recall the facts you remember about… to compare that with and what is your standpoint in relation to,

These questions work really well when recapping lesson content. The themes can be used with a hierarchy of command words too, describe, explain, assess, evaluate. In class my last A* to C group used an ‘ask a friend’ technique and bounced questions around the classroom and all wrote down and discussed the answers, case studies etc.

Either tackle one a day at home or use in class to bounce questions, my last group got 100% A*-C using these in revision lessons to pick a question for each other as a challenge.

AS Geog (Edexcel) Globalisation 3.2a-c online teaching ppts Tweaked for 2021, I’ve delivered this online via MS Teams using breakout rooms and setting some of the more in depth research tasks as independent study (students upload a pic of their work to an MS Teams assignment so I can track engagement/progress). This one includes: WTO IMF Trade Blocs (up to date addressing both Brexit and RCEP references) SEZs I set the final activity (China from 1978 Open Door Policy onward) as an independent task. The students have a sub set of the slides to work through and use their own internet research to produce a one page fact file. It refers to two text books, Pearson’s own AS Geog text book and Digby which is published by Oxford University Press. I just scanned pages with my phone and shared in the ‘files section’ and class notebook for students to refer to.

AS Geog (Edexcdel) Globalisation 3.3a-c set up for remote teaching uses a range of Hyperlinks, QR Codes, Internet research activities to complete the 3.3 area of the spec on: Measuring Globalisation, TNCs Switched on/Switched off May include references to ‘Digby’ this what we call our Oxford Press Textbook, my favourite of the three available. I teach this as 2 x 1 hour blocks of online / screen MS Teams and then give them a couple of activities (Slide 13 and 37) as independent learning with a simple, take a pic and upload to Teams Assignment page where I can track engagement.

I’ve tweaked my usual lessons for online teaching using MS Teams, I try to do 2 x 1 hour contact lessons with me talking through theory, using breakout rooms and class notebook to get them thinking. Then set an independent task for them to complete for the rest of their usual timetabled lesson time. This 3.1a-c part of the spec includes: Introducing globalisation through our belongings What is globalisation Time space compression Containerisation Colonialism Diamond 9 evaluating technique (not that this is relevant in 2021 but will be next year). For independent study, I got them to do the proportional lines task from the first activity, research and improve on the timeline showing acceleration of globalisation in recent years. Seemed to go down well. They uploaded pics of their work for me to see via the Teams Assignment area so I can keep track of progress in the ‘grades’ section.