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!

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.

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 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,

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.

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.

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.

I’ve received a lot of praise for my scheme of work in observations, it has evolved over the last 5 years and I’m now really happy with my standard lesson planning structure. All new lessons slot into this format (for all subjects). This example is for an intro lesson to Tectonics as AS. Update December 2018 - just been observed, outstanding again - planning, recall, stretch, questioning, english and maths, AfL AoL E&D and British Values all included. Update Oct 2019 - Learning Walk observation outstanding - lesson shows evidence of detailed planning and focus on individual learner progression.

This powerpoint and the associated pictures can be used together to deliver Learning Aim C for Unit 15 Investigating Retail. I laminated and cut the photos up to help students througout the theory sessions categories, put in order, discuss and share their thoughts on stock control, supply chain management and logistics.

I’ve created this powerpoint from scratch, developed using the specification from Pearson/Edexcel and builiding activities and exercises that will make for active lessons and enable the students to complete the assignment on retailing in their local area. Insert your local town, update the maps copying and pasting from google maps (no copyright issues in educational setting) and you are good to go.

Presentation created from scratch to match the specification and activities in BTEC Book 2, as well as a set of cards to stimulate class discussion, sorting exercise and categorising activity. A worksheet to consolidate knowledge which can then be used to prepare the analysis/ merit elements of the final assignment for this unit.

Created from scratch with links to activities from the textbook (BTEC Book 2) to support theory and learning towards Learning Aim C for Unit 5 International Business

PowerPoint created from scratch to match the specification requirements for learning aim D - Culture in international business. Use this to frame a lesson, activities and discussion. Enabling students to then write up a super assignment P7.

Created to support the teaching of theory for Unit 5 International Business Learning Aim B, this powerpoint has activities and knowledge sharing sections to create a varied and stimulating lesson.

I created this powerpoint from scratch using the BTEC spec as a guide and some links to activities in the Business Book 2 text book that accompanies the course. The lesson has activities and theory that build towards Learning Aim A of the spec and will help with the first assignment in Unit 5 International business.

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.

Use this to encourage students to consolidate notes into one place for Unit 6 Principles of Management Learning Aims C & D