The second lesson in a series of 'coasts&' lessons comparing constructive and destructive waves. Easily adaptable for KS4 particularly for AQA B spec.

A lesson from my Changing Places Scheme of Work which centres around the difference between a sense of place and our differing perceptions of place and the factors which may influence this. Las vegas, Thailand and Venice feature as mini case studies along with an extensive focus on Tuan's Topophilia(1974) and Place memory.

The third lesson from my Changing Places scheme. This is an extensive lesson and took me 3 hours to get through as a range of case studies (including Detroit, South Africa, Grenfell Tower) are used to cover spatial segregation, social exclusions and insider/outsider perspectives.

A lesson from my scheme of work for the new Geography ALevel: Changing Places. This lesson focuses on perceptions of place and the factors which influence this (endogenous and exogenous factors). The lesson focuses on key definitions of endo/exo factors along with the distinct differentiation between the two. Practical examples are then given to concrete this difference with tasks focusing on our local area (Sheffield-but can be easily adapted to your local area) and exam practice from the AQA specimen papers.

A lesson taken from my 'Into Africa' Scheme of Work focusing on Blood Diamonds and the Revolutionary United Front in Sierra Leone. Undoubtedly, my favourite lesson from this unit and one which was graded outstanding as part of a performance management observation. There are a number of student lead activities throughout this lesson with the main task taking the form of an extended writing task. Pupils are asked to write a letter (using the writing frame as provided) to a local jewellers urging them to sign up to the Kimberley Process - an agreement to ensure that the diamonds sold have been mined ethically and fairly. This lesson is a real eye opener for students and the atrocities of the RUF engage and excite students and generate in-depth ethical discussions. This lesson was designed for KS3 but can be easily adapted to be taught at KS4 and beyond.

A work booklet to compliment the introductory lessons to the new AQA A-Level Changing Places unit. This is a 12 page booklet full of activities which encourage students to change their mindset from GCSE concepts of place to A-Level (and beyond) concepts and theories of place. Pupils are required to consider definitions of place, their own sense of place through their favourite places, media and experienced places along with insider and outsider perspectives on place. As any geographer will know, this is a challenging unit, but this booklet proved very successful with my year 12 class in laying the foundations for the unit. See my shop for lesson 2 (powerpoint and workbook included!)

The lesson focuses on representations of place through quantitative and qualitative sources. Pupils are required to identify these sources along with evaluating their usefulness. Exam practice features using the specimen paper.

Lesson 7 in the Changing Places SOW

This is the first lesson for the new AQA A-Level Changing Places Unit. It focuses on place theory with key players such as Massey, Creswell, Jackson and Gregory's definitions of place featuring. Pupils are also introduced to a 'sense of place' through Tuan and are considered to think about their experiences and perceptions of near and far places along with the factors which influence their thoughts. A simple, clear and concise introduction to place theory with a range of activities which are student lead and generate ample class discussion to unlock deeper thinking. Complimenting work booklet also available in my shop.

This is a 13 page document full of teaching and learning strategies to diminish the difference (narrow the gap) between disadvantaged and non-disadvantaged ( including PP and non PP pupils). The teaching and learning strategies are informed by findings from the Sutton Trust which rank interventions in terms of months impact. If you are unfamiliar with their work, I would strongly advise researching their teaching and learning toolkit to help guide your PP strategy in school. The booklet contains practical strategies in line with the most effective forms of interventions as identified by the Sutton Trust. Notable examples include; meta-cognitive and self-regulation strategies, effective feedback and guidance on writing effective WWW and EBIs, collaborative learning, reading comprehension and a mastery learning model. This was created as part of my Teaching and Learning responsibility for monitoring and raising the achievement of PP pupils in my school.

This is a lesson extracted from my KS3 Weather SOW with a focus on extreme weather systems. It was adapted in preparation for a 'Mocksted' Inspection whereby it received very pleasing feedback. The lesson itself is fast paced with a focus on smaller, student led activities with clear differentiation opportunities (including extension tasks for HA learners) and explicit progress checks throughout. A dynamic lesson with a range of resources including a pre-prepared worksheet and YouTube hyperlinks. Enjoy!

Lesson 4- Place Attachment and Identity with significant focus on Tuan's place attachment theory. The focus then turns to place making through rebranding, regeneration and re-imaging. Hull City of Culture is used as a case study (as referenced in the AS Changing Places Exam)

This is a 14 page workbook to compliment the second place lesson in the AQA Changing Places unit. The booklet is focused on perceptions of place with exogenous and endogenous factors dominating the activities. All activities are student lead with extension tasks for HA learners. Massey's 'Kilburn' (as recommended by Redfern's A-Level textbook as key text) features along with all the relevant exam questions and mark schemes from the AS and A2 specimen papers. Feedback would be greatly appreciated.

This lesson is the first in my 'Into Africa' Scheme of Work. It challenges pupils' perceptions and often misconceptions of Africa. This lesson generates so much class discussion and is a real eye opener for pupils. There are clear and obvious progress checks throughout this lesson and extension tasks to stretch and challenge the most able. This is one of my favourite lessons to teach and generates such a buzz in the classroom whereby pupils are still talking about it in their next geography lesson.

An introductory lesson in a key stage 3 'coasts&' scheme of work.

A KS3 lesson taken from a weather SOW. This lesson focuses on the features of a climate graph and constructing them. Pupils are required to construct 1 climate graph from 5 potential mystery locations (all data provided) before using investigation to work out where in the world their mystery location is representing. Resources also include an extension sheet for HA learners.

I have divided the 'local' place study into 4 key themes: economic change, cultural change, demographic change and socio-economic inequalities (in line with the spec). This is the first booklet which focuses on economic, cultural and demographic change in Sheffield through the 4 rebrands of the city from: Steel City -> City of Sport -> City of Retail (and regeneration of Lower Don Valley) -> Outdoor City The booklet relies on a number of data based sources which I have found online. I cannot upload them as I do not own them BUT there is a free bibliography available to download in my shop. Accompanying powerpoint lesson coming soon along with more resources!!!!

This is the first booklet in Edexcel’s Globalisation Unit. The PowerPoint is designed to be printed as a booklet so that it doubles up as both a PowerPoint presentation and a medium through which students complete the lesson activities and notes. I am very active on Twitter (Quigley_Becki) so please credit accordingly and do not replicate for re-sale. Many thanks

Another lesson taken from my 'Around the World' scheme of work. This particular lesson focuses on the physical features of the British Isles (countries, rivers, mountains and cities). The main skill focus is map work and please note that pupils will require an atlas to complete the main task. Alternatively, a basic GIS could be used (google earth etc) and the skill focus could become GIS. We currently have British Isles whiteboards (whiteboards with an outline of the British Isles on them) and one of the progress checkers uses these- your particular school may not have access to these but the progress check can be adapted for use with just blank mini whiteboards. Lesson was used as part of a whole school learning walk and received very positive feedback on how student-lead and skill focused the activities were. Plenty of discussion opportunities feature along with extension tasks to stretch and challenge.