This resource is an opportunity to introduce basic correlation techniques in Key Stage 3. It looks at all the countries that made the final of the World Cup since 1950 along with their current population and HDI. It challenges students to explain anomalies in data (e.g. how come Uruguay did so well when its still a small, less economically developed country) and shows them how to draw their own scatter diagram to explore whether more socio-economically developed countries have more success (as measured by HDI).

This resource was created for a one-hour revision session I had with the entire year group that was sitting Preparation for Working Life that same afternoon. This syllabus still runs until June 2019 so there are a couple more opportunities to sit the examination. There are examples of questions from all the different sections of the paper here and the answers are provided for the shorter questions.

This is a different way to approach the topic of migration. The lesson presents students with several sources of information about the ‘Ten Pound Poms’ who left the UK for Australia in the 1950s. Students are challenged to devise a piece of drama that shows that they (i) understand what migration is; (ii) understand what push and pull factors are (iii) can apply their understanding to the example of UK citizens who left for Australia in the 1950s and (iv) appreciate the role that propoganda played in persuading people to leave the UK for Australia.

This resource examines the location of the FIFA World Cup in Russia. It looks at where Russia is, generally, then at the locations chosen for the England training camp and the matches in the group stages. It explores the practicality of getting around the place, coping with five different time zones etc. The challenge is to devise Gary Lineker’s travel schedule for him!

This resource looks at some of the social, environmental and economic consequences of hosting the World Cup. It looks specifically at the economic and social benefits and problems associated with running the event. It considers whether it is a safe place to travel to and whether supporters will be looked after. One activity challenges students to imagine they had an older brother who had decided to go to Kaliningrad for the match - would they advice against it or tell him to go? Why?

This resource looks at the pros and cons of building huge stadiums for global sporting events. It examines what is good and bad about stadiums, looks at some health and safety problems with the stadium at Ekaterinberg. It challenges students to write to the organisers of the World Cup expressing concerns about health and safety at the venues and to think about legacy issues. After showing them what happened to the Olympic stadiums in Athens and Montreal it asks students to examine the proposal that the 2030 World Cup might be stages in Argentina and that several new stadiums should be built. Hopefully, they won’t fall for it!

This is a small collection of presentations that was originally designed to support the teaching of the A2 Plate Tectonics unit for the AQA course. It covers revising the structure of the earth from a GCSE-level understanding, detailed notes about different types of plate boundaries and types of volcanic activity. It includes work on Hawaii as an example of a hot spot and introduces some minor extrusive volcanic features.

This lesson is an introduction to economic geography that uses the Wimbledon Championships as a case study. Students get to consider the costs and benefits of running the tournament and draw up a simple balance sheet. The lesson covers different types of work (seasonal, temporary, paid, voluntary etc.) and gets students thinking about who the producers and consumers of the services are at the tournament. There is a role play exercise in which two people argue about the cost of going to the tournament and some longer essay questions to extend more able learners and provide homework opportunties.

This lesson is designed to introduce the polar ice caps and tundra biomes to GCSE level students. It starts by looking at the distribution of these biomes, then looks at the climate, the flora and the fauna that are found there. The presentation then gets students to think about the structure of the soil in the tundra and about the problems people might have when the soil is constantly freezing and thawing. There are some maps, graphs, diagrams and images that could form the basis for further work.

This straightforward multiple choice test is designed to check pupils knowledge and understanding of the Key Stage Two Geography National Curriculum. It can be used at the end of Year 6 and/or the start of Year 7. There are five sections, each of ten questions: Knowledge of Europe, Knowledge of the UK, Latitude and Longitude, Human and Physical Geography and Working with Maps. Pupils simply shade in the box that matches the correct answer on the sheet provided. The teacher can then place the answer grid directly over the pupil’s answer sheet - this needs copying onto an acetate - and all the incorrect answers are instantly revealed so each pupil’s paper can be marked in a matter of seconds.

This resource looks at the challenges faced by people whose job it is to extract oil from beneath the desert sands or construct vast solar farms in the Sahara. Students are challenged to think about what problems they might have setting up an oil rig in the heart of the desert and are introduced to some of the controversies surrounding the consortium Desertec. This lesson fits part of the AQA 9-1 Geography specification section on hot deserts.

This is a complete lesson for introducing India to classes in KS2 and KS3. It includes a link to a video, from which students take notes about human and physical features of the country and asks students to imagine that they are a travel writer, working for an imaginary company called ‘Indian Inspirations’, A prompt slide gives examples of the place names, features and describing words they could use. The template is included for their submission to the editor, which is 200 words of copy for an introductory page in a travel brochure.

This lesson discusses how plants are designed to live in the harsh desert environment. Students are asked to suggest what qualities a small cactus might need in order to thrive in the semi-desert in Southern California. The examples of mustard and mouse-hair cress are also used to explain concepts such as seed dormancy, ephemeral plants and xerophytes. This resource could be used in Key Stage 3 or 4 and fits the requirements of the AQA 9-1 Geography syllabus for GCSE.

This scheme of work offers almost 50 detailed lesson plans for your Year 8 Geography Scheme of Work. This is plenty to keep a class occupied for a whole year’s learning including ideas for lessons on plate tectonics, Population and Migration, The Savannah and Energy for the Future. There are references to the textbooks that most departments keep sets of and ideas for homework. At around 20p per lesson, you can’t go far wrong.

This resource looks at desertification in the Sahel region. It explores the difference between the nomadic lifestyles of the true desert dwellers and the more settled lives of people living on the fringes of the desert. It looks at the causes and consequences of desertification and involves a group work task.

This resource looks at water management, reforestation and terracing as three examples of ways in which the soil can be protected from further degradation in the Sahel. Activities for students include labelling a photo sketch and comparing different methods with one another. This lesson fits with the AQA 9-1 GCSE Geography Specification.

This is a crossword puzzle with fifteen clues, the answers to which all relate to volcanoes and earthquakes. Ideal for use as a settling activity or to fill a few dead minutes at the end of a lesson.** Includes the solution on a separate sheet.**

This resource looks at the harm done by a rainy day at Wimbledon. It explores the impact of bad weather at The Championships, invites students to examine a complex climate graph, explains orographic (relief), frontal and convectional rainfall. There are also rainfall radar images to interpret and a microforecast specifically for Wimbledon. Students are challenged to consider the question "No one should have to pay for a weather forecast. DIscuss.’ in an extension task.

This is an introduction to the topic of hot deserts which features a map showing their location, some information about their physical features and how meerkats are designed to thrive in the environment.