Those lessons are part of the Superpower Unit made for Y9: L1: Russia: location and physical features L2: Russia: energy resources L3: China: location and physical features L4: China: population: research lesson L5: China: Tibet L6: China: the South China Sea L7: China and the British Empire Those lessons have a variety of tasks: map work, research, video, reading comprehension, explain, evaluate, describe questions. My students loved them. Enjoy teaching

Complete lesson for this topic. From a starter to a plenary with all resources provided. Enjoy and please leave feedback so it will help me to design even better lessons.

The booklet covers the three first topics from the new AQA specification: General atmospheric circulation model; pressure belts and surface winds; global distribution of tropical storms; causes of tropical storms, the structure of a tropical storm and how climate change might affect the distribution, frequency and intensity of tropical storms. It is prepared for students' independent work. It has many elements that are needed to be practiced by GCSE students, i.e.: reading comprehension, visual stimulus, practical element, exam questions and self motivation. The booklet is self sufficient and everything is explained. Starters, , aims, targets, activities, mini plenaries and plenaries are included.

The lesson covers an example of an urban regeneration project to show: reasons why the area needed regeneration and the main features of the project. You need to follow the PPT, all resources are attached. I did it with three classes so far and even the most challenging class got engaged. The lesson uses time management and the pace is fast so no time to waste or misbehave. I chose the Olympic Park as it is in this country and you even can extend the lesson by fieldwork (if you have time). It took me two lessons with each group to complete the lesson and I still have another two groups to go. It uses a wide variety of skills, i.e.: pictures and maps analysis, map reading, exam question answering, guessing problems.

It is a complete homework project that requires students to collect data from a website (the name in the instructions) and then present and analyse the data and evaluate their own work. All instructions and worksheets needed are included.

The lesson is project based, it covers case study of a section of coastline in the UK to identify its major landforms of erosion and deposition (Flamborough Head to Spurn Head). Students complete a "case study on a page" project. Students have the guidance (attached) and research the information needed. My students love this type of lesson and they are extremely engaged (including the ones with behaviour issues). The project guidance has step by step instructions and a set of websites students can use. It also teaches them to only select the information that are the "must have" as they are restricted with the space available (the case study must fit on an A3 sheet). I completed this with my Y9 GCSE group.

Students fill it in twice, at the beginning of the topic and at the end to see the progress they made. You as a teacher have a proof of your students making a lot of progress over time :-) No marking required.

This is a set of four lessons based on case studies. AQA 1-9 GCSE new specification. The case studies are: Japan 1995, China 2008 and Nepal 2015. All materials are included, the four lessons are full, each from a starter to a plenary including mini plenaries.

The project covers effects, responses, 3Ps and different levels of development aspect. It is two weeks project based on research. Students' lead. Computer needed for research. It teaches students how to collaborate and manage time effectively to achieve the goals. It uses the case studies of Hudhud, Haiyan and Katrina but you can use different case studies if you wish. At the end students need to evaluate their work and contributions. The final projects are meant to be presented in front of the head teacher to make the students' motivated.

This is a knowledge test that covers the following aspects of the rivers unit: stages of the river long profile, fluvial processes, erosional landforms and why rivers meander. It comes with a feedback PPT for peer assessment saving you time to mark it. At the same time it teaches students how to answer short answer questions and get the full mark for them. Have a look at the river valley’s knowledge test and urban knowledge test. My students like them, so I hope that yours will too.

The knowledge test covers urban terminology related to megacities and Dharavi as a case study, it concentrates on Dharavi benefits and challenges. It is adaptable so you can use it for any case studies. It comes with a feedback PPT for peer assessment. Helps the less able to answer the short answer questions and the more able to include specific information in the level mark questions and develop their answers to the magical level 3. Have a look at another knowledge tests of mine.

Full introduction lesson to Rivers unit for KS3 Geography national curriculum. Key ideas: definitions of ‘river’ and ‘landscape’ (knowledge), examples of UK rivers (map skills), command word for an assessment ‘describe’ (exam skills), examples of rivers importance (knowledge).

How does water flow into rivers? is a second lesson in the KS3 Geography Rivers scheme of work. Key ideas: OS map reading (geographical skills), terminology definitions (knowledge), reading comprehension (understanding), assessment focus ‘describe a sequence of…’ (exam skills).

Lesson 3 focuses on river processes. Key ideas: photo and diagram analysis (geographical and exam skills), key terminology (knowledge), using resources (application of knowledge), resource based assessment type question (exam skills), knowledge recall (knowledge).

The lesson contains: knowledge rich starter five main reasons for living near volcanoes differentiation between social, economic and environmental reasons ‘explain’ GCSE type question All resources are included in the PPT

The lesson includes: knowledge rich quiz at the start (with answers) definitions of hard and soft engineering, explanation of whom decision makers are and what choice do they have before taking the final decision of protecting or not reading comprehension/information selection from unknown source based on textbook assessment type question ‘evaluate’ with success criteria plenary: oak academy quiz, link provided Enjoy teaching

The lesson contains: knowledge rich quiz as a starter recall of stakeholder and conflict definitions instructions for group work to study possible conflicts and finding solutions to those conflicts Enjoy teaching

The lesson contains: knowledge rich starter reasons why Happisburgh needs to be protected causes of fast erosion in Happsiburgh opinion of different stakeholders history of sea defenses in Happisburgh advantages and disadvantages of proposed managed retreat assessment type question ‘evaluate’, including an outline to structure an answer to ‘evaluate’ question Enjoy teaching

10 lessons: L1: What coast is and what uses it has L2: erosion, transportation, depositon, geology, waves L3: headlands, bays and wave -cut platform L4: from headland to stump L5: longshore drift L6: beaches and spits L7: hard and soft engineering L8: managed retreat at Happisburgh L9: hard engineering at Mappleton L10: conflicts Enjoy teaching, all resources are in PPTs.