A LEVEL Geography- Sustainable Urban Development + Mumbai case study- Contemporary Urban Environments. Detailed lesson- will take 2-3 lessons (including 45 minute video and 20 mark exam question). LOs: To know how cities impact the environment on a global scale. To describe challenges to urban sustainability. To be able to assess to which extent cities can be made sustainable. First tasks: establishing what is an ecological footprint and how individuals and cities can be more sustainable + the challenges that surround this. Engaging tasks with challenge tasks added for higher ability. Second half of the lesson focuses on the case study for Mumbai: social and economic inequalities, vulnerability to natural hazards, current conditions making it unsustainable and strategies in place to make it more sustainable. Interactive discussion tasks, written tasks and videos embedded. Final exam question: “For every problem caused by urbanisation there is an effective solution.”To what extent to you agree with this view? [20 marks] exam question structured out with hints for lower ability and a suggested structure which can be adapted.

Outline of intent and objectives of each scheme of learning and lesson for year 7 geography. Topics include: Location and Map skills, Ecosystems- Savanna and Hot Deserts, Population and Migration to the UK, Economic activity in Egypt, Geology- rocks and weathering, Coastal landscapes in Europe.

Geography Lesson- Challenges in a LIC- India Case study- Slums- Dharavi Suitable for KS3 or introduction to lower ability KS4. Learning Objectives: To know the challenges (push factors) in India. To understand how challenges are caused by population growth. Excellent if we are able to explain the social, economic and environmental challenges in India using named examples. Introduction to slums: using graphs to address data on population increase in Mumbai. Images used for discussion on challenges and disparities in wealth. Key terms- social, economic and environmental explained- students have to then categorise these into a table. embedded videos and engaging tasks. Chloropleth map showing different levels of wealth across India- locational knowledge + numerical skills. Differentiated plenary with exam style questions to check for understanding.

Whole lesson. Learning objectives: To know how we use gas as an energy source. To understand how gas is extracted. Excellent if we are able to explain the advantages and disadvantages of using gas as an energy source using a case study example in the Amazonian region. Range of differentiated activities for students to learn what natural gas is, how it is extracted, the process of fracking, and the advantages/disadvantages of exploiting and using gas. Clear plenary and AfL opportunities. Exam question at the end to apply knowledge- clearly structured for all abilities. Works with AQA spec. Can also be used for higher ability KS3 classes.

Assessment from year 8 Geography- Weather and climate- suitable for KS3 mostly. Topics: weather and climate, tropical storms, extreme weather, UK flooding, clouds, measuring weather.

Whole Geography lesson teaching the economic sectors and development of Nigeria. Linked to AQA Spec- Paper 2- The changing economic world. Differentiated tasks for higher and lower ability plus model answers. Exam questions embedded to check progress. Use of graphs and data to teach skills.

Entire lesson focus on: Eustatic, Isostatic, Coastlines of emergence and submergence.

Entire unit for A Level Geography- Coastal Systems- Lessons, worksheets and revision. Includes: coastal systems, sources of energy, inputs/outputs, high and low energy coasts, geomorphological processes, landforms, sea level change, coastal management, Holderness Case Study. Please ask for more details if needed.

LOs: To name social and economic impacts of tropical storms and volcanic eruptions in the Philippines. To be able to evaluate human responses to occupying places that experience a range of hazards. Teaches the hazards that can occur in the Philippines and offers specific examples of significant events in history. Applies knowledge to an exam question: Question: Evaluate human responses to occupying places that experience a range of hazards. (9 marks) How are they responding in the Philippines- long and short term? Are these new strategies decreasing hazard risk? – compare to past and modern examples. What are the limitations to current strategies?

LOs: To know the structure of the Earth. To understand plate tectonic theory of crustal evolution: tectonic plates; plate movement; gravitational sliding; ridge push, slab pull; convection currents and seafloor spreading. To understand magma plumes and their relationship to plate movement. Utilises maps to show plates and boundaries. Teaches 3 theories: Convection Currents. Slab Pull. Ridge Push. Students produce a fact sheet for the theories. Addresses Iceland and its changing landscape with tectonics.

First lesson for year 7 topic. Asks questions such as : What is geography? What is human and physical geography? + In depth thinking about why we study it and why it is useful in the wider world. Starts learning with the location of countries and capital cities in the British Isles and the UK. Clear SOL embedded within + homework options. Please ask if you have any questions.

Lesson to teach students about Brexit. Embedded into a scheme of work about global location, this teaches the students about current events in the world and allows them to access the news further. Differentiated tasks, videos and images used to teach our students about what Brexit is and the advantages and disadvantages as we know them at the moment. (as of 4/9/19). Learning Objectives: Learning Objectives: To know our current Brexit situation. To understand the location and importance of the key countries involved. To be excellent in forming an opinion on whether we should leave the European Union. Extended writing at the end for students to form an opinion on Brexit. Please ask if you have questions.

A Level Geography- World Cities- AQA- Contemporary Urban Environments lesson Lesson objectives: To understand the definition of a world city. To be able to describe the characteristics of world cities and assess reasons for their global distribution. Lesson: Defines world cities, maps the location of them and addresses how the numbers have changed, looks at characteristics of world cities, gives students their own opportunity to research a world city, addresses some challenges and the realities of world cities, finalised with a differentiated progress check plenary. Lesson has challenge tasks embedded throughout and images to support mental stimulation of ideas. Any questions, just ask!

A Level Geography- Changing Places- Deindustrialisation in the UK- UK cities- Bristol- AQA Spec. Includes history of deindustrialisation in the UK- causes and effects. Embedded videos and differentiated tasks for knowledge. Research task clearly structured for Bristol case study. Exam question to assess knowledge. Mathematical skills- graphs of UK employment sectors and change.

Geography lesson- GCSE AQA Spec- can be used for higher ability KS3. - Sustainability in the home- sustainability- domestic usage. Paper 2 Section C. Learning objectives: To know the term ‘sustainability.’ To understand how we can sustainably manage energy in our home. Excellent if we are able to evaluate why changes in individuals’ actions are necessary if energy use is to become sustainable. Key term defined- sustainability- with embedded videos to aid understanding. Maths skill- graph- household energy usage Interactive tasks. Exam question with differentiation.

Whole lesson- GCSE Geography AQA Paper 2- Resource Management- Energy Energy insecurity- key terms and solutions. Drilling for oil and gas in the Arctic- case study- economic, social and environmental impacts of exploiting resources. Embedded videos and differentiated tasks.

A Level Geography- AQA- Contemporary Urban Environments- Urban Climate LO- To be able to define urban climate. To understand the urban heat island effect. To be able to explain the effect of urban structures on average wind speed and climate. Discusses reasons for differences in urban temperature, rainfall and wind speed. High emphasis on the Urban Heat Island effect (UHI) and the impact this has on urban climate. Gets students thinking out how urban structures alter the climate of a city in comparison to a rural area. Data and exam questions implemented to check for understanding. Uses London examples throughout that can be easily altered. Please ask if you have any questions.

The Savanna ecosystem- location and characteristics! KS3-4 ability. Includes food chains, location, maps and exam questions! Ask for more info.