I have been a Geography teacher for many years and enjoy reshaping schemes of learning and creating corresponding lessons. I hope to share these with others who need them! Please ask any questions and rate my resources for others to see! :)
I have been a Geography teacher for many years and enjoy reshaping schemes of learning and creating corresponding lessons. I hope to share these with others who need them! Please ask any questions and rate my resources for others to see! :)
AQA A Level Geography- Contemporary urban environments- urban form- whole lesson
Lesson includes key ideas around urban form, CBD urban models, how land-use patterns differ between the developed and developing world and how cities are evolving to become post-modern.
Tasks are interactive and challenging. Differentiated plenary of exam questions allows you to check understanding of the lesson.
Plenary links to learning objectives:
LO: To understand the definition of urban form.
To be able to assess how far traditional urban forms are being challenged by new urban forms in the developed world.
Any questions, just ask.
Whole Geography lesson around human uses of the Savanna. Suitable for KS3 and KS4 in line with AQA spec.
Differentiated tasks for mixed abilities- challenges for higher ability and sentence starters/images for less able.
Any questions please ask.
Scheme of Learning SOL- Where in the World? Year 7 Geography- KS3
Document that outlines key lessons and skills for a Year 7 introduction to geography. Encompasses key skills for location, maps, graphs, grid referencing and more!
Embeds current event lessons to ensure global citizens are created.
Most lessons are uploaded in my shop- minus the grid referencing lesson as I do not own that.
Any questions, please ask.
LOs: To know the causes and effects of the Volcanic eruption in New Zealand 2019.
To describe the spatial and temporal setting of the event.
To analyse the effectiveness of short and long-term responses.
To evaluate the technology and responses used to respond.
Maps New Zealand, addresses the case study and then followed by application to a case study.
Main task is completed with students having access to the internet- independent lead.
LOs: To know destructive, constructive and conservative plate margins. To understand characteristic processes: seismicity and vulcanicity. To describe formations of associated landforms: young fold mountains, rift valleys, ocean ridges, deep sea trenches and island arcs, volcanoes.
Students end up going through slides and producing a page split in 4 for the following plate boundaries: conservative, constructive, destructive, and magma plumes. Assesses all types of plate boundaries- continental and oceanic.
AFL independent questions and challenges incorporated.
Introduction Geography lesson for Nigeria- AQA Paper 2- The Changing Economic World.
Tasks around Nigeria’s importance, status of a NEE, and how it’s growth and development has impacted quality of life.
Differentiated tasks and embedded video to support learning. Graphs and skills embedded.
A Level Geography- Sustainability in UK cities- Birmingham- Contemporary Urban Environments.
LOs: To be able to describe the social and economic issues in Birmingham.
To be able to explain ways in which Birmingham is becoming more environmentally sustainable.
To evaluate whether urban issues affect poorer communities more than richer ones.
Interactive lesson looks at the current state of Birmingham in terms of social and environmental issues. Discusses ideas of social and environmental sustainability and regeneration projects in place.
Exam question embedded with hints/tips and suggested structure for answering.
Exam Question: To what extent do you agree with the view that urban issues affect poorer communities than richer ones. [20 marks]
please ask if you have any questions.
KS3 Learning Objectives: To know the difference between the British Isles, GB and the UK.
To understand the history behind our geography.
To be excellent at applying this knowledge onto maps.
Recaps the countries within the British Isles, UK and Great Britain.
Enters new learning on Scottish Independence in light of Brexit and people’s thoughts on this. Uses graphs and data to embed mathematical skill. Fits into clear SOL so that students know what/why they are learning this.
Differentiated tasks for ability.
Please ask any questions.
How have flows of capital and production enhanced globalisation?
Includes copied information from the CGP Alevel AQA Geography revision guide to support learning. Also includes figures from Hodder textbook (whittaker fifth edition)
Why does globalisation make some countries more powerful than others?
Wise: You will be able to use this to:
Using the Human Development Index (HDI), identify the richer and poorer countries.
Explain why globalisation can be seen to make some countries more powerful than others.
Using the example of China’s expansive foreign policy, explain how they are exerting their political and economic power to influence geopolitical
This is part of a sequence of lessons for the AQA topic- Global Systems and Governance.
Slides included also present an entire scheme of learning for the global systems and governance topic.
Includes copied information from the CGP Alevel AQA Geography revision guide to support learning. Also includes figures from Hodder textbook fifth edition (Whittaker).
What does the Gini Index Measure?
Wise: You will be able to use this to:
Discuss whether you think flows of money, people and ideas are making the rich richer and the poor poorer. (Both arguments needed).
Outline how we can measure inequality and the development gap around the world.
Discuss inequalities within Nigeria using the Gini Index.
Slides included also present an entire scheme of learning for the global systems and governance topic.
Includes copied information from the CGP Alevel AQA Geography revision guide to support learning. Also includes figures from Hodder textbook fifth edition (Whittaker).
How does interdependence lead to unequal flows of money, technology and ideas?
Global Systems and Governance.
Wise: You will be able to use this to:
Outline how unequal flows of money can lead to injustice and conflicts.
Identify the advantages and disadvantages of flows of ideas.
Use the example of the ‘Village Phone’ microfinance model pioneered in Bangladesh to suggest how the World Bank supports less developed countries.
Slides included also present an entire scheme of learning for the global systems and governance topic.
Includes copied information from the CGP Alevel AQA Geography revision guide to support learning. Also includes figures from Hodder textbook fifth edition (Whittaker).
What are the positive and negative effects of flows of people?
Global Systems and Governance topic.
Slides included also present an entire scheme of learning for the global systems and governance topic.
Includes copied information from the CGP Alevel AQA Geography revision guide to support learning. Also includes figures from Hodder textbook fifth edition (Whittaker).
