These lessons introduce students to the Key Geography Concepts of the Geography IB Diploma course. They encourage plenty of discussion of ideas exploring of the themes of the course as the students collaborate to produce their predictions for the World in 2050. The approach is a classic ‘Jigsaw’ activity where the students start in ‘Expert groups’ and then are placed in ‘Discussion Groups’. The activity works best if each group of students presents their ideas as a presentation for the rest of the to compare and discuss. Critical thinking skills are introduced with the essay writing activities which can be an extra lesson or also works as a ‘taster’ lesson for students considering studying Geography at IB Diploma level.

This activity is an introduction activity to the HL Core extension of the IB Diploma Geography course. The aim of the activity is to give the students an opportunity to construct an essay using the key concepts of the course as a structure. It can be done as a group activity with each student being responsible for one concept (row of the the A3) and then the group sharing and discussing their ideas before individually tackling the summary paragraph activity.

Power, places and networks is the first unit of the IB Diploma Geography HL core extension. These resources would also be useful for other Post 16 Geography courses with a globalisation/global interactions theme. This is a series of presentations with activities which total 21 hours of teaching time. It is recommended that these resources are used in conjunction with the HL Core Extension Study Guide by Simon Oakes published by Hodder Education.

These resources are for the second unit of the IB Diploma Geography HL extension - Unit 5, Human development and diversity. They cover the content but the focus is on the students constructing their own arguments and developing their essay writing skills. These resources will also be of use for other courses which cover globalisation and development as a topic and demand students to write essays demonstrating critical thinking.

These resources are for the last unit of the IB Diploma Geography HL core extension - Unit 6 Global risks and resilience. These presentations include activities for students to research individually, collaborate, share and role play and develop their critical thinking and essay writing skills. This is a series of presentations with activities which total 18 hours of teaching time. It is recommended that these resources are used in conjunction with the HL Core Extension Study Guide by Simon Oakes published by Hodder Education.

This is a bundle of all the resources needed to teach this unit of the Core part of the B Geography syllabus. This unit explores key concepts themes in population change. The resources are made primarily for the IB Geography course but will also be useful for teachers teaching other courses which have units on population. The presentations contain key information and provide a foundation for the activities which the students can work on individually and collaboratively. There is an end of unit assessment task and all the activities are suitable for assessment. This unit of the syllabus is common to both the Standard Level and Higher Level. The books referred to in the resources are ‘Oakes’ (Geography Study and Revision Guide, Simon Oates, Hodder Education) and ‘Nagle’ (Geography Course Companion, Second Edition, Garrett Nagle, OUP) The resources in this bundle are not sold separately. Together the 19 resources offer exceptional value for money at less than £1 each.

This bundle of resources contains all the resources needed to teach Option G: Urban Environments for Part One of the** IB Diploma Geography** course. These resources would also be suitable for Urban options of **A Level ** Geography courses. The resources are not sold separately. There are 22 separate resources so the cost is less than £1 per resource. The resources are suitable for both Higher Level and Standard Level students. The presentations provide a useful resource for the teacher to communicate the key content and concepts of the course and provide plenty of opportunities for questioning and discussions. The activities give students the opportunity to work both independently and collaboratively and to conduct their own research on case studies they can chose themselves. Bratislava has been used as a case study in the first task. It is an interesting choice, as it is a very dynamic city where urban processes of change are very visible. Users could use Bratislava or take the format of the resources and adapt it to their chosen city. Other case studies include Detroit, Shanghai, Mumbai, Dhaka, Lagos and Nairobi.