View different biomes Guess the word starter (4 pictures 1 word) Definitions General climate Video Word bank Definitions of words on board Address misconceptions All answers fade in Task to find locations TEA describe their locations Challenges included SEN worksheet

2024 Statistics on screen Population density statistics handout for students absent before/ unaware of stats (extras) Lots of visuals Different versions: Easy, Normal, Hard Can be used differently, e.g. explained for visuals vs. real map vs. less data etc. Choropleth map (2 versions for difficulty) Answers (for low ability to use for TEA) TEA answers usin gap fill/ sentence starters Definitions on screen Population Tennis Game (interactive and fun discussion) Images for prompts Table of factors that increase or decrease population All answers available Plenary debate (fun discussions) Video of UK history with its population rates increasing / decreasing (5minutes) 2 versions, an easier one for lower ability There is a lot of content and discussions about the world for learning. 1 hour lesson (my students (many SEN and class dynamics) are trained) Classes with distractions or not hard-working are likely to need 2 lessons.

3 hour lesson Exam question included (9 marks) Structures and example answers to scaffold Level examples (aiming high) Examples of case studies 1 main case study worksheet Class feedback for self-marking and improving Challenges included Easily amendable Answers included

2024 Statistics NASA night lights 2024 Interesting fun facts Gap fill with word bank Worksheet available for scaffolding Definitions of words in detail Lots of images Lots of assessment for learning Visual modelling with students possible Mind map Writing task (factors) Density calculation Numeracy included Challenges included Plenary: challenge both views Self-assess Helpsheets available Both SEN, low ability and high ability covered

2024 Life expectancy statistics game (solo, teams, class options) Involves world statistics, and 8 different countries. Past and Future of UK, South Korea and Japan population. In depth discussions about ageing population. Positive, negative, benefits, pro-natal policies, pensions, knock on effects, etc. Population pyramid readings Critical thinking/ guessing Literacy lesson Reading a newspaper (slide) Optional: reading the news Video of elderly explaining their actions Critical thinking/ guessing with knowledge Definitions all included Writing a diary entry using key terms . Lots of prompts provided with definitions. Challenge question about resolution Example provided for low ability Template included for low ability Task allows lower ability/ SEN the time the extra time they need for tasks, whilst higher ability work on a higher thinking skill challenge. Lesson planned for 1-2hours depending how in depth your class can go on discussions/ prompts, critical thinking and their writing ability.

Full terminology Starter: key term with word bank Map reading skills Describe locations Examples I do, we do, you do Peer assessment Hinge questions AFL Biome information to read - optional methods/ tasks/ printouts if wanted Map included for biome annotations Journey through Russia Map (A, B, C, D) Describe the biomes, what you see, etc throughout your journey Success Criterion Example (I do) We do - together example Answers for peer assessment Plenary Challenges included: these may be considered “hard” for KS3 but you can teach it or adapt them.

Pointless Gameshow starter!!! Fun. Key terms Use of key terms Lots of AFL Many images Choropleth map Atlas Population Challenges included Example/ Model answer Explain why the Sahara Desert is sparsely populated Plenary

Animals in the Savanna - Lion King Remake of animals - Students well engaged and excited Learning objectives - command words - meanings Map of Savanna (students to add to their maps from previous lesson - Physical Geography of Africa). If you don’t have this, the maps (6 to a page) are also included if you wish to make this into an activity to shade in the biome and label the latitudes. Video about the Savanna - Notes about the biome Animal adaptation - I do (Lion), We do (Elephant), You do (Giraffe and Warthog). Challenges included. All students are able to complete giraffe, lower ability may struggle with warthog so I had them think more about the giraffe. Remind them of Pumba from Lion King. Answers on board - Students to add 3 more to their animals. Handouts available for students who can’t read, lower ability/ SEND to assist them. My students did not stick them in, they used it as help. YOU ARE A GEOGRAPHER (Science advanced and you create your own animal!) Choose 3 characteristics (timer them). Explain why those three and how they adapt to the Savanna. Criteria and levels (on the board I have 5 and 6). On paper (handouts or printouts or you can adapt depending on your class/ student) I have level 3-7 success criteria. Key words on the board, connectives on the board, challenges on the board, examples (sentences and images) on the board. Sentence builders (shared between students) allows every student able to complete the task. Higher abilities will not use it but have it as a reference. Students will be working at different paces due to ability. My higher ability asked to do more characteristics but only because they completed it. My lower ability/ SEND I expected at least 3 sentences (this is because this is in their assessment so they need to have this). Students who finished are able to sketch their animal. Higher rewards given as motivation. Peer assessing. Students peer assess the presenter (visualiser if you have). We used fingers due to time, but if you have longer lessons or extend another class they can use the peer assessment handouts where students assess themselves, and then peer assess. They can then improve upon feedback. Many students loved the task, wanted to share and spend their 15 minutes break continuing.

Included full lesson plan in detail Looks at density and distribution Observed by university and mentors - and passed placement with it.

Starter images - good and bad things about living there Learning objectives Key terms - word bank and challenge Image explanations to help lower ability I do, we do, you do short activity and challenge question Images for AFL checking push pull factors before main activity Engaging activity - card sort real example Paragraph writing reasons - sentence starters, challenge included A few more examples of different scenarios - students think of factors and intervening obstacles Plenary - push pull factors for themselves

Included full lesson plan Learning about development gap (HICs, NEEs, LICs)

The history of China to now Can easily be 2 lessons worth Students are extremely engaged, lots of discussion points. I answered a few and had to tell them to write it down or address it next lesson. Several tasks to do Main task Video with worksheet You may need to pause depending on your students, or call out each number as you reach it. Drawing a Then and Now image of China

Engaging lesson about the one child policy Depending on your class you can adapt the PPT. The lower and higher ability materials are already available (it’s set on level 3 and 4) Includes opinion line at start and end of lesson. Can be done in classroom on in their books. See how it changes as they learn about the topic. Print out of the colour coded answers for lower ability/ SEND students to assist.

Revision of Africa and Asia

2 lessons worth

Recap video Video/ diagram explanations available Modellings task Worksheet Reading task Answers Challenges Handouts (lower ability)

Very fun and engaging deforestation debate (they need some knowledge beforehand, otherwise your help during the debate). All students say it is the best geography lesson they had (including if I do this in other schools as a one off). All students are actively participating in every second of the lesson. I really enjoy this lesson but it is a lot of energy and they need to respond to you. For a class that are noisy/ active I used a bell per round (5), but other classes it is not needed. Hot air balloon debate. There is a bit of preparing time for all students at the start so they are ready. Depending on their ability, during the “note taking” sections (between some rounds), you can give questions to volunteers/ help them out ready for the debate in advance. Otherwise, my students were just practicing their confidence and speech/ public speaking skills. E.g. I had one stand up high and speak loudly, and used the uniform as “one” to vote for him. For example, they may ask for some advice. The lower abilities would take their books to read or use for ideas during this time. You may want to provide a finished handout for the volunteers as they are note taking (unless they are high enough ability to multitask it). I usually photocopy another students’ finished notes to give them because it is related to the actual debate they did, rather than what you’ll guess they will say. After the debate, they have a good view on all stakeholders and can create their own speech about who they support. Sentence starters/ examples, prompts provided. Challenge included. Some students to share their speech afterwards. This builds great confidence in their speaking, reading, and class support. It is fast pace, so behaviour needs to be quickly acted upon. Responsibility shared, more freedom and trust in the classroom. It is something different and worth trying if you haven’t. It will indicate whether you can trust/ give freedom in lessons. This is a shorter version than my original to fit within 50mins-1hr class. It can easily be adjusted.

1-2 hour lesson Lesson plan attached in full (updated) Thinking starter image Facts (prior knowledge check AFL) Videos with questions on causes and impacts News report with example, gapfill/ sentence starters Plenary AFL Worksheets to print 2 versions (diff AFL)

Updated: Loved lesson by schools. Focuses on literacy. I included emotions helpsheet in this for SEMH students. Starter: Life expectancy game using 2024 statistics Graph - students interpret or you explain Definition UK discussion topic - if you have more time - add in a maths question using the numbers (to include numeracy skills in your list) Graph with lots of prompt questions. Depending on ability and past topics you can decide whether you go through this part together or in pairs/ alone. Next slides - if they are quite low ability, do address how it links for understanding. Otherwise, it is easily understandable but check in with lower abilities by having them answer/ share (privately or in class depending how supportive the class is and if you manage behaviour well). Articles, videos included - depending on time and ability you can choose whether to include all. I usually do the summarised slide and a video for lower ability to understand it. Please address misconceptions that NOT every eldery does this. Instructions with success criterion Example which helps a lot Template provided (print out versions available if you have students who aren’t able to write) Challenge included Peer assess - more positives than negatives. Notes: I mentioned TA but she just chills at the back of the room most of the time. High ability (above top set) - if needed - I added lots of information about other countries with videos and personal knowledge (not included in PPT) but I found any of this difficult to fit and engage with average ability as they are only familiar with UK and still lack knowledge on that so I skipped them.

Identity Key words Google Earth - or consider Atlas - depending on students’ locational knowledge and skills Video with a few comprehension questions - AFL Images, Atlas, Split, Latitude images/ information available - explanation available if needed. South Sudan - questions about placement etc. (in lesson plan) Timeline reading Mind map ideas - from timeline prompts - you may want to explain, draw etc. I used Iraq as an example (about the war and religion) - and linking it to humanities - affecting this independence and conflict etc. Design your own country - questions to ask to check understanding Include prompt questions in instructions – e.g., do you want the capital city to be in the mountains or near the river? Why?/ do you want them to speak the same language or something different and why? Questions about their new country - students to justify They label their country Challenges included Random sharing - wheel of fortune included in PPT. Adjust names.