THIS IS NOW FOR THE OLD AQA A SPEC (some parts can be used depending on areas of study chosen in new spec - file can also be modernised/updated) Colourful, memorable slides with attached questions to help geography students remember key case study information. USES: I use them as starter memory-style quizes at the start of revision lessons, as a one-slide way to re-teach a case study and have uploaded them as a revision resource for the students. They are all hyperlinked, so it can be used like a website when in slideshow mode. Completely editable so you can change the questions, facts, etc as best suits what you have taught. INCLUDED CASE STUDIES: Restless Earth: The Alps, Montserrat, Yellowstone super volcano,Indian Ocean Tsunami, Haiti, Kobe. Coasts: The Maldives, Holderness (erosion and management), Studland. Population: China, Kerala, UK. Tourism: Lake District, Jamaica, Antarctica. Urban: Curitiba, Cabot Circus Bristol, Favela Barrio. Rivers: Somerset Level, Bangladesh, Rutland Water. ALSO AVAILABLE AS PART OF A BUMPER REVISION PACK HERE https://www.tes.com/teaching-resource/bumper-exam-question-pack-revision-extras-aqa-a-gcse-geography-11470618 Please leave a review and feel free to include any feedback for improvements :-)

LESSON COVERS: the characteristics of megacities, the issues of living in a megacity and touches upon the future of megacities LESSON INVOLVES: a series of present new information slides and construct activities, including differentiated reading, question and writing activities. Lesson ends with a creative writing task. RESOURCES: the lesson includes a link to a video, a map template with support maps and an article written in both more complex, and more simple language (similar volumes of text on each) NOTES: the link the video is embedded, put the slides into slide show mode and then click on the video screen grab (there is a part two to the video on youtube if you wish to use it) Please review with any feedback :-)

LESSON COVERS: an introduction to Bristol's location, it's importance as a city, why it has become so big and what migration means for the city. LESSON INVOLVES: whole lesson creative activity - the creation of a welcome to Bristol mat, to be populated with differentiated info from the slides, and or/supporting photocopy. RESOURCES: welcome mat should be printed out on A3. NOTES: The info slides are on timers and will change every 13 minutes - this can be easily adjusted on the transition settings, or overridden manually. To access the youtube video put the powerpoint in slide show mode and click on the video screen grab. Please review with any feedback :-)

LESSON COVERS: Social opportunties for people in Bristol, broken down into cultural, economic/employment and leisure LESSON INVOLVES: students create a perfect city pie, with slices made up of specific information on different types of social opportunities. Once the slices are made up they than designed a packaging label to sell the advantages of the opportunities they have selected. The students are encouraged to select the opportunities that would make Bristol the perfect city for them. RESOURCES: there are 2 differentiated pie templates: one with three slices, the other with 6. Social opportunity cards with details of 9 different opportunities (3 of each type). NOTES: I lay the opportunity cards out at the front of the class for them to come up and select from. Once they have finished with one, they come back and swap for another one. I usually print off the social opportunities on different coloured paper, to make the different categories obvious. Please review with any feedback :-)

LESSON COVERS: DOUBLE LESSON...the cause and result of urban industrial decline and the consequent urban regeneration, as well as the causes of urban sprawl and the advantages and disadvantages of commuter settlements. Case studies used are Bradley Stoke (commuter settlement) and Bristol Harbourside (urban regeneration). LESSON INVOLVES: looking at key terms: housing demand, greenfield site, urban sprawl, regeneration, brownfield site. Link to a video to find positives and negatives for developing both greenfield and brownfield sites, with back up photocopy resource. A verbal domino task gives the back story for industrial decline of Bristol's harbourside. Students then create their own dominoes with Q&As on the regeneration of the harbourside and the commuter settlement, Bradley Stoke. Bradely Stoke is explored more with a statement match up task before finishing with an exam question. RESOURCES: There are dominoes templates of two different sizes for students who write in different levels of detail/size of handwriting. The case study sheets are saved separately as HIGHER files for more able students, and a DIFFERENTIATED version in simpler text. NOTES: probably a double lesson. Youtube video link can be accessed by clicking on the video screen grab while in slide show mode. Dominoes for industrial decline can be handed out and read out for the whol class to hear, or can be given out in pairs or groups. Please review with any feedback :-)

LESSON COVERS: reviews all elements of the LIC city part of the urban unit, including: urbanisation, megacities, social challenges and opportunities, environmental challenges and opportunities, health and education vs. crime and unemployment and opportunities for economic development. LESSON INVOLVES: starts with a "find somebody who" 9 question review activity, followed by a key word sheet completion activity (the extension task for which can be used for the following mini plenary (take some sample dominoes from a student and distributed them around the class and then play verbal dominoes)). then the main task of the lesson is to complete a unit review sheet on which students rate their confidence on different aspects of the topic then use their previous work to make notes/visual reminders. lesson ends with a class-made quiz. RESOURCES: review sheet should be printed A3 if possible. The screen grab on the slide of the "find somebody who" sheet does not match the actual sheet (just in case you get confused). NOTES; this lesson is designed to be very un-teacher led.

LESSON COVERS: strategies used in London to overcome congestion, including: the London Underground, the Emirates skyline, the buses and the Santander hire bikes. LESSON INVOLVES: starts with exploring some facts about congestion identifying the trend that congestion is increasing. A video highlighting congestion issues in London is a precursor to a task where student look at different congestion strategies, rating them on a diamond graph with 4 axis, explaining how they've rated them, and looking for a pattern that shows the most effective strategy. Lesson ends with an exam question. RESOURCES: The diamond graph can be drawn from scratch by higher ability students, but there is a ready made copy if support is required. The video is accessed by putting the powerpoint in slide show mode and clicking on the screen grab. The strategy sheets can be printed (double sided) on different colour paper to enable them to be more identified, equally they can be put up on the board for students to work through altogether. Text on the strategy cards is differentiated. NOTES: Blank boxes on slides 4 and 7 are for the teacher to type in ideas as students are contributing them. Please review with any feedback :-)

LESSON COVERS: how sustainable urban living addresses the issues of waste, water, energy and green space, using Hanham Hall in Bristol as an example. LESSON INVOLVES: exploring the meaning of sustainability, sorting human activities into a sustainability venn diagram. AG&T students are then selected to be architects, each equipped with "Architect cards" (power point slides to be printed double sided). Students then visit the "architect" students to collect info on the various sustainable elements of Hanham Hall. evaluating them as they go, selecting one to not invest in at the end. To end students design a house card to go in an estate agents window advertising a Hanham Hall property (at this point the architect students sit in a group and complete the previous task together). RESOURCES: The video at the end can be accessed by putting the powerpoint in slideshow mode and clicking on the screen grab. The 5 architect cards should be printed double sided. NOTES: If you don't wanted to select "architect" students and have the students visit them you could put the architect slides up with a time limit for each. Please review with any feedback :-)

LESSON COVERS: reviews all elements of the HIC city part of the urban unit (focsuing on Bristol), including: urbanisation, megacities, social challenges and opportunities, environmental challenges and opportunities, health and education vs. crime and unemployment and opportunities for economic development. LESSON INVOLVES: starts with a "find somebody who" 9 question review activity, followed by a key word sheet completion activity (the extension task for which can be used for the following mini plenary (take some sample dominoes from a student and distributed them around the class and then play verbal dominoes)). then the main task of the lesson is to complete a unit review sheet on which students rate their confidence on different aspects of the topic then use their previous work to make notes/visual reminders. lesson ends with a class-made quiz. RESOURCES: review sheet should be printed A3 if possible. The screen grab on the slide of the "find somebody who" sheet does not match the actual sheet (just in case you get confused). NOTES; this lesson is designed to be very un-teacher led.

LESSON COVERS: why Rio was able to host the world cup and the economic opportunities available to it as a result. includes positives and negatives. LESSON INVOLVES: Main task involves students using a tourist map of Rio, and their grid referencing skills to locate and find features of the city that can give rise to economic development (depending on quality of printer - you may need to work through and point some out on the board). They then use an info sheet to annotate those places with detail and facts. They first look at the positives, then a video and a further back up info sheet helps them understand the negatives. The lesson ends with an exam question. (There is also an opportunity to review grid referencing skills before the main task) RESOURCES: A3 map sheet with grid referencing table. HA (higher ability) and MA (middle ability) info sheets, with negatives sheet. NOTES; the link to the video is embedded, just put in slide show mode and click on the video image. The keys represent key words. It is sometimes easier to put the big map up on the screen, it depends on the quality of your print out as to whether or not they can locate the places.

LESSON COVERS What longitude and latitude is and how it can be used to locate countries. The different characteristics of countries including biomes, temperature and other features. LESSON SUMMARY Lesson starts with a “quick maths” task where students are asked to come up with various numbers (no.of reindeer, continents etc) and add/subtract them to come up with an answer (closest wins as they rarely get it right, but have fun trying). First main task introduces Longitude and Latitude using a very catchy video, and then gives students a chance to locate countries using these coordinates. The second main task asks students to use their list of countries to plot Santa’s trip and describe the places he visits using information maps (biomes, temperature and other features, as well as your own atlas if you wish). The lesson is Christmassy themed throughout, with extension and differentiation, and there is a grid reference support task for those who are struggling with longitude and latitude. LESSON RESOURCES For the video click on the word “video when it is in slide show mode”. Students need to use the map template in conjunction with an atlas to work out which countries they land on (if you don’t have atlases you can print world maps from the internet). The information maps can be put up on the board if you’d rather not print in colour, equally you could ignore them altogether and use your own biome maps, or other information from your own atlases.

LESSON COVERS: A range of impacts of climate change, including: increased drought, extreme weather events, spread of disease, sea level rise, extinction, etc. As well as how these impact each other. LESSON INVOLVES: A starts with a range of images of impacts, asking students to think about how they are connected. The main activity is a round the room information hunt with different posters on different impacts (the text on these is differentiated) students then create a visual representation in their books of how these effect human, plants and animals, and in turn how the impacts are interconnected. Last task is an exam question. RESOURCES: The posters are differentiated with simpler text and more complex text (the key is on the slides). These can also be simply displayed on the screen or given out as information packs. There are also a selection of graphs for more able students to use to add specifics to their impact descriptions. NOTES: The images on the first slide are on a timer. Click to make the first image appear, the rest will then appear in turn automatically after 15 seconds or so. Please review with any feedback :-)

LESSON COVERS How the Fairtrade process works, the positive impacts for producers, and an overview of product pricing. LESSON INVOLVES Starter asks students to think about and list where they may have seen the Fairtrade logo. The concept of Fairtrade is then introduced (key indicates key word). Main task uses an infographic of how Fairtrade profits and premium are spent to improve quality of life. Students either answer questions (target 4-5) or create flow charts (target 6+) to indicate how Fairtrade can reduce the development gap. The challenge version of this task gives students the option to create a flow chart with option boxes. Following this students evaluate product price comparisons – Fairtrade vs. other products. The lesson ends with an exam question with an example answer that is fully editable to suit the techniques you teach. LESSON RESOURCES Videos are hyperlinked to the word “video” on the slide. Put into slide show mode and then click on them. Please review with any feedback or if you spot any weevils in the lesson :-)

LESSON COVERS How goats can be bought through Oxfam, Goat Aid operating countries, benefits of goats for reducing the development gap, as well as possible negatives. LESSON SUMMARY Students are initially presented with an image of a goat and asked for ideas on the advantages of goat ownership. This is followed by a 3 mark map-based exam question. Main concept is presented through 3 short videos. Students are then required to shade advantages and disadvantages of the scheme on a sheet with a challenge task for more able students to write the advantages and disadvantages from the sheet as paragraphs. Following this students then create a visual representation of the positive impacts, and knock-on positive impacts of goat ownership, with higher ability students asked to analyse the value of these benefits. Finally there is a 6 mark exam question. LESSON RESOURCES The videos are all hyperlinked into the word “video” which can be clicked on in slideshow mode. The “goat benefits tree” example document can be edited or used for scaffolding/for lower ability students. If you’d rather not print the shading sheet students can copy comments down into a table instead.

Differentiated revision sheets for 9-1 AQA GCSE Geography…. AQA UNITS COVERED: (resources are fully editable if you teach different units) PAPER 1: Natural Hazards – Living World – UK Physical Landscapes PAPER 2: Urban Issues and challenges – Changing Economic World – Resource Management RESOURCE CODE: HA = HIGHER ABILITY, MA = MIDDLE ABILITY Topic checklists break the topic down into mini-topics then provide space for notes/diagrams and key words/facts. The MA checklists use visual prompts in the notes/diagrams section – again these can be changed if you prefer to use an image more specific to what you have taught. Document is fully editable. I print double sided on A3 to provide more room for student notes, but can can be used on A4

FULLY EDITABLE…… These packs, one for higher ability on one for middle ability, are fully editable to adapt to your topics, or specific case studies. We give them to students as a one-stop-shop for everything we have taught them and as a point of reference to check revision guide content against. Content can be easily edited but as they are they currently cover: UK Physical Landscapes, Natural Hazards, Living world (with cold environment), and Changing Economic World, Urban Issues and Challenges, Resource management (energy focus). Each pack (which can be printed as a large booklet) contains: space on the front page for students to record target exam tips the exam question numbers SPaG guidance command words exam tips (can be removed if they don’t fall in line with your own guidance) mind map pages for each topic topic break down sheets where each topic is broken down into smaller parts, with space for making revision notes, writing down key words or facts. (HA = higher ability as leaves space for notes, MA = middle ability and has prompt images in the note spaces, which can be deleted if preferred) key word lists with space for definitions (HA includes more words than MA) The pack can equally be broken down, key word lists, topic sheets can be copied and pasted out to be printed/edited separately.

LESSON COVERS: The environmental impacts of development (rapid urbanisation, deforestation, oil extraction) juxtaposed against the improvements in quality of life. LESSON INVOLVES: Students start off by matching images to facts and then to explanations of the environmental issue identified above. They then annotate these images with what they have learned. They then add sketches/doodles to a sketch of a Nigerian person to outline their improvements in quality of life. The final task is to create a proportional symbols map to demonstrate the impacts vs. improvement, leading the students to make a judgement over whether the development is actually worth it. RESOURCES: There is the picture to cut out and annotate, as well as the template of a person to trace (or print and cut out). There is also a map of Nigeria for their proportional symbols task, and the proportional symbols to either cut out or trace. IMPORTANT: For one of the tasks the challenge extension and additional (but not crucial) support material refers to the Oxford GCSE Geography text book (blue cover) if you don’t use this these elements can be deleted or changed. The lesson also includes a 5 minute “Review Previous Learning” task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)

LESSON COVERS: the positives and negative impacts of TNCs operating in a LIC/NEE (Shell) and the role of international aid (Action Aid). Considering which best assists development. LESSON INVOLVES: Students start off by defining TNCs and considering their positive and negative impacts. They then are prompted to focus on the positives using an exam question to practice gleaning information from images. The negatives are presented through a video (hyperlinked - accessible in slideshow mode) and students asked to differentiate between making a point and showing understanding. Aid is introduced by a video (hyperlinked) on Action Aid and then an activity using a differentiated article on a health centre case study. The lesson ends with an exam question. RESOURCES: There are 2 articles: the one denoted "MA" is for middle - lower ability, "HA" is for higher ability. The lesson also includes a 5 minute "Review Previous Learning" task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)

LESSON COVERS Improvements to the UK transport infrastructure including: HS2, motorway upgrades, Heathrow third runway, Liverpool port improvements. Going on to look the challenges this presents for sustainability and Torr Quarry as an example of sustainable economic development. LESSON INVOLVES Watching a series of videos and making differentiated targeted notes on the different improvements in transport identified above. Then an exam question to identify that the increase in economic development leads to increased emissions. After this students then create a differentiated mini infographic on Torr Quarry as an example or where development can be sustainable - taking into account social, environmental and economic impacts. Final task is an exam question. Peer assessment mini plenaries, starter and final plenary are also included. LESSON RESOURCES There are sheets for students to make their video notes on, as well as template for the mini infographic. IMPORTANT - for the infographic task the lesson uses the Blue Oxford GCSE Geography AQA text book (edited by S. Ross). If you don’t use this text book the infogRaphic task can be adapted for whichever case study you choose to use. The lesson also includes a 5 minute “Review Previous Learning” task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)

Rio - social challenges and opportunites LESSON COVERS: What the challenges/issues and possible opportunities/solutions are for energy and clean water supply to the favelas and sanitation. LESSON INVOLVES: short issue introduction video, followed by an short exam question, then a long activity to trade and read through resources and select appropriate information (differentiation is embedded in the resources - ie. the complexity of writing varies but is not made explicit), followed by further exam practice questions. RESOURCES: planned as a trading activity, but all can be printed off as a information pack and handed out individually or in pairs. NOTES: link to the video is embedded in the video screen shot (just play the slide show and click on the screen shot) the keys represent key words.