I'm a Head of Geography at a 11-16 secondary school in Leicestershire, UK. I enjoy creating lessons that students enjoy - so you will not find reams of text on the board for them to read or for you to transmit. I believe in a range of engaging activities per lesson.
I'm a Head of Geography at a 11-16 secondary school in Leicestershire, UK. I enjoy creating lessons that students enjoy - so you will not find reams of text on the board for them to read or for you to transmit. I believe in a range of engaging activities per lesson.
A bundle of lessons that introduce a range of cold environments (taiga, tundra, steppe, temperate forest, polar, mountain biome), adaptations and climate, etc. A good look at glacial processes and landforms but in an accessible way - this unit does not have lesson after lesson on landform diagrams, deliberately. Pupils look at how humans use cold environments and the impacts of this, ending with a natural hazard (avalanche). Some lessons have elements that require the Progress in KS3 textbook (Hodder) but not all. Otherwise all fully resourced lessons with a range of engaging activities.
This lesson examined the Lake District and how humans use a post-glacial environment, then goes on to examine the impact of human use (tourism) - footpath erosion, traffic, pollution, fouling, etc.
This lesson focuses on glaciers as a system and their inputs, outputs and processes. Pupils thus examine the processes involved, such as ablation, accumultation, meltwater, erosion, transportation, etc. Pupils then look at the landforms created by glaciers - Arete, corrie, pyramidal peak, etc.
This lesson introduces the mountain biome, climate and adaptations. It examines how humans are affecting the mountain biome by examining deforestation in the Himalayas, and the consequences of this. Progress in KS3 Geography required for the final part of this lesson
A lesson which introduces the biomes of Russia, including steppe, tundra, taiga and temperate forest. Pupils examine each biome and look at adaptations. Progress in KS3 textbook (Hodder) required for the last part of the lesson
A bundle of 13 lessons designed for end -of-Y9 KS3 Geography pupils. The unit reinforces learning from the KS3 course, including skills, locational knowledge and key concepts, as well as introducing pupils to some of the content of the KS4 courses and skills (especially Paper 2 DME/problem solving). The unit introduces the location and physical geography of Africa, biomes and climate, its development (historical and current), patterns of population change, urbanisation, land use (focusing on agriculture and desertification) and future opportunities for the continent.
The final lesson of the Y9 Africa unit supports pupils to understand how Africa’s youthful population, increasing life expectancy and health levels and education standards put Africa in a prime position to work with MNCs to achieve export-led development. It includes a significant guided DME (increasing development in Tanzania) to introduce pupils to Paper 2 at GCSE.
This lesson introduces the concept of genocide and focuses on the Rwandan example. It introduces why there was division between Hutus and Tutsis from the colonial era and also presents pupils with the key players (RPF rebels, government, army, Interahamwe, etc. The main part of the lessons is to watch and consider the film Hotel Rwanda, which is not supplied as part of this lesson **(you need to buy your own copy). **
The tenth lesson in the Africa unit focuses on water management in an international context, with the case study of the GERD in Ethiopia and the implications for Sudan and Egypt. It includes a short DME on how to manage the situation.
The ninth lesson in the Y9 Africa unit supports pupils to understand the push and pull factors causing migration to urban areas, especially informal settlements, and the challenges and opportunities these areas provide. The final part of this lesson requires access to the Progress in KS3 textbook (Hodder)
The eighth lesson in the Y9 Africa unit examines how the growth in population has led to increased urbanisation. Pupils complete located bar charts to show population change in Africa’s ten fastest-growing cities **The final part of this lesson depends upon having access to the Progress in KS3 textbook (Hodder). **
The seventh lesson in the Y9 Africa unit introduces pupils the the range of reasons why Africa’s population is booming and youthful, including decreased debt and increased investment in healthcare and education leading to higher life expectancy, control over HIV and AIDS, less conflict, etc. It includes a living graph of a selection of African nations so pupils can identify trends and impacts over time. It also reinforces learning about population pyramids.
The third lesson in the Y9 Africa unit, this lesson introduces pupils to a range of solutions to desertification (magic stones, drip irrigation, rainwater harvesting, etc) and asks pupils to learn about and then present this information to the class.
The fifth lesson in the Y9 Africa unit, this lesson leads pupils to understand how rainfall anomalies in the mid 20th century led to increased agricultural activity and population in the Sahel and the subsequent challenges this - and lower rainfall patterns - have caused that threaten the biome in the area (and the implications for humans)
The fourth lesson in the Y9 Africa unit, this lesson introduces pupils to the savanna biome and its climate and adaptations. It focussing on the Sahel region of Africa and how it was traditionally used by humans (nomadic farming) and why this was sustainable.
**Updated to include missing PPT **
The third lesson in our Y9 Africa unit, this lesson supports pupils to understand the complex factors that have affected Africa’s social and economic development. It includes information about Africa’s sucessful prehistory and the challenges of sharing technology and trade longitudonally rather than laterally across the planet, then examines the impact of the slave trade in encourging African kingdoms to become dependent upon a single commodity (slaves) which was then outlawed, the subsequent decline in development and vulnerability to colonialisation as a result. It then examines the challenges of postcolonial Africa and the impacts these have had on development.
