Used for students to stand under when considering the future of Antarctica. The lesson is on the Discovering Antarctica website, with Sydney Suit and Laura Leaf.

This argumentative writing task should be used after having studied the validity of the Brandt Line (I used different maps from worldmapper website to help with this). It is aimed to help all abilities of Year 9 students.

Students will need an hour or maybe a little longer to complete this sheet. The website address is on the top of the sheet. You may want to adapt - please let me know if you can improve this! Aimed at yr7s who are doing a 'What is Britain?&' topic.

Can be used to recap the water/hydrological cycle.Aimed at KS4 but could be used with other years as well.

This should come after having taught rainfall, climate, climate graphs in the British Isles. Could be set as a homework for higher-attaining students. For lower-attaining students, work on it in class and then answer part 5 for homework. Could be read out in next lesson and marked by teacher using the levels table for quick assessment.

Having played the infamous geography-staple The Trade Game in class, students should reflect on what they learnt by completing this homework task.

*This is not examiner endorsed/approved* When going through a recent practice exam with yr10, these are the notes I made on the different types of question that came up. This is so they can approach another exam paper in the same way using the same crib sheet. There are examples of poor and good answers on there and general advice. This is a working document and there are some types of questions which have not been covered such as 'Compare'.

After discussing the reasons, this task (which has higher- and lower-attaining student versions) can be used to help students explain.The task is to help students practice clear explanations in their geography writing.This template could be applied to other topics.

I used a triple lesson to do this on one day.\nStudents split into 4 groups as shown on the plan - 2 hours to prepare their exhibits - suggestions on the sheets.\nI prepared each group with a pack of information and other useful information sheets to help them with their topic.\nIn the third lesson, staff came round to experience their museum and we turned up heating, sprayed them with water and played sounds. The powerpoint is what they viewed first before touring the 'museum&'.

Just a quick quiz for yr12 to do first lesson back to see what they know from their independent study. Answers are in bold and for pictures, after the last picture.

Covers types of flow, types of energy, erosion, transportation (animations borrowed from someone else), and deposition, with links to relevant past exam questions.\nFirst 'dustbins&' link might not work - created on classtools.\nSecond link is &';sticky does rivers' which is obviously not my video!

*Ofsted rated outstanding for impact Feb 2015*Students should glue in the guide to gaining gorgeous geography book at the start of the academic year in the front of their books.When you wish to take in their books to mark, give them a book review form, and they can use the ideas from the boxes in the guide to fill in their sheets with 2xWWW and 2xEBI.This makes them take ownership and reflect and also saves you time when marking. Tried and tested.

The 3 posters should be displayed outside your classroom and students in groups should recreate these posters from memory.\nAimed at KS3 studying weather. Instructions are on powerpoint.\n\nPlease see my other resource on rainfall for alternative activity on 3 types of rainfall, including predicting weather by looking at the clouds - 'Can clouds predict weather?&'.

You need a copy of Interactions (new or old edition works!) to go with this resource. Students read each statement and decide whether it is true or false, based on the information from pg8-11 of the textbook. Must correct 'false&' statements and add further info to &';true' statements. Extension activities at bottom of the sheet.\n\nAimed at yr9. Leaving it as a cover activity - could give cover teacher answers so students can self-assess.

This is a lesson via powerpoint which explains a hot desert climate. This is a second lesson into deserts having done a general intro beforehand. You may wish to use the red Interactions book to support this lesson. \nThe lesson starts with students describing the location and by the end they should be able to explain too.\nThis powerpoint includes an excellent animation (which I cannot take credit for) which shows students the air flow around the Earth.

All instructions are on the powerpoint, but essentially 2 groups use Atlases to locate a range of physical features on a blank A3. Then the 2 maps get put outside the room and the groups get given another blank map and have to remember the other group's map. Tried today and yr7 went nuts for it.

Take students OUTSIDE to predict weather using the clouds guide. The lesson moves onto talking about 3 different types of rainfall and gets the students to guess how and why. I’m using this as an introduction to Flooding. Yr8 have just finished off Rivers and this is a bit of a bridging lesson. The powerpoint is not quite finished off (ie the title slide is not done properly) but the rest is done (although not background).

Level descriptors and the task are written on the sheet. I am setting this as a practise assessment for year 7 over the half term, but could be used as a real assessment for Ecosystems or Antarctic topic. They have spent two lessons looking at polar animal adaptations by researching on the internet and looking at clips from Blue Planet.

Made this lesson as part of a short sequence to cover the 'Food' chapter of Section 3 in the new (2016) GCSE Geography syllabus for AQA. This lesson would benefit from using the Hodder - Widdowson et al book (white/green cover). This is a case study but has an essay template for students to use to plan an answer to a relevant exam questions based on the success of this case study. The longer questions with more demanding command words is a real concern for students taking this course, which is why I feel this resource is worth a look at. This template could easily be adapted to other 'Evaluation' exam questions and will also help with DME structuring. Unfortunately there is no mark scheme at present for this one here. Once I have cobbled one together I will include (free to those who have already bought this resource- message me). Thanks.