L7 in the Global Systems SOW looking at the Threats to Antarctica (Global Common)- written for the AQA Globalisation and Governance Unit (2nd half) KEY IDEA 1.15 + 1.16 STARTER - Retrieval Qs from the previous lesson (L6 - Introduction to Antarctica ) Recall and link to Physical Units with link to Physical Geog in Antarctica Introduction to the 4 main threats in Antarctica - Tourism, Fishing/Whaling, Mineral Extraction and Climate Changes Research Task on threats followed AO2 Ranking Task HWK - Revision Clock Lessons - PowerPoint - Worksheets - Modelled Work.

L6 in the Global Systems SOW looking at the introduction of Antarctica - written for the AQA Globalisation and Governance Unit (2nd half) KEY IDEA 1.13 STARTER - Retrieval Qs from the previous lesson (L3 - COP26) Introduction to Antarctica - threats, physical geography. Map Task on Antarctica’s physical Geography Reading and Questions task using Map previously made Lessons - PowerPoint - Worksheets - Modelled Work.

L5 in the Global Systems SOW looking at Global commons in general (before mroe specifically Antarctica)- written for the AQA Globalisation and Governance Unit (2nd half) KEY IDEA 1.13 STARTER - Planning Essay practice using notes from previous lesson (L4 - Human rights) Introduction to GLobal commons going through examples . Textbook task - what are commons in more detail? Reading task - the UN and Global Commons HWK -Pre-learning reading and Q task on Antarctica Lessons - PowerPoint - Worksheets - Modelled Work.

L2 in the Global Systems SOW looking at the UN as a Global Governance Unit - written for the AQA Globalisation and Governance Unit (2nd half) KEY IDEA 1.11 Retrieval Starter Qs - from previous lesson (L1 Global Governance Actor) Introduction of who the UN are and brief outline Discussion surrounding the MDG/SDG and why they were needed/ what they do? AO2 work on SDGs and importance/ Their Success HWK - Essay Plan (with support) and research Lessons - PowerPoint - Worksheets - Modelled Work.

L1 in the Global Systems SOW looking at the actors in Global Governance - written for the AQA Globalisation and Governance Unit (2nd half) KEY IDEA 1.11 Introduction to governance and different actors/ examples; beginning to think about peace and conflict. Reactive vs. Proactive governance textbook task HWK - UN Research Lessons - PowerPoint - Worksheets - Modelled Work.

L3 in the Global Systems SOW looking at the COP26 as an example of Global Governance - written for the AQA Globalisation and Governance Unit (2nd half) KEY IDEA 1.11 STARTER - Exam Practive looking at effectiveness of UN Introduction to COP26 - including links to previous lesson on SDGs (L2 -the UN) Analysis tasks looking at the successes and failures of COP26 Revisit Exam Q as pratice HWK - Extinction Rebellion Research (as comparison Global Actor) Lessons - PowerPoint - Worksheets - Modelled Work.

L3 in the Global Systems SOW looking at the Human Rights as a gap Governance - written for the AQA Globalisation and Governance Unit (2nd half) KEY IDEA 1.11 + 1.12 STARTER - Retrieval Qs from the previous lesson (L3 - COP26) Exam practice - Model answer identifying PEEEL Structure Introduction to Gaps in Governance and where it is failing - linking to Human Rights as an example. Research (IT) Task on different human rights issues HWK - Documentaries on the related Human Rights issue used in research Lessons - PowerPoint - Worksheets - Modelled Work.

This is used as a Mid-Unit assessment on the AQA A-Level Global systems unit and focuses on the background of Globalisation and Trade. Assessment = 33 Marks Variety of Questions Feedback is appropriate to my grouping at the time but could be adapted so format follows the same but tweaked to make personalised to group. Feedback tasks and improvement time alloted - with modeled answers where appropriate for the following lesson. Powerpoint - Worksheets - Modeled work.

L15 in the SOW looking at the Food Commodity Examples; Bananas - written for the AQA Globalisation and Governance Unit. Taught over 2 lessons KEY IDEA 1.9 + 1.10 Starter - Retrieval questions on previous lesson (L14 Food Commodities - Bananas L1) “Banana wars” - linking to trade and protectionism Fair Trade Case Study - El Guabo and comparison to TNC EXAM Q - 20 marker and modeling HWK - Revision Lessons - PowerPoint - Worksheets - Modelled Work.

L14 in the SOW looking at the Food Commodity Examples; Bananas - written for the AQA Globalisation and Governance Unit. Taught over 2 lessons KEY IDEA 1.9 + 1.10 Starter - Retrieval questions on previous lesson (L13 Apple TNC Introduction) Recall - Free vs. Fair Trade from a previous lesson (linking to Bananas) Gloabl production of Bananas + the History TNC and Market Diversification of Bananas - Practical Task HWK - Revision Lessons - PowerPoint - Worksheets - Modelled Work.

L16 in the SOW assessing the Globalisation part of the unit - written for the AQA Globalisation and Governance Unit. Feedback included - this is appropriate to my class but may give ideas and modeled answers. 48 Marks/ 80 Mins. Feedback: Analysis work improving 20 markers Planning answers to Qs. Lessons - PowerPoint - Worksheets - Modelled Work.

Whole lesson on the introduction to Globalisation for AQA Globalisation and Global Governance: KEY IDEA 1.10 Spatial organisation of a global food product - Palm Oil. Know in detail the world trade in at least one food commodity or one manufacturing product. Students are able to describe world trade for a food commodity and/or manufactured product through a case study. PowerPoint - Lesson Plans - Worksheets - Exam Practice

L10 in the SOW looking at the introduction to trade and international trade - written for the AQA Globalisation and Governance Unit. KEY IDEA 1.2 Starter - Retrieval questions on previous lesson (L9 introduction to trade) What are Trade blocs, Trade Agreements and free trade? Reading and Q task - modelled answers. IT TASK - Pros and cons of the EU and trade 20 Mark Q Practice HWK - Free vs Fair Trade Lessons - PowerPoint - Worksheets - Modelled Work.

L11 in the SOW looking at the introduction to Transnational Corporations (TNCs) - written for the AQA Globalisation and Governance Unit. KEY IDEA 1.7 Starter - Retrieval questions on previous lesson (L10 Trade Blocs) What are TNCs and how have they developed? Glocalisation with examples SKILLS - Describe the patterns To understand the role and nature of TNCs with examples. What is Cumulative causation and how it affects TNCs? Reading and Q task -Pros and cons of TNCS Lessons - PowerPoint - Worksheets - Modelled Work.

Lesson 11 on the SOW - the assessment on the background of Changing places before the places studies. Starter - Retrieval Questions based on the previous lesson (L10 Rebranding and Reimaging) Assessment - 70 mins, 50 Marks. Mixture of shorter recall Qs, longer questions and source bases questions. Feedback Lesson - broken down Qs with model answers and application to similar Qs. Assessment and worksheets - Powerpoint - Feedback - Modelled answers.

Lesson 1 of a Distant Place study on Detroit- using the Oxford textbook. There are 8 lessons in this Scheme (including assessment). This lesson looks at the background of Detroit introducing it as the distant place study and beginning to think about the rise and fall of the city. **Key Idea ** How are places constructed - how does this change? What factors have influenced the Detroit’s history and place making process? How do a range of data sources represent a place (qualitative and quantitative)? Location tasks Timeline of key events How/ when did Detroit “boom?” Exogenous and Endogenous factors Analysis of Demographic breakdown. PowerPoint - Lesson - Worksheets - Exam Q - MODELLED WORK

L7 in the SOW with further focus on unequal flows - written for the AQA Globalisation and Governance Unit. Key idea 1.2 Recap of flows of Globalisation Linking to the idea of unequal flows in Globalisation - Using China’s Road Belt Initiative as an example Reading task to apply the information to given questions at the end - developing geographical literacy SKILLS - Analyse Question PowerPoint - Worksheets - Lesson - Modelled work.

Lesson 7 of the scheme - How can different Quantitative sources changes out opinion on a place and construct s different sense of place and how this links/ contrasts to qualitative made for AQA Changing places unit - applied to local study but can be adapted to are or uses as a case Study. ** Key Idea 2.7** Places may be represented in a variety of different forms, in diverse media. Finding out about the purpose and wider context in which the particular representation of a place was produced can help evaluate its reliability. Starter - Retrieval questions on the previous lesson (L6 Quantitative Sources of Place). Recap Quantitatve sources - examples and pros/cons COMPUTER TASK - using various sources of data look at local area (Ipswich in this case) to complete a local study e.g. * Index of Multiple Deprivation * House Prices * Crime data * Census data EXAM Q - Applying the computer task data. PowerPoint - Lesson - Worksheets - Exam Practice - Modelled Answers

L12 in the SOW looking at the TNC Case study Coca-Cola - written for the AQA Globalisation and Governance Unit. KEY IDEA 1.8 Starter - Retrieval questions on previous lesson (L11 TNC Introduction) Background information task on Coca-Cola Pros and Cons of Coca-Cola Kerela India Example - Environmental degradation (negatives) Coca-Cola Foundation positives. EXAM Q - 9 Marks HWK - Knowledge Infographic Lessons - PowerPoint - Worksheets - Modelled Work.

Lesson 6 in the SOW looking at the interdepedence and unequal flows created by Glocalisation and the global shift - Written for the AQA Globalisation and Global Governance Unit: KEY IDEA 1.2 Starter - Retrieval questions on previous lesson (L5 Positives and negatives of Globalisation). Exam Q with modelled paragraph following the PEEEL structure. Example of unequal flows of the British Empire in terms of people, money and ideas. HOMEWORK - Single product economy work (Building on GCSE case study) PowerPoint - Worksheets - Lesson - Modelled work.