This resource is a knowledge organiser that compliments the OCR A Physical landscapes unit.

This GCSE knowledge organiser compliments OCR A unit 1 Physical landscapes.

This resource is the knowledge organiser for the scheme of learning ‘Biomes on the edge’

This resource supports the scheme of learning entitled ‘oceans on the edge’ The knowledge organiser contains key vocabulary, content and core knowledge to support learners throughout their learning

This is the knowledge organizer for the topic ‘who are we’. The KO includes all of the key vocabulary, key content and core information for the unit that explores the human and physical landscape of the UK.

This lesson studies the threats to our coral reef ecosystems. Students carry out a skills taks to explore the threats to the GBR before a diamond 9 ranking activity gets learners to consider the biggest threat. Then students compare this threat to that of the coral triangle and decide which is the biggest threat.

This lesson explores the geomorphic processes that occur along the River Tees. The lesson starts by investigating the location of the river within the UK. Then provides an insight into how the river changes from the source to the mouth.

This lesson investigates the importance of the river Tees and how human activities such as river management impact the landscape. The lesson starts by questioning students on why we need rivers such as the Tees. Then learning moves on to the impact of hard and soft engineering strategies on the river landscape.

This lesson focuses on how erosional and depositional processes help shape the coastal landscape. Using images, ordering tasks and learning checks students will investigate how stacks, beaches and spits are formed.

This lesson explores the differences between constructive and destructive waves and how the primarily shape the coastline. The lesson will start to research how wave cut platform and wave cut notches are formed.

In this lesson students will explore the Holderness coast. A sorting task will help them decide why the coastline is vulnerable. Then students will explore how the coastline is impacted by human intervention by teaching each other various hard and soft engineering strategies.

This lesson explores the existence of coral reefs. Students start by defining a coral reef before exploring their characteristics. Then students investigates the formation of coral reefs looking at the Great Barrier as an example.

This final lesson in the biomes on the edge topic explores the management strategies behind coral reef ecosystems. Students begin by deciding whether projects such as Lady Echo Island are effective. Then students scale coral restoration projects before deciding which are more effective.

This lesson gets students to discover the reasons for rainforest distribution. Students start by looking at their definitions using the freya model, going on to then explore their locations and why we find them within various lattitudes. Finally students are challenged by investigating an article on a theory behind how more recent rainforests have been created.

This lesson explores the adaptations within a tropical rainforest. First there is a memory based task that introduces students to the structure of a rainforest. Then there is an explanation task that explore the physical and behavoural adaptations of a variety of plants and animals within a TRF.

This lesson looks at the structure and adaptation of a coral reef. Students start with a match up task which challenges their memory of how coral reefs form. Then students teach each other how plants and animals have adapted to the coral reef ecosystem before deciding just how challenging these adaptations are.

This lesson explores the value of coral reefs. Students firstly explore the difference between value for humans and value for the environment using the Great Barrier Reef as a case study. Then students compare these values with that of the coral triangle.

This lesson explores the value of goods and services within a TRF. Students have a sorting task which helps the teacher identify whether students understand the difference between goods and services. Then, through guided reading, students explore and rank the value of each good and service before determining which is the most valuable.

This lesson investigates the management of TRF’s. Students will begin by exploring the user groups with a TRF, playing the parts of four stakeholders through a speaking and listening task. The students will investigate a variety of management strategies before deciding which is most effective and why.

This lesson investigates the causes and impacts of deforestatation within a TRF. Students start by looking at the reason deforestation takes place, ranking the needs. Then students investigate the impacts using the SEE scale and exploring two locations, Australia and Indonesia.