AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at the emergence of megacities and the reasons for urbanisation. We start with a quick photo starter of Tokyo. We introduce the two concepts of natural increase and rural-urban migration. The pupils have a worksheet to fill in regarding push/pull factors, firstly adding their own ideas, then with some input from the teacher, then they categorise into social, economic and environmental. We then look at megacities, with a introductory video. the pupils then plot the location of the megacities as of 2018 using longitude and latitude coordinates. The pupils then have some extension tasks around their map. We then have a brief interlude to consider what living in a megacity might be like and watch a short clip on Tokyo and living in such a high density population. We then finish with a comparison of a map showing megacities from 1975 and answer a GCSE-style question. In a nutshell lesson includes: Photo starter Video clip Push/pull worksheet exercise with questions. Long & lat skills task followed by map interpretation. Video of Tokyo GCSE-style question using map with guidance Plenary quiz Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1A: In this fourth lesson in the section we look at the effects of climate change around the world. We start with a quote from Great Thunberg and the pupils discuss whether they think she is right that we should be panicking about climate change and its impacts. We then look briefly at climate change impacts in the UK where the pupils will annotate a map of the UK using information from a video clip. We then look at the impacts worldwide, the pupils will be given an A3 sheet with a map surrounded by the impacts, they first locate the region the where the impact will be felt, rate the seriousness of the impact and then categorise each one as either social, economic, environmental or political. Using the information they have now gathered they write a response to Greta Thunberg’s quote using evidence from the lesson. We finish with a post-it plenary using a 2-mark question from the 2019 exam. In a nutshell lesson includes: Discussion starter over Greta Thunberg Quote Annotated diagram of the impacts on the UK A3 map task on the effects of climate change worldwide Video clips where appropriate GCSE-style question plenary Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at social opportunities in one borough of London, Shoreditch. We start with a photo interpretation of Shoreditch today so the pupils can start to think about what Shoreditch is like and what type of people may live there. the pupils will have a worksheet to work through as the lesson progresses. we start by looking at Shoreditch in the 1980’s (1981 really due to census data). The pupils get a feel for what the borough was like then. We then introduce modern day Shoreditch with a video. The pupils then use an information sheet to complete tasks regarding various aspects of life there including housing, ethnic and cultural mix, entertainment etc. We briefly consider the negatives of urban change in the area before tackling a GCSE-style question on the positive impacts urban change has had on people in a HIC. The pupils do have some help with some points to get them going if they need it. In a nutshell lesson includes: Photo interpretation starter Worksheet task on old and new Shoreditch Video clips where appropriate GCSE-style question with guidance Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at economic opportunities in London, focusing on the regeneration of the London Docklands. We start with a photo interpretation of the London Docklands in the late 1970s. The pupils start to think about why the area has declined and how it might affect the residents. We then introduce the concept of urban regeneration and start by looking at the history of the Docklands and the pupils complete spray diagram of reasons why the area feel into disuse. We then look at the London Docklands Development Corporation (LDDC) and the pupils create an annotated diagram ‘the road to regeneration’ using information from the board. Once we have completed the diagram we tackle a 6-mark question on economic improvements in a HIC city. The pupils do have some help with some points to get them going if they need it. In a nutshell lesson includes: Photo interpretation starter Several tasks around the London Dockland’s and the LDDC Video clips where appropriate GCSE-style question with guidance Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at both the national and international importance of London. We start with a retrieval practice grid which you can populate with your own questions relevant to topics you have covered. We then do a quick photo interpretation activity on London to get the pupils thinking about why people would visit and what activities are going on in the city. The pupils then consider reasons why London is important. I usually create a spray diagram as a class. We then use some facts about London to organise them on a worksheet on national and international importance. We add any ideas from our spray diagram and then categorise them into social, economic and political. We finish with a 6-mark question on the importance both nationally and internationally on a city in an HIC. the pupils have some guidance on how to answer the question if you wish to use it with them. In a nutshell lesson includes: Retrieval starter quiz Photo interpretation activity Importance of London nationally and internationally worksheet GCSE-style question with guidance on how to respond Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at the increasing number of the global population living in urban areas. We start with a quick quiz on global populations and a video to put global population increase into context for the pupils. We then look at how urbanisation varies around the world by plotting data on a graph. The pupils then describe the trends they have found. We then look at a map of the urban populations around the world and the pupils can tackle several different questions depending on ability. We then discuss how these patterns might be explained. We then answer a GCSE-style question looking at the percentage of people living in urban areas on different continents using a bar chart. The pupils have guidance on how to answer the question if needed. We finish with a plenary quiz where the pupils have to find the countries with an urban population of over 50%. In a nutshell lesson includes: Quiz starter Video clip Graph plotting exercise with questions Map interpretation task GCSE-style question using graph with guidance Plenary quiz. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at types of hard engineering and where they are best applied. The starter is a quiz where the pupils need to select the squares that have a depositional landform. There are sound effects too so it’s all very exciting. We begin by looking at why certain areas of the coast need protecting and what factors go into consideration when planners are deciding whether or not to protect the coastline. The pupils are then given some information cards and a worksheet to fill in on the different types of hard engineering, they also have a visual scale to shade in for each one according to it’s effectiveness and durability, cost and sustainability. This can be done in a number of ways (group work, round the room, carousel etc). We then seek to apply this knowledge though the pupils completing a decision making exercise. This is based on a fictional town (Sandytown). The town has been divided into zones, the pupils read the information on each zone and decide what type fo hard engineering that zone needs and justify this. We finish with a 6 mark question on hard engineering with some guidance on how they can answer this. In a nutshell lesson includes: Interactive starter quiz on depositional landforms. Video clip. Hard engineering worksheet with visual scale. Decision making exercise activity. 6-mark GCSE-style question with guidance should the pupils need it. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1A: In this lesson we look at the events, effects and responses of Cyclone Idai on Mozambique, Malawi and Zimbabwe. The lesson has a retrieval practice starter based around a field sketch of a coastline. We firstly introduce Cylone Idai and there is a video clip of the impafts to give students an understanding of the context. The students then undertake a colouring by numbers exercise to create a choropleth map of the rainfall accumulations of the tropical storm. We then consider the effects. The students complete a simple classification exercise categorising the effects into primary and secondary as well a SEE effects. We then look at the responses to the cyclone. There is a worksheet for this activity where the students read the repsonses and tick the appropriate boxes to determine if it was immediate or long-term and how long they think the response took. We finish with a GCSE-style practice question with some guidance and structure provided for the students. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography Lesson This lesson requires the Oxford GCSE Geography for the AQA specification This lesson includes a number of activities including photograph interpretation, a worksheet to help the students with an evaluation question and further skills such as map and graph interpretation. The actvities are based around the Oxford GCSE Geography for AQA. Thanks, and hope it helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at the what urban sustainability is and how it can be achieved. The lesson has two retrieval practice starter options for you to populate. We then introduce the concept of urban sustainability. The pupils then complete a variety of tasks as we look at water conservation (with Cape Town as an example of water stress). Sustainable Drainage Systems (SuDS). Methods of energy conservation, waste management and recycling, and creating green spaces. We finish with a GCSE-style practice question with some guidance and structure provided for the students. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at where people in the UK live and the reasons for our population distribution. The starter is based on the population total for the UK and the pupils have some questions to think about. I usually do this as a discussion. There is also a can you name 15 cities starter which works well for high ability groups. We then look at cities in the UK. the pupils have a map and need to find the location of some of the major cities in the UK, we then briefly talk about their distribution. Next the pupils consider the human and physical factors that affect population distribution before putting this knowledge to work on a worksheet with several tasks and questions. We finish with GCSE-style question on human and physical factors that affect population distribution. In a nutshell lesson includes: Two starters on population and cities. Map task on the major cities of the UK Worksheet on the population distribution in the UK Video clips where appropriate GCSE-style question with guidance on how to respond. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at how urban change has led to social and economic inequalities in London. The starter is called “perfect paragraph?” The pupils will see a response to a GCSE-style question and need to spot the errors in the paragraph, we then discuss if anything needs adding to the answer. We then look at inequalities in London and we use an Iceberg Analysis to determine causes of social inequalities and short and long terms effects. The short term effects go in the iceberg above the water. The longer term effects go underneath the water. We then consider what indicators could we use to map social deprivation. We use percentage of people on benefits as an indicator and the pupils create a choropleth map of London. We consider the pattern and the pupils look at what the benefits and drawbacks of presenting the data this way is. Once we have completed the diagram we tackle a 6-mark question on social inequalities in a HIC city. I usually do this as a live writing exercise, but there is guidance should the pupils need it. In a nutshell lesson includes: Perfect Paragraph Starter Iceberg analysis of cause and effects of social inequalities Choropleth map activity using percentage of people claiming benefits as an indicator. GCSE-style question with guidance or live writing exercise. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at the formation of headlands and bays through the process of differential erosion. We start with a simple retrieval practice quiz. We then introduce the concept of differential erosion and how geology can play big role in the formation of bays and headlands. the pupils are introduced to the features then use a trace outline diagram to alter the coastline to predict what it might look like in the future. The pupils then label the diagrams to show how headlands and bays are formed. We then look at concordant and discordant coastlines. We start by analysing a map of the Swanage coastline, the pupils questioned as to why the coast has different features and shapes. The pupils make a geological map of the area using an outline map, they them annotate where the two types of coastline are. We finish with a GCSE-style question on the role of geology in the formation of landforms on the coast. In a nutshell lesson includes: Retrieval practice starter Trace it 3-step diagram on the formation of bays and headlands. A geological outline map of the Dorset coastline activity. 6 mark GCSE-style question with guidance should the pupils need it. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at the environmental challenges of urban sprawl and housing provision in London. We start with a retrieval practice grid with questions based on the London unit so far (but you just amend to whatever you want). We then look at what urban sprawl is, we then consider the advantages and disadvantages of urban sprawl in a spray diagram. The pupils are given some sentence starters to help them consider what they might be. We move on to consider if there is a housing shortage in London. We use house prices as a proxy for this and the pupils spend some time working with a graph of house prices and completing some questions related to the graph. We then consider the options London has of developing on either brownfield or greenfield sites. The pupils complete a photo annotation task on the two types and what the advantages and disadvantages of building on both types are. We then move on to a mapping activity where the pupils map the available greenfield and brownfield sites for development. They answer some questions related to London’s options to solve its housing problems and what the impact on the environment might be. Once we have completed the diagram we tackle a 6-mark question on the effects of urban sprawl on the environment and people. There is guidance should the pupils need it. In a nutshell lesson includes: Retrieval practice starter Benefits and drawbacks of urban sprawl diagram task Greenfield and brownfield photo annotation task Video clips where appropriate Mapping London’s greenfield and brownfield sites task. GCSE-style question with guidance or live writing exercise. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification unit 2B. In this lesson we look at why countries are in debt and how debt relief can help reduce the development gap. We start with a photo of the G7 and the pupils will think about what the organisation is and who is in it. We then consider why countries have built up a large amount of debt. We then look at the pattern of HIPC’s around the globe and the pupils complete a differentiated activity around a map which shows their locations. We then look at how debt relief can reduce the development gap and then onto micro finance with a brief look at the Grameen Bank. We then tackle a 6-mark GCSE-style question and the pupils use structure strips to answer the question if needed. In a nutshell lesson includes: Photo interpretation starter Activity: Why are some countries in such debt? Activity: Debt relief and roadmap to reducing development gap Video clip: Grameen Bank GCSE-style 6-mark question with guidance. hope this saves you valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: For this section we use London as our case study. In this lesson we introduce London, it’s location and site factors and its population. We start with a simple quiz about London to test the pupils general knowledge of the capital. We then look at the location of London and the pupils describe London’s location based on the C.L.O.C.K formula. But you could use any method. We then have a look at the history of London before the pupils undertake an ‘art attack’ activity where they are creating an annotated sketch map of the location of London and it’s settlement site factors. We then look at London’s population, looking at general facts, population structure and ethnicity. We finish with a simple GCSE-style question plenary. In a nutshell lesson includes: Quiz on general knowledge of London. Locating London activity ‘Art attack’ activity with guidance on producing an annotated sketch map Video clips where appropriate Population pyramid activity Graph interpretation task on ethnicity in London GCSE-style question with guidance on how to respond Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson. At least 1 hour long. This lesson explores what the concept of development is. the students then explore what factors affect development worldwide by annotating the four categories with ideas, Social, environmental, political and economic. We then look at GNI and HDI as measurements of development and consider both their strengths and weaknesses. We then look at global patterns of HDI, and quality of life. Included is: Map interpretation starter Factors of development activity Video clip on development measurements Activity on development measurements HDI questions activity. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the latest specification Unit 1B: In this lesson we look at transportation and depositional landforms such as moraines, drumlins and erratics. The starter is glaciation-themed retrieval quiz. We then look at the idea of the glacial conveyor belt, what glacial till is and what the difference between sorted and unsorted material is and why they form in different environments. The pupils create diagrams of both. We then consider moraines and the different types of moraines. The pupils have a diagram to annotate and label. We then consider drumlins, the pupils again create diagrams and learn why they show direction of movement and collective called ‘basket of eggs’ topography. We then briefly look at erratics and how they can also show the history of glacier movement. We finish with a 4 mark GCSE-style exam question with guidance on how to answer it. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson on the Environmental Characteristics of Hot Deserts. This is the second lesson on Hot Deserts for the AQA specification. The lesson includes: Camel starter activity Worksheet on plant and animal adaptations Video clips 4-mark exam question Plenary memory activity. The pupils will work there way through these tasks and gain an understanding of plant and animal adaptations. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer