AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at the processes of longshore drift, deposition and wave refraction. We start with a retrieval practice grid which can be filled in with your own questions. We then introduce the concept of longshore drift. We watch a video clip, look at some sequential diagrams, and also consider why some parts of the coastline do not experience longshore drift, yet other parts do. The pupils use this knowledge to complete a worksheet which has several tasks such as explaining, drawing sequential diagrams and annotating. We then move onto deposition and wave refraction. We consider how wave refraction can create areas of erosion and deposition. The pupils create a diagram, which we label and annotate as we go along. There are several extension questions for the pupils to consider too. We finish with a simple post-it plenary on groynes and longshore drift. In a nutshell lesson includes: Retrieval practice starter Worksheet on the process of longshore drift with several activities. Annotated diagram of wave refraction. Video clips where appropriate Post-it 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 urban planning and how it can solve three challenges: squatter settlements, traffic congestion and an uncertain future. We start with a “which statements are true?” grid based on the Lagos unit of work with sound effects as well. We then look at urban planning and how it can solve Lagos’ challenges. Firstly squatter settlements. We view two clips of the floating school and communities in Makoko and the pupils annotate a diagram to explain how the floating school can help solve the challenges of urban slums in Lagos and provide a sustainable solution to education. We then look at traffic. The pupils use hexagons again to explain how each solution would potentially provide better quality of life for the residents. We finish by looking at the future challenges Lagos faces. The pupils then rank each challenge based on their seriousness and explain why they have ranked them in such a way. We finish with GCSE-style question on urban planning in an LIC or NEE and a plenary on floating communities. In a nutshell lesson includes: Which statements are correct starter Diagram annotation task on the floating school Hexagon task for traffic management Thermometer task for the future challenges Lagos faces 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

This is an hour long lesson for AQA History GCSE or Key Stage 3 on women;s roles in WWII. The lesson begins with a starter using a recruitment poster as a discussion point. From there we look at two examples of women’s roles during WWII, the pupils will answer questions on a video notes sheet. We then use a source extract to create a diagram on the varied roles women undertook at both home and abroad before completing a 4 mark source interpretation question. Included in the lesson is: Recruitment poster starter Video clips and video notes sheet Written extract exercise Source interpretation exercise around a 4 mark question. Plenary. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

Lesson on significant factors in the fight for women’s rights after the second world war. The lesson will probably cover two hour long lessons, but can easily be shortened. We start by looking at the Ford Dagenham strike in 1968, we look at why the strike happened and what it’s impact was. We them create a chart of importance using other significant events since WW2. The pupils then complete a Wheel of Life for all the lessons they have completed on women’s rights so far and finish by answering a question on which factors were the most significant using a writing frame to help them. Hope this helps. Included is: starter Activity on Ford Dagenham Strike in 1968 Video Clip on the strikes Chart of Importance activity Wheel of life for womens rights GCSe style question with structured guidance on how to answer. https://www.tes.com/teaching-resources/shop/markthegeographer

This is the first lesson on a Norman Conquest SOW. It gives the pupils an overview of what life was like in 1066 before the Death of Edward the Confessor and the Norman Conquest. All the resources are included. Lesson takes 1 hour. Included is: Bayeux Tapestry question starter. An overview of 11th century kings Differetiated tasks using an information sheet and a worksheet A writing task on who has the power in early 1066. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

Key Stage 3 lesson on whether King John deserves the prenom “Bad” King John. The lesson is at least an hour long but can be easily extended into two lessons. We start by looking at an interpretation of John in the Disney movie, the pupils then use a speaking frame to explain what they can glean from the clip. We then move onto a categorising task. The pupils are presented with factual information about John, they have to categories into evidence a him being a good or bad king, they then further categorise into warfare, taxation, religion and role of the individual. The pupils then complete a school report for King John based on the information. We then finish with a question where pupils have to explain to what extent they agree with a statement. Included is: Disney interpretation speaking frame starter Differentiated categorisation task School report task Extended writing task Kingometer plenary. Hope this helps and saves planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson for The Power & The People Thematic Unit. In this lesson we look at the long and short term causes of The Peasants Revolt. The starter is a retrieval practice grid that is filled in for the lessons completed so far in the unit. We then begin by looking at the situation before Richard came to the throne and the legacy of The Black Death. The pupils do a character assessment of King Richard II as a key person. We then look at the causes of the Peasants Revolt. The pupils categorise the causes into social, economic and political causes. We then look at which were the long term causes and the short term or trigger events in an iceberg analysis. The longer term causes are written below the water level, the short term more apparent causes in the iceberg above water. We then finish with a post-it note plenary on whether rats were to blame for the revolt or not. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for Unit 2C: Water Management section. This lesson requires the AQA GCSE Oxford textbook In this lesson the pupils look at the Lesotho Highland Water Project. The pupil’s using the textbook complete a number of tasks to become familiar with the example such as constructing a climate graph, describing places, finding the meaning of facts and figures, creating a map, defining key words, categorising impacts. The sheets need printing out on A3 paper ideally. We then tackle a question on large-scale water transfer schemes. The pupils have guidance should they need it on how to answer the question and can use their sheet to help them. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for Unit 2C: Water Management. In the lesson we start with a photograph of pollution on the Ganges. The pupils use a command word grid to create a question that they then have to answer. We then look at the issue of pollution and waterborne diseases on water security. The pupils look at the example of The Ganges, they watch two video clips answering questions on the videos as they go. We then look at the impact on food production by looking at USE crop yields. The pupils annotate the graph and answer some questions. We then look at conflict. The pupils use atlases or devices to locate where the examples are on the map they then classify them in accordance to how likely conflict is. We use this information to tackle a GCSE-style question with pupil guidance on how to answer. In a nutshell lesson includes: Photo interpretation design your own question starter Video clips and question sheet on Ganges pollution Graph interpretation activity on USA crop yields Water conflict map actvity GCSE-style 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 1C: In this lesson we look at spits and bars together with the processes that lead to their formation. The starter is a true or false type quiz where the pupils have to find the landforms and processes associated with erosion. We have a brief reminder of what longshore drift and deposition are. We have a quiz around a photo of Spurn Head and then watch a video clip. The pupils then create annotated diagrams of spits, bars and tombolos. This is usually teacher led in my lessons, but would work as an info hunt/share. We then draw an annotated field sketch from a photograph of Dawlish Warren Spit. The pupils then label the feature of the spit and fill in the blanks on the paragraph. We finish with a 6 mark GCSE-style question: “Explain how the processes of deposition lead to the formation of distinctive landforms”. The pupils have some guidance in answering this. In a nutshell lesson includes: Retrieval practice true or false starter Video clip Annotated diagrams on formation of spits, bars and tombolos. Features of a field sketch from photograph with an example. 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

Key Stage 3 lesson for a scheme of work on The Rise of The Dictators. In this lesson we look at what life was like for people living in Nazi Germany. We start with an activity called ‘Photos from Nazi Germany’. The pupils try to work out what is going on in the photos and what this tells us about life in Germany at this time. We then look at life for different types of adults, we use an evidence sheet and the pupils make notes about how those people perhaps benefited, or suffered under Nazi rule. We then look at young people. We start by analyzing a school day fro the German school pupil and why the Nazi’s wanted certain subjects to be taught. We then look at the Hitler Youth and the league of German Maidens and why young people were drawn to these groups and what purpose they served the Nazi’s I hope this proves useful and saves you some time. https://www.tes.com/teaching-resources/shop/markthegeographer

GCSE Anglo Saxon and Norman England 1060-87 for the new specification 2016. In this lesson we look at the growth of towns after the conquest and what towns were like to live in. We start with a quick retrieval practice starter. We then look at how the towns developed into market towns, the pupils answer questions from a video clip. We then complete a text analysis where the pupils highlight the reasons for the growth of towns during Norman times. We briefly look at burgesses before focusing on trade and the pupils complete a profitability scale to show which of the aspects of trade in medieval times produced the most money for the medieval town and why. We finish with a to what extent plenary. Hope this saves you some valuable planning time! https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson on the Nigeria: a Newly-emerging Economy unit. The lesson is approximately one hour long, but can be extended or shortened. In the lesson we look at What Nigeria’s economy looks like and how it has changed over time. The pupils will do some interpretation of pie charts. They will then create a graph to show Nigeria’s employment structure. We move on to create a diagram that is annotated to explain why Nigeria’s economy is developing, before looking at the growing manufacturing sector. The pupils will then answer a GCSE -style question using points for guidance. Included in the lesson is: Starter activity Pie Chart interpretation activity Graphical skills task Creating an annotated diagram task around Nigeria’s developing economy Answering a 6-mark GCSE-style question with guidance. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the Hot Deserts section. The lesson is roughly one hour long. We start with a quick retrieval practice true or false. We then look use some information cards on the methods for reducing desertification. The students complete a varied activity worksheet using the cards for help. We then move on to tackle a GCSE-style question on this topic with guided structure if you want to use it with the pupils. Included is True or False retrieval starter Information cards to print Worksheet activity GCSE-style question with writing frame. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography. This is an 1 hour introductory lesson to the Hot Deserts unit for AQA GCSE Geography. This first lesson looks soley on the climate and the challenging conditions found in hot deserts. Content covered in the lesson include Photo Challenge Starter Where are the deserts located? Why are the deserts located here? What is the climate of the desert like? Also include video clips, worksheet and photocopying. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

This is a 1 hour geographical skills lession aimed at Key Stage 3. The lesson includes:- Starter on urban problems. Introduction to Choropleth maps. Pupils then create a map of crime in London. Pupils then decide and justify where a new police station will be located. Advantages and Disadvantages of Choropleth Maps. The lesson would work well as part of a Geography & Crime unit of work or a stand alone lesson on choropleth maps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson for The Power & The People Thematic Unit. In this lesson we look at what Magna Carta was, the events preceding it and its significance. We start with a picture source showing the signing of the charter, there is a challenge grid where the pupils can create a question and then answer it. We start the main part of the lesson recapping the aggravations of the barons. We then look at the events immediately preceding the barons revolt against John. The pupils do a simple summarising activity and answer some questions on this. This sets up the meeting at Runnymede. We then look at 6 of the clauses. The pupils complete a worksheet with a number of activities, they translate into their own words, tick who the clause benefits and shade in King John a shade of angry. The pupils write a paragraph on which clause they feel made the barons happiest (and John the angriest). We then look at the significance of Magna Carta of the years and its impact. The pupils shade in the boxes to categorise the impacts as either short or long term. We finish with a GCSE practice question “Explain the significance of Magna Carta” with some guidance on how to answer it. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on the battle of Verdun for the Conflict & Tension 1894-1918 unit. We start with a simple retrieval practice quiz. We then look at the location of Verdun and why the German’s thought that an offensive there would be effective. The pupils watch a video clip and answer questions on Falkenhayn’s plan, we then look at the events of the battle. The pupils read a sample of text and answer the questions relating to the text around the outside. We then move on the the aftermath and the pupils complete a battle summary sheet. There is a source activity and exam practice question. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

A Key Stage 3 lesson, used as part of a Welfare State unit of work on the establishment of the National Health Service in 1948. We complete quick retrieval starter on the discovery of penicillin to begin with. We then discuss what happened to people when they got ill before the NHS. We look at the Beveridge Report and the pupils complete a reading text analysis by reading the text and answering the questions around the outside of the template. We then look at the changes made by the Labour government. The pupils rate these changes in terms of how useful they were to ordinary people and explain their impacts. We then move onto the formation of the NHS, we watch a public information video created in 1948 and the pupils answer questions about this. We then look at a further clip on the NHS beofre asking the question ‘Is the NHS Britain’s greatest ever achievement?’. I hope that this proves useful and saves you some time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on how the assassination of Franz Ferdinand start a chain reaction of declarations of war in 1914. We start with a simple retrieval practice quiz. We then have a brief recap of the murder of Franz Ferdinand in Sarajevo. The pupils have a picture source to look at. We then look at Austria-Hungary’s demands of Serbia. The pupils record the demands and explain how acceptable the demands are to Serbia. We then look at the events of the July Crisis is a sequence of slides. The pupils will record the tension levels in Europe as the events progress by creating a bar chart until a pan-European war is declared. The pupils then revisit the alliance source (a threatening situation) and answer some questions based on the source. We finish with a 16 mark “To what extent” question with some guidance on what the pupils can write about. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer