This is for Year 12 mixed ability. I recommend printing the worksheets file as A3, and the rest can be as A4. It involves resources e.g. books, but also plenty of up-to-date/ live information which will need to be accessed with internet. E.g. computers, phones, or teacher can print them out from the website.
The exam board are aware of these A-level textbooks having older data, but students can infer information as years have gone by. Add information/ own knowledge, their knowledge when looking at boroughs and images. Bring the lesson alive. E.g. One student mentioned the Green Bridge that was unsuccessful, has a similar one built in Manchester instead.
Pages are included in the PPT.
The aim from the AQA spec: Case studies of two contrasting urban areas to illustrate and analyse key themes set out.
This includes:
patterns of economic and social well-being
the nature and impact of physical environmental conditions
with particular reference to the implications for environmental sustainability, the character of the study areas and the experience and attitudes of their populations.
Helpful materials:
Dictionary - expected key terminology for A level and above
white (fourth edition) Hodder A Level textbook - used in this lesson but I have attached a double sided page of information which can be used instead or in addition
cool geography
I use to live and teach in rural Tanzania for a bit so I wanted to share culture about it to the students in an engaging way
Starter: images guessing where
Objectives
Images and storytelling (short)
Information sheets - around the room task for engagement - up to date info 2024
Tourism posters
Examples
Plenary sharing
Resources
PPT
Atlas (optional)
History sheets (optional)
Keywords
Africa
Asia
Migration
Colonisation
Independence
Prepare for Learning – Entry Activity
Silent reading for 10 minutes
Starter activity: Spot the odd one out images x2
Learning Intentions and Agree Learning Outcomes
Understand the causes of the English Civil War
• Describe the location of Africa
• Recognise the difference regions of Africa
• Explain how Africa has changed over time
Present New Information
Map skills with Africa/ continents
History of Africa (literacy reading)
History of Africa (10minute video – if time)
Construct Meaning – Learning by Doing
Map of Africa
Rank figures onto tables
Apply to Demonstrate Understanding – Opportunity
Identify regional scale in UK and compass regions in Africa
Find countries in different regions of Africa
PEE paragraph on how Africa changed over time
Review
Write down 3 things you found interesting
Additional Support (SEN support, EHCP, PP FSM, LAC)
Checking in
Examples
Word bank
Images
Colour and number coded
Answers on board
Stretch and Challenge
Challenge – using challenge key word bank
I’ve included lots of books and research that you need to read if you’re becoming a geography teacher.
I’ve also made summaries of some of them in case you didn’t want to read the whole thing.
The main book I made a bigger document, and in the book you can find a large table that separates sections well.
These will be useful towards your assignments.
My assignments were around 78 marks.
Simple template on Y7 tectonic plates (not fully completed)
GCSE completed SOW on coasts (from a very good Bristol school - they pay trainees to have 3x meals a day and actually pay you thousands of pounds for having them as a placement - of course your placements are chosen by your university provider).
Year 8 SOW (from private institutions)
If you would like others, feel free to leave the comment under reviews and I can update the files if I have them (History and Geography mainly).
Objectives:
Recognise that the continent of Africa is made up of 54 countries.
Describe the human and physical features of the continent.
Analyse data to understand the diversity of Africa.
Addresses misconceptions and stereotypes
CLOCC locations
Africa is diverse - exam type question
Writing PEE paragraph
I included an example of a fieldwork booklet.
It is adaptable and sections can be removed depending on how much time you have.
This school was huge and they walked around separately as we had 4 buses of students.
Since we walked, I was the guide and mentioned all the prices etc.
The school is deprived so you need to address misconceptions during evaluation on whether it was successful or not as the students will think these big shops are amazing/ or unaware due to their hometown being small.
With a different school, we did the boat tour instead so they were able to easily take photos to annotate, write a lot and complete a full booklet (different to this booklet). In that booklet, the main difference was we added a map of the locations the boat goes and labelled it. Students made notes on each part. The boat tour guide may know some things, otherwise I (and you) know the information already to share. On the boat tour, you’ll see the giant boat that Bristol paid millions to move a few yards down for “regeneration” of the food shops nearby. When walking, we never saw it.
Bristol has a lot of history and original butts, cranes etc. in the area which people may not know. Things like vegetation drainage, use of brown field sites etc. I included some information for you in case you are unaware, and some articles.
With other schools, they decided to not visit Bristol.
A full 1 hour lesson. Lesson plan refers to 50 minutes but it is easily 1 hour or more depending on how much time you want to provide. I included this because you can understand each part. All sensitive information is removed. I have also included a section for a Plan B, in case the class does not go to plan.
A brief starter about each season to assess their prior knowledge and the importance of knowing this information. E.g. Would you wear a warm coat in the summer?
A merry-go-round activity with stations. This saves lots on resources as you only need 6 sheets.
Depending on the level of your class, you can remove more information, and remove the bold font as hints. Depending on your student’s knowledge, you may want to explain some things first or change some information. For example, food chains/ webs.
Recap of skills.
An exciting story to follow (promotes literacy).
Adaptable between year 7 to older by changing the story words.
Map is adaptable to change to your town/ school if you wanted.
TEA answer with gapfill to scaffold.
Concept used over a small scale.
Also available as a large scale (assuming it is a practice) to show Ebola as a real life case study.
All adaptable.
Climate graph recap
Map recap using TEA (gapfill, images and prompts)
Pairwork
Literacy task
Optional background information
Optional adjustable information for lower ability (information as hidden slides)
Silent work
Students teach each other
Comprehension
Well controlled activity
Support low ability (with more time/ prompts)
Gap fill
Worksheets
Challenge (can adapt to involve GCSE geography answers instead)
Fun and supportive class activity
Quick plenary to assess all
Arrived at Manaus (chapter 3 onwards)
Adaptations based on the story.
Literacy based.
Science included.
Worksheet available.
Homework included (unless you want to do in class. It is also differentiated if needed).
Tropical Rainforest Information
4 tasks
Team work option (if students are good)
Pair work option (if you need more control)
Homework available if 4th task is too much.
Homework available if all tasks finished.
3 hour lesson
Exam question included (9 marks)
Structures and example answers to scaffold
Level examples (aiming high)
Examples of case studies
1 main case study worksheet
Class feedback for self-marking and improving
Challenges included
Easily amendable
Answers included
Animals in the Savanna - Lion King Remake of animals - Students well engaged and excited
Learning objectives - command words - meanings
Map of Savanna (students to add to their maps from previous lesson - Physical Geography of Africa). If you don’t have this, the maps (6 to a page) are also included if you wish to make this into an activity to shade in the biome and label the latitudes.
Video about the Savanna - Notes about the biome
Animal adaptation - I do (Lion), We do (Elephant), You do (Giraffe and Warthog). Challenges included.
All students are able to complete giraffe, lower ability may struggle with warthog so I had them think more about the giraffe. Remind them of Pumba from Lion King.
Answers on board - Students to add 3 more to their animals. Handouts available for students who can’t read, lower ability/ SEND to assist them. My students did not stick them in, they used it as help.
YOU ARE A GEOGRAPHER (Science advanced and you create your own animal!)
Choose 3 characteristics (timer them). Explain why those three and how they adapt to the Savanna.
Criteria and levels (on the board I have 5 and 6). On paper (handouts or printouts or you can adapt depending on your class/ student) I have level 3-7 success criteria.
Key words on the board, connectives on the board, challenges on the board, examples (sentences and images) on the board.
Sentence builders (shared between students) allows every student able to complete the task. Higher abilities will not use it but have it as a reference.
Students will be working at different paces due to ability. My higher ability asked to do more characteristics but only because they completed it. My lower ability/ SEND I expected at least 3 sentences (this is because this is in their assessment so they need to have this). Students who finished are able to sketch their animal. Higher rewards given as motivation.
Peer assessing. Students peer assess the presenter (visualiser if you have). We used fingers due to time, but if you have longer lessons or extend another class they can use the peer assessment handouts where students assess themselves, and then peer assess. They can then improve upon feedback.
Many students loved the task, wanted to share and spend their 15 minutes break continuing.
Starter: List as many countries in Asia as you can (prior knowledge)
Peer assess, add 5 to list allows them to learn more within cognitive load
Learning intentions (referred to throughout lesson)
Colour coded map and compass. Think/ Pair/ Share
Students act as the teachers and point out the regions.
Gapfill
Handout for SEN
What do you need to pack on holiday travelling in Asia?
Video
Image prompts to allow time (EAL, lower ability, SEND). Challenge included for others.
Similarities and differences between China and India (handouts)
Highlight information
Add own facts
2 paragraphs writing (sentence starters)
Answers on board
Bingo key words plenary but teacher uses definitions so students need to think