This contains a fully resourced, differentiated lesson on the Beatitudes. In the main part of the lesson students complete a think-pair-share exercise to define air pressure, use one of two sources to create their own diagrams to explain the processes involved in low and high pressure systems, and colour code a table with whether each weather element is typically associated with low or high pressure systems. Learning Objectives: To describe what air pressure is. To explain the movement of air in a low and high pressure system. To analyse their associated weather conditions.

This contains a fully resourced, differentiated lesson on how headlands and bays form. The main part of the lesson involves a critical thinking exercise where students have to theorise how headlands and bays form from the diagram provided, then following a class discussion/teacher explanation they produce to a labelled diagram to explain how they form, which is followed by a group activity where students have to use a set of clues to assess in detail the influence of geology which leads to their formation. Learning Objectives: To explain how headlands and bays form. To assess the importance of geology in its formation.

This contains a fully resourced, differentiated lesson on how we can we protect communities from coastal erosion. The main part of the lesson involves a fact-hunting exercise where students compile a table with how each methods works as well as its advantages and disadvantages, followed by a a written exercise where students rank each defence in terms of its percieved effectiveness and justify their choices. Learning Objectives: To explain how various defences protect the coast. To assess the effectiveness of different forms of coastal defences.

This contains a fully resourced, differentiated lesson on the sequence of events that leads to the formation of stumps. The main part of the lesson contains a critical thinking exercise where students have to indicate what order they believe the images should be organised in (leading to the formation of a stump), a statement ordering task, and a small group exercise where students construct a model coastline out of plasticine showing how a stump forms. Learning Objectives: To explain the sequence of formation leading to a stump. To recreate this process through the construction of a labelled model.

This contains a fully resourced, differentiated lesson on whether Happisburgh should be protected from coastal erosion - forming an end-of-unit assessment for a Coastal Environment Scheme of Work. The main part of the lesson is split into two parts: firstly, a short written exercise describing the location of the settlement and an information hunt to obtain the viewpoints of different stakeholders on whether the settlement should be protected from coastal erosion (with a grid extension task evaluating the strengths/weaknesses of these arguments); secondly, designing a newspaper article which answers the question ‘Should Happisburgh be protected from coastal erosion?’. Learning Objectives: To describe the location of Happisburgh. To explain the arguments for and against protecting Happisburgh. To evaluate whether you ultimately believe Happisburgh should be protected from erosion.

This contains a fully resourced, differentiated lesson on the viewpoints different groups of people can have towards the use of coastal defences. The main part of the lesson involves a discussion activity where students have to consider the potential views of a range of key stakeholders, a popcorn reading activity and follow-up written exercise where students use a textbook page to concisely explain the viewpoints of a range of key stakeholders (based upon a case study, Scarborough), finished by drafting a letter addressed to a newspaper outlining their views about the proposed coastal defence scheme. Please note that the exact textbook page is not incorporated with this lesson, but it is believed to be a recent iteration of the Geog. 2 textbook. Learning Objectives: To identify different points of view towards sea defences. To explain the reasons for these viewpoints. To express a justified opinion towards the scheme.

This contains a fully resourced, differentiated lesson on the three types of weathering that can affect coastal environments. The main part of the lesson involves a teacher-led introduction on the definition of weathering using visual images to promote whole class discussion, a card sort activity on how each type of weathering works, and a photo analysis activity where students have to justify the type(s) of weathering they believe are operating in each image. Learning Objectives: To identify what is meant by weathering. To describe the different ways in which the coastline is weathered. To interpret signs of weathering from the physical landscape.

This lesson requires students to make their own presentations on the Jurassic coastline, focusing on the landforms associated with 'hard&' coastlines.

A fully resourced lesson on the popualtion density of the UK. The lesson is as follows: * Starter- They imagine McDonalds want to open a new store, but only in areas with the greatest concentrations of people. What factors might they look for? *Main- A class demonstration on what we mean when we talk about population density. *Main- Produce a chloropleth map on the UK's population distribution. *Main- Answer a set of questions examining why people choose to live in certain locations. *Plenary- Pass the ball!

This contains a fully resourced lesson which explores the characteristics of urban areas, and how they change from the urban fringe to the central business district. This uses Ipswich as an example, although it could be easily adapted to study other cities.

This fully resourced lesson explores the three types of rainfall in the UK. It contains a key term starter, video note-taking task and then a worksheet where they draw diagrams and explain the three main types of rainfall. The worksheet is differentiated to three different levels according to how confident students feel. I printed off a set for each table in different colours, from which they selected which one they felt the most confident with. Feedback always appreciated.

This contains a fully resourced, differentiated lesson on the types and actions of waves in coastal environments. The main part of the lesson involves a simple matching-up exercise of key terms, a self-imagining and written task on the difference between swash and backwash, and lastly producing a set of diagrams on the differences between constructive and destructive waves. Learning Objectives: To define key terms related to waves. To describe how waves breaks and exits on a typical coastline. To explain the differences between constructive and destructive waves.

This contains a fully resourced, differentiated lesson on coastal erosion. The main part of the lesson involves students producing their own labelled diagrams to show the different ways in which the waves erode the coastline, then do a class quiz-quiz trade (QQT) activity on the factors that affect coastal erosion then complete a written exercise afterwards. Learning Objectives: To describe the different ways in which the coastline is eroded. To explain the different factors that can affect the rate of coastal erosion.

This contains a fully resourced, differentiated lesson on the main depositional landforms created by longshore drift. The main part of the lesson includes a discussion and written task on how spits form, followed by students using an information sheet to produce their own diagrams as to how bars and tombolos form. Learning Objectives: To understand how the process of longshore drift forms spits. To explain the formation of bars and tombolos.

This contains a fully resourced, differentiated introduction lesson on coasts. In the main part of the lesson students use a stimulus image to generate their own definition of what a coastline is, carry out a image analysis of different coastlines around the room (open-ended but focused questions for students to generate their ideas) and lastly a ranking exercise on different reasons why the coastline is important for people. Learning Objectives: To identify what a coastline is. To describe the key features that make up a coastline. To explain why coastlines are important.

This contains a fully resourced, differentiated lesson on contour lines. The main part of the lesson involves students having to read heights off a custom-made map and then drawing a cross-section of the landform (this exercise is supported with clear instructions and visuals on the Power Point and differentiated grids). Learning Objectives: To be able to read height on a map. To draw a cross section of contour lines.

This contains a fully resourced, differentiated lesson on how to locate features on a map using four-figure grid references. The main part of the lesson involves a brief class demonstration and exercise followed by an independent learning exercise. The plenary involves students competing with each other playing battleships using four-figure grid references.

This contains a fully resourced, differentiated lesson on how to locate features on a map using six-figure grid references. The main part of the lesson involves a brief class demonstration and exercise followed by an independent learning exercise.