This contains a fully resourced, differentiated lesson on the world’s growing urban population (urbanisation). The main part of the lesson involves drawing a line graph to show the increase in the world’s urban population (based on World Bank Data Set) and describing the pattern using data, an interactive peer sharing task on the reasons for the growth in the urban population (they do this by explaining one reason they are allocated in the grid, with pointers to help them, and then share the information with their peers, big emphasis is placed on helping each other to develop their explanations), and lastly a written exercise assessing how influential they believe these reasons have been. To describe how the world’s urban population is growing. To explain the reasons for the growth in the urban population. To assess the importance of these reasons.

This contains a fully resourced, differentiated lesson on the process of longshore drift. The main activities include a class discussion, video note taking task and a group drama activity. This lesson can easily be used by non-specialists as all answers are included. Learning Objectives: To understand the forces of transportation and deposition. To explain the process of longshore drift. To analyse how human activity can affect this process.

This contains a fully resourced, differentiated lesson on the factors that make a good site for a settlement. The main part of the lesson involves a brief written exercise to consider the factors that are important when considering the site of a settlement, then an interactive group task (involving dice!) where students create the location of a site of a settlement and have to discuss its advantages and disadvantages, and lastly decide whether it is an appropiate site for a settlement or not. Learning Objectives: To describe the factors that can influence the site of a settlement. To explain the advantages and disadvantages of these factors. To evaluate whether these factors make it an appropriate site or not.

This contains a fully resourced, differentiated lesson on how land is used in urban areas, paying particular attention to the Burgess Model. The main part of the lesson involves students drawing a sketch of the Burgess Model accompanied by a written paragraph describing what it shows, then working in pairs to study visual information sheets of each zone (CBD, Inner City, Inner Suburbs, Outer Suburbs) to explain the characteristics of each zone - this involves a very enquiry based approach and a heavy emphasis on them having to justify their answers based on the visual evidence provided). Learning Objectives: To describe the different zones that can be found in urban areas. To explain how these zones can be used and why they are located there.

This contains an end-of-unit test that can be used to assess progress on the core content in a Settlement unit, aimed primarily at KS3 level. This test covers the following topics: settlement hierarchies, services, factors that can affect the site of a settlement, functions of a settlement, Burgess model and urban land use, urbanisation. It can easily be adapted to suit your own school’s local Geography if desired.

This contains a fully resourced, differentiated lesson on settlement functions. The main part of the lesson involves a simple matching exercise of the different settlement functions, then complete a grid shading exercise of the different indicators of the various functions that a settlement can hold (they are required to justify what they consider the most important indicator for each function as part of this). Learning Objectives: To describe the different functions a settlement can have. To explain the indicators of each type of settlement function. To explore how the function of a settlement can be dependent upon the physical environment.

This contains a fully resourced, differentiated lesson on why the world is increasingly urban. The main part of the lesson involves a Quiz-Quiz trade task to define the key terms linked to the 'Urban Futures' unit, followed by a task where they plot a line graph to describe the overall trends in urbanisation between richer and poorer countries, and lastly a task where students have to develop explanations as to why urbanisation is faster in poorer countries than richer countries. Learning Objectives: To identify key terms linked to the ‘Urban Futures’ unit. To describe how the rates of urbanisation vary globally. To explain reasons for these trends.

This contains a fully resourced, differentiated lesson on the processes that occur in the interior of the earth and at plate boundaries. The main part of the lesson involves annoating a diagram with the key properties of each interior layer of the earth, working in pairs to produce a revision tool on one of the plate boundaries and then peer teaching to produce a set of notes on all four types of plate boundary. Learning Objectives: To describe the structure of the earth. To explain the processes that operate at tectonic plate boundaries.

This contains a fully resourced, differentiated lesson on why tectonic plates move. The main part of the lesson involves a mapping task where students plot the main tectonic and earthquake plate boundaries and describe its distribution, then use a clip to order statements in order to explain the process of continental drift, followed by image analysis to deduce forms of evidence for this movement. Learning Objectives: To describe the global distribution of earthquake and volcanic activity. To explain how the process of continental drift causes tectonic plate movement. To investigate the evidence for this movement.

This contains a fully resourced, differentiated lesson on the impacts of the Haiti earthquake, 2010. The main part of the lesson involves students using a map to describe the cause of the earthquake, colour code the impacts of the earthquake and explain the effect they would have, then working in pairs to justify the importance of certain factors in contributing to the devastating nature of the Haiti earthquake. Learning Objectives: To describe the cause of the Haiti earthquake. To explain the effects of the Haiti earthquake. To assess why the earthquake caused so much devastation.

This is a simple task where students have to classify features into physical or human categories. A simple starter designed for my less able students, it can also be used as a re-cap or introductory activity.

This is a decision making exercise where students have to decide how they are going to protect the coastal settlement of 'Broadchurch'. Feedback on this particular task would be appreciated.

This powerpoint contains a range of starter activities when teaching the topic of settlement hierarchies. Includes written and kinaesthetic activities.

This is a lesson on the quality of life in shanty towns, and the ways in which it can be improved. There is a big focus on independent learning in this lesson.\n\nShanty town, problems in shanty towns, solutions, quality of life.

This lesson covers why cities grow and some of the problems it can cause.\n\nUrbanisation, push factors, pull factors, urban areas, urban problems, growing cities

This contains a fully resourced lesson on push and pull factors.In the starter students analyse a cartoon, then work in pairs to work out push and pull factors and test that knowledge with a kinaesthetic activity. Next students look at a case study of rural-urban migration in cities (China) and apply their knowledge by creating their own immigration story.

This lesson explores the proposal to build Norfolk's largest solar farm at Bridgham, South Norfolk.\n\nSolar energy, solar photovoltaics, green energy, renewable, renewables, solar power.

A lesson which explores the concept of poverty and the reasons behind it, in particular focusing on the rural regions. This lesson was designed in addition to the GA China SOW.

This contains a fully resourced, differentiated lesson on the challenges (problems) facing London as a world city in the 21st Century. The main part of the lesson involves students working in groups, using visual prompts, to discuss and explain how each challenge could affect residents, businesses and the environment, after which they draft a short email to the Mayor of London recommending which challenge they think should be addressed first and why. Learning Objectives: To explain the different challenges that London faces. To assess the importance of these challenges. To investigate how these challenges could be tackled.

This contains a fully resourced lesson on space tourism. It involves watching Gravity as a starter, drawing information from newspaper sources, debating whether space tourism should be allowed, and creating their own booklet to advertise people to go on holiday in space. The plenary includes encouraging students to reflect on what they might say if recording a message back to earth from onboard a space shuttle.