I am a teacher specialising in Geography and Religious Studies with over 4 years experience to date. I pride myself on designing lessons that engages students in their learning, with an enquiry-based focus being at the forefront.
Any lesson that you download is fully resourced and differentiated ready to use in a flash. I hope they make a real contributing to your own classroom like they have done to mine.
I am a teacher specialising in Geography and Religious Studies with over 4 years experience to date. I pride myself on designing lessons that engages students in their learning, with an enquiry-based focus being at the forefront.
Any lesson that you download is fully resourced and differentiated ready to use in a flash. I hope they make a real contributing to your own classroom like they have done to mine.
This contains a fully resourced, differentiated lesson on the factors that contribute towards creating a good site for a wind turbine.
The main part of the lesson involves students producing a spider diagram outlining different factors that make a good site for a wind turbine (predominantly physical factors), completing an environmental impact assessment for two sites in order for students to gain an appreciate of the environmental factors that can influence the siting of wind turbines, and students making hypotheses as to which area of the school site would make the best site for a wind turbine.
Learning Objectives:
To outline the factors that make a good site for a wind turbine.
To explain the environmental factors that can affect the site of a wind turbine.
To construct your own hypothesis for a school wind turbine project.
This contains a fully resourced, differentiated scheme of work on ‘Energy’. All lessons contain a set of clear activities to meet a set of differentiated learning objectives. They should be taught in the following order:
Where Does Our Energy Come From?
Why Is Using Renewable Energy Important?
Are Biofuels Really A Good Source of Energy?
What Are The Problems With Using Fossil Fuels?
Is Wind Power A Good Source of Energy? (Two Lessons)
What Makes A Good Site For A Wind Turbine?
Wind Turbine Data Collection
Wind Turbine Report (Two Lessons)
This contains a fully resourced, differentiated lesson on the causes of rain in the UK. In the main part of the lesson students use a video and information presented on the Powerpoint to explain how each type of rainfall forms - there are three different sheets of varying difficulty to complete depending on how confident each student feels.
Learning Objectives:
To identify the three types of rainfall and its causes.
To explain how it rains in detail.
To analyse where the types of rainfall would be found in UK regions.
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 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 scheme of work on ‘Coasts’. All lessons contain a set of clear activities to meet a set of differentiated learning objectives. They should be taught in the following order:
Why Are Coastlines Important?
How Is The Coastline Weathered?
How Is The Coastline Eroded?
What Causes Waves?
How Do Headlands and Bays Form?
How Does a Stump Form?
What Is Longshore Drift?
How Do Spits, Bars and Tombolos Form?
How Can We Protect The Coast?
How Do Coastal Defences Affect People?
Should Happisburgh Be Protected From Coastal Erosion?
A fully resourced lesson on meditation in Buddhism. It includes a starter where they list their life worries and how they deal with them, in the main section a task on describing the story behind Siddhartha's enlightenment and a set of meditation exercises. In the plenary they then explain why meditation is important.
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 contains a fully resourced, differentiated lesson on how theists claim that God can be revealed to humanity (this includes general revelation and special revelation). The main part of the lesson consists of a class discussion task on the two groups of revelation (general and special), a picture sorting task where they sort different types into general revelation or special revelation, a written task where they become an 'expert' on one type of revelation, a peer teaching task and an exam question plenary.
This lesson is aimed at the new 2016 AQA Religious Studies unit. It does require reference to the old AQA Philosophy textbook for the written task.
Learning Objectives:
To describe the different types of revelation.
To explain their key characteristics.
To analyse the validity of these types of revelation.
This is a fully resourced, introductory lesson on how people go about making moral decisions. The main part of the lesson mostly focuses on a case study to consider the effects of our moral actions, namely that the minerals from our mobile phones can be sourced (on occasion) to war zones. It contains a written task, peer discussion task and evaluation task.
To describe what moral decisions are.
To explain the effects of our moral decisions.
To evaluate the morality of our moral decisions.
This contains a fully resourced, differentiated lesson on the theory of evolution. In the main part of the lessons students complete a gap-filling exercise in order to understand how the basic theory works, work in pairs to rank different arguments (religious and scientific) on the 'Layers of Inference' grid, and finally complete an extended writing task on how convincing they find the theory based on the evidence and argument provided.
Learning Objectives:
To describe the theory of evolution.
To explain the arguments for and against the theory of evolution.
To evaluate how convincing you find the theory.
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 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 contours. This lesson, well situated after a lesson on the basics of contours, involves students creating their own 3D cardboard models to show how contours can show the height and shape of the land. It contains a full set of step-by-step instructions and supporting visuals to assist students with this.
Learning Objectives:
To identify how contours can be represented through 3D modelling.
To describe the relief of your models using appropriate geographical terminology.
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.
Students use the information cards to add at least three facts about the Day of The Dead Festival using the 6W's. A set of SEN cards are available for less able students. This task can then be used as a base for students to create their own illustrated posters about the Day of the Dead Festival.
This resource can be used as a guide for students so they are clear in how to achieve full marks in the 12 mark evaluation questions or to help them peer assess another students answer.
Aimed at the new AQA GCSE Religious Studies B Specification.
