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 lesson on the sources of deforestation, focusing on research, group work and consolidation. Worked very well with my Year 9 groups. Learning Objectives are: To identify different sources of deforestation. To investigate the reasons for deforestation. To draw tentative conclusions about the effects of deforestation.

This contains a fully resourced lesson on the role of women. It begins by students developing an understanding of how women's rights have changed over time in the UK (since the 1950's), then explaining different Christian denominations views towards their role and status within the Church. The lesson then concludes with an evaluation exam question. Extension questions are included to provide stretch and challenge.

A fully resourced lesson on how the UK is linked with the rest of the world (interdependance). *Starter- Students listen to the story of Lizzie, and how morning routine is linked to products worldwide. *Main- Students produce an ideas map showing how the UK is linked to the rest of the world, categorising those links. *Main- They then use the task sheet to create an informative poster to explain why countries are reliant on each other for food. *Plenary- What might happen if we cut off our links to the rest of the world?

This fully resourced, differentiated lesson focuses as an introduction to extreme environments, namely the challenges that face groups of people that live in hot arid (desert) environments. Students complete a set of tasks, including a picture analysis task, an information gathering and comprehension task, and an indepdent learning task focusing on the potential future impacts of climate change on the physical environment and the Bedouin tribe.

This contains a fully resourced, differentiated lesson on the characteristics of God. It is aimed primarily at KS3, although it can be easily adapted to KS4. In the main part of the lesson students complete an information gathering exercise around the room then rank their overall importance for a Christian God to have in the second task. Learning Objectives: To describe the characteristics believe Christians believe God has. To explain why Christians believe these characteristics are important.

This contains a fully resourced, differentiated lesson on Christian pilgrimage. It included a worksheet to complete, a game board activity, and reflection questions in the main part of the lesson. Learning Objectives: To describe what happens on a Christian pilgrimage to Jerusalem. To explain the reasons why Christians go on the pilgrimage. To analyse how their lives may be changed by the experience.

This contains a fully resourced, differentiated lesson on the different types of cloud. In this lesson students have to read the fictional account of Will Smith's aerial journey tracking an alien, encountering different types of cloud in the process. They use to complete a worksheet explaining their different characteristics. Learning Objectives: To understand the different types and features of clouds. To explain how they are classified.

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 introductory lesson on different views people have towards life after death. It contains a key term match up task, ranking task and class discussion task as the main activities of the lesson. Learning Objectives: To describe the meaning of key terms related to life after death. To explain reasons why people believe in life after death. To explore your own personal viewpoint.

This contains a fully resourced lesson with a clear set of activities on the definition and benefits of living in a multicultural society. Credit must be given to the user 'Owall' for some of his/her ideas. If you amend or add to this please do add to TES since it is an important topic that I feel is under-resourced on TES.

This information sheet and worksheet details how light in two of the world's major religions - Christianity and Hinduism. Students use the first page to complete two tasks (grid filling and venn diagram) to help them understand this. Worked very successfully with my students.

A simple presentation used in my tutor group to explore what happened during the London terror attacks and how the UK government and the international community responded. It could easily be adapted to be used as an assembly.

This contains a fully resourced, differentiated lesson on how the teleological argument can be challenged, namely on three grounds: moral (John Stuart Mill), logic (David Hume), and scientific (Charles Darwin). The main part of the lesson involves students working in groups to produce a teaching tool based on their allocated challenge (use poster paper, ensure they also make their own copy), from which they then teach the other groups about their challenge. This leads into a written task where students write a model conclusion to an essay question on the challenges facing the teleological argument. Learning Objectives: To explain why David Hume, Charles Darwin and John Mill rejected the teleological argument. To assess the effectiveness of their objections. To evaluate the overall strength of the teleological argument for the existence of God.

This contains a fully resourced, differentiated lesson on how the different grounds under which religious experiences can be challenged, including psychological, physiological explanations, interpretation difficulties and the inability for humans to experience a divine reality. The main part of the lesson involves students summarising the challenge they have been allocated on the sheet, then peer teaching to others in their group. This leads onto producing a bullet-pointed essay plan on the topic. Learning Objectives: To explain the various challenges to the validity of religious experiences. To assess the strength of these challenges. To evaluate whether the notion of religious experiences is valid.