A variety of pictures I use for display from various internet sites Mostly cartoons with a geographical message

A 'footsteps' project about India in the 21st Century. Pupils research data and illustrations to complete the booklet. Footsteps follow sections called: Hypothese; Expected Outcomes; Background; Methodology; Data Presentation; Analysis; Conclusion; Evaluation. Questions for research include: 'Today, India is becoming so wealthy because...' 'In the past, the British Empire affected India because...' 'Today, the UK is linked to modern India because...' 'Not everyone is happy with modern India’s development because...'

Covers some of the main coastal topics from the OCR B syllabus

Powerpoint and worksheets about the effects of Hurricane Katrina. First part deals with levees and subsidence with a differentiated question. Second part looks at social, economic and environmental effects which are sorted and then used to write a newspaper article. Links to videos included.

A powerpoint covering the rise of the British Empire, the effects of colonialism on the development of Europe and its legacy in modern-day Africa

Practice DME using OCR B exam resources but split up into Powerpoint screens to lead the class through stage by stage. Topic is MNCs in developing countries. The decision is about FIAT cars in Brazil Also includes an exam workbook

Covers some of the main economic development topics from the OCR B syllabus

Series of Powerpoints and worksheets... 1: "We need rivers" (map and atlas skills (locating World rivers); photo analysis of human uses of rivers) 2: "The start(s) of the Nile" (carousel activities looking at upper course features) 3: "Khartoum" (climate graphs; satellite photo analysis; map annotation assessment) 4: "Egypt, Gift of the Nile" (Egyptian mythology; use info sheets to complete a sheet linking the annual flood to Egypt's wealth, farming, transport, etc) 5: "Aswan Dam" (make a long profile of the Nile; pupils debate the advantages and disadvantages of the dam then write a conclusion) 6: "Stream table" (erosion, transportation, deposition starter; class activity recording features seen while changing slope and water flow) 7: "Waterfalls" (rock types as a starter; stream table experiment to make waterfalls; record results by annotating diagrams) If you like these resources, give me a rating/comment and then take a look at my shop (* Pompey Rich *)

Colourful and illustrated keywords for classroom display

Powerpoint inspired by the RGS scheme of work "Who wants to be a billionaire?". Whole lesson, includes starter, mapping activity, differentiated questions and plenary.

Eight page booklet : define economic keywords, a page to research a billionaire, a SPAG exercise about entrepreneurs, a page to draw a picture reacting to the lyrics of 'Imagine', a moral dilemma based on finding a winning lottery ticket, a self-assessment of attitudes to wealth and poverty and finally a page of religious quotes regarding wealth which need pupil comments

Covers some of the main settlement topics from the OCR B syllabus

Wall display to remind pupils of the order for Geography projects

A worksheet to hold one case study Generic enough for most topics

I use this layout to train pupils from KS3 how to put added detail into their answers The first cloud is for the initial idea that starts of their answer The following clouds (because, and so, Therefore) make them explain and then expand on their answer The final cloud (For example) makes them give place specific info (eg data, placename, quote) needed for higher level answers After using the 'clouds' a few times, the pupils become used to the layout/technique and can write their answers as more detailed paragraphs

Geography Case Study NEOM is a planned urban development in north-west Saudi Arabia When completed it will cover 26,500 km² which is larger than the whole of Wales Why does Saudi Arabia want to build Neom? Why is the Huwaitat tribe extremely worried? Abdul Rahim al-Hwaiti: terrorist or martyr? This resource includes a variety of lesson activities to pick and choose: Photographic Analysis: The Line (includes worksheet) Which Geography keyword is the odd one out? Which country is the odd one out? Several slides to project and set the scene (locational knowledge, artists’ impressions of the planned districts) Links to videos of the Neom development: ‘Saudi Arabia’s mega project’; ‘“The Line” under construction in Saudi Arabia’; ‘Neom: The dark side’ Question Grid: Neom (Who? What? Where? etc, vs is… did… can… etc) The death of Abdul Rahim al-Hwaiti, a Huwaitat tribesman from the area where the Saudi government wants to build Neom. Abdul posted a video on YouTube saying he did not want money to leave his home. A day later and he was shot dead by the Saudi Army Concept Map: Neom (35 facts, to be colour coded - Locations; Causes; Effects; Management; Supporting Data Illustrated glossary: Neom (Peak Oil; Economic diversification; Population density; Desalination plant) - definitions given, students to draw their understanding Thought Chains: Neom - using knowledge learned so far, students complete boxes (because… and so… Therefore… For example…) to show understanding using scaffolding for higher level answers (eg ‘Saudi Arabia needs to DIVERSIFY its industries…’; ‘The region currently has a POPULATION DENSITY of just 6 people per km²’; ‘Neom is / is not ENVIRONMENTALLY sustainable (‘Planet’)…’) Geo-Trinity: Neom - students show similarities and differences between the Saudi government, Huwaitat tribespeople and foreign tourists ‘Six Hats’: Neom: - de Bono’s critical thinking technique Design a sustainable hotel for Neom - choose five (from twenty-four) features of a sustainable resort, then explain the decision (eg eShuttle buses between the hotel and public transportation hubs; Install ‘smart’ showers that limit their usage to a pre-set time; Stock locally-made Fair Trade hotel souvenirs rather than branded/designer items) Stakeholders conclusion: Neom - students compare different opinions of the development with their own Teachers’ background information: links to websites, including the original BBC News story and the official Neom site

Geography Case Study 45.5% of the workforce in India are employed in agriculture, and yet only produces 15% of the nation’s wealth. 68% of Indian farmers own less than 1 hectare of land , leading to each farming family receiving an average annual income of less than U$300. India is the World’s largest milk producer, its dairy herds create (deposit?) 730 million tonnes of manure every year! So what can be done? This resource includes a variety of lesson activities to pick and choose: Photographic Analysis: Maharashtra Farmer making ‘cow cakes’ to dry in the sun before burning as fuel. (Photo & worksheet) Which energy keyword is the odd one out? Which chemical compound is the odd one out? (Both activities promote discussion and thought processes) Lateral Thinking about Cow dung! (Find ways to link the four images… Then write three sentences to explain your ideas) Several slides to project to help set the scene (Dezi the Cow from Maharashtra) Indian Cow Dung Hexagons. (Explain what is NO so good about manure) Concept Map: ‘Manure to Energy’ - 35 facts to sort and colour code (Locations; Causes; Effects; Management; Supporting Data) Geography Web: ‘Manure to Energy’ - Using knowledge learned so far, make links between six features (eg Indian dairy farmer, climate change, British citizen) and then explain the links. Link to video: ‘Biogas: From Grass to Gas’ Annotate the diagram: ‘Dung Power!’ - Two-sided worksheet: a) information to be sorted; b) diagram of an anaerobic digester / bioreactor. Teachers’ Background Information: Includes links to original BBC article, academic articles

Geography Case Study Lithium is key to green technologies. The “Lithium Triangle” of Argentina, Bolivia and Chile, holds most of the world’s lithium reserves. Chinese businesses face allegations of the violation of the rights of local communities, damage to ecosystems and unsafe working conditions. Argentinian lithium miners surrounded their Chinese managers’ compound and blockaded the entrance with flaming tyres. This resource includes a variety of lesson activities to pick and choose: Which Geography keyword is the ODD ONE OUT? 5Ws &1H about Tesla Motors and Elon Musk 5Ws &1H about a photo of lithium salt mounds In which photo would you be most likely to … meet a worker whose health is at risk? Critical Thinking: write THREE sentences to LINK these four images (technology: manufacturing, sales, use, waste) Worksheet and data to construct a dot distribution map of China’s lithium mines around the World PQE: China’s Lithium Mines - worksheet to analyse the dot distribution map using critical thinking (Patterns, Quantify, Exceptions) Several slides for screen projection: encourages class evaluation of the positives vs negatives of dot distribution Slide showing annotated map of Global North vs Global South - encourages analysis of correlation between lithium mining and socio-economic development Link to video: “Argentina indigenous groups protest against lithium mining” Concept Map: The Lithium Triangle (35 snippets of info, to be colour-coded according to Locations, Causes, Effects, Management, Supporting Data) The concept map info can then be used for: Thought Chains: The Lithium Triangle - complete the scaffolding to complete six pieces of analysis… “Chinese firms have been buying lithium mines in South America because…” “The lithium mining industry in South America is SOCIALLY unsustainable because…” “The lithium mining industry in South America is ECONOMICALLY unsustainable because…” “The lithium mining industry in South America is ENVIRONMENTALLY unsustainable because…” “Electric car makers buy Chinese lithium-ion batteries because…” “Electric cars are not yet completely sustainable because…” Geography Web: The Lithium Triangle Pupils link feature and analyse the connections between the Lithium Triangle and China, Argentina’s government, indigenous people, Tesla Motors TEACHERS’ BACKGROUND INFORMATION sheets (x3) with links to relevant articles and original BBC News story

Geography Case Study April - May, 2024 Meteorologists confirmed that Hidaya is the strongest tropical cyclone ever observed in this part of the south Indian Ocean Floods in Kenya killed 257 and injured 188 people; 56,000 homes destroyed Activities concentrate on the Mukuru slum in the south of Nairobi Flooding made worse by: Nairobi built on flood plain by the British colonisers + climate change + Indian Ocean Dipole + informal housing along river banks + saturated soil + impermeable concrete + infilling of Nairobi Dam 5Ws &1H: satellite photo of Tropical Cyclone Hidaya Which settlement type is the ODD ONE OUT? Which weather event is the ODD ONE OUT? Lateral Thinking about the KENYAN FLOODS: Write three geographical sentences linking four photographs Which photograph shows Kenya? Write a sentence to explain reasoning. (Actually a trick question: They ALL show different aspects of Kenya) Over a dozen slides to set the scene and prompt discussion: photos of Nairobi and Mukuru, graph showing precipitation (to spot the two rainy seasons) Links to videos for further knowledge Mystery: Why did the Mwangi family have to leave their home? Two slides of clues to help solve the mystery Worksheet: annotate the map of Nairobi to explain the causes of the floods Concept hexagons: explain the links between the icons (people, housing, cyclone, rain, flood, death) Worksheet: Conclusion - Hypothesis “The Kenyan government were right to demolish the houses in Mukuru” TEACHERS’ BACKGROUND INFORMATION sheets (x2) with further links and detail

Powerpoint, worksheet and resource sheets beginning with some strange facts about the climate. Activity finding out how climate data is collected and each method's limitations. A section about climate change denial and the reasons for ignoring the scientific findings. Differentiated questions: 1-3: Choose two of the stakeholders and describe why they might say climate change is not a problem 4-6: Explain one economic reason and one social reason why some people might say climate change is not a problem 7-9: Explain the political and psychological factors which might lead to climate change denial Links to videos which further understanding .