A lesson that uses a clip from a BBC news report about World Population Growth to explain how and when we reached 8 billion and how this is predicted to change in the future. Students will complete a line graph, read information together, label countries onto a map and answer questions based on the reading. This lesson was designed for a year 7 group, however it could easily be used with year 8 or year 9 depending on when population is taught in the key stage 3 curriculum. I have differentiated the powerpoint for a lower ability year 7 group with SEN students and have also made a copy of the reading that is dyslexia friendly.

I’ve planned a revision timetable for year 11 which includes the topics we teach at GCSE (AQA Geography) broken down into manageable chunks. Each week, students have topics to revise, suggested ways to revise and an exam question to do the following lesson. There are 2 options for the exam question, 1 without annotations and another that has the questions annotated and scaffolded to help. There is also a detailed mark scheme, including example answers for the longer questions. Questions range from 1 mark to 9+3 SPaG. I’ll be adding more of these as I plan them so that our entire course is covered. Hopefully this will be easy to edit if you use different case studies, or sub-topics. This third set includes: The Changing Economic World LIC/NEE- Case Study Economic futures in the UK Environmentally sustainable industry- example The Challenge of Resource Management Large scale water transfer scheme- example local scheme in LIC/NEE to increase sustainable supplies of water- example Living World Hot Desert- Case Study Physical Landscapes of the UK Wave types and characteristics Coastal Processes Coastal Landforms- example Coastal management- example

I’ve planned a revision timetable for year 11 which includes the topics we teach at GCSE (AQA Geography) broken down into manageable chunks. Each week, students have topics to revise, suggested ways to revise and an exam question to do the following lesson. There are 2 options for the exam question, 1 without annotations and another that has the questions annotated and scaffolded to help. There is also a detailed mark scheme, including example answers for the longer questions. Questions range from 1 mark to 9+3 SPaG. I’ll be adding more of these as I plan them so that our entire course is covered. Hopefully this will be easy to edit if you use different case studies, or sub-topics. This is a sample set which includes questions on: -small scale ecosystem you have studied -post industrial economy -UK North/South divide

I’ve planned a revision timetable for year 11 which includes the topics we teach at GCSE (AQA Geography) broken down into manageable chunks. Each week, students have topics to revise, suggested ways to revise and an exam question to do the following lesson. There are 2 options for the exam question, 1 without annotations and another that has the questions annotated and scaffolded to help. There is also a detailed mark scheme, including example answers for the longer questions. Questions range from 1 mark to 9+3 SPaG. I’ll be adding more of these as I plan them so that our entire course is covered. Hopefully this will be easy to edit if you use different case studies, or sub-topics. This first set includes: The Changing Economic World Key terms (indicators of development etc.) Demographic Transition Model Causes of uneven development Consequences of uneven development Strategies to reduce the development gap Tourism in Jamaica- example The Challenge of Resource Management Food in the UK- imports, seasonal food, organic produce, carbon footprint, food miles, local produce, agribusiness Water in the UK- changing demand, water quality, pollution, matching supply and demand, surplus and deficit, water transfers Energy in the UK- changing energy mix, reliance on fossil fuels, move towards renewables, decreasing UK supplies of fossil fuels, economic and environmental issues associated with exploiting natural resources

This is a skills lesson based on the country of Nigeria. It fits into the topics of ‘The Changing Economic World’ and ‘Geographical Skills’ for AQA GCSE. Students will calculate Birth Rate and GDP per capita for different states of Nigeria. This should help them to understand these development indicators more clearly and be able to distinguish between Birth Rate and Fertility Rate. They will then create a choropleth map to show the variation in Birth Rate in different states of Nigeria. They will also complete 2 scatter graphs (axes are provided) to show the relationship between Birth Rate and GDP per capita and Birth Rate and Fertility Rate. There are then some exam style questions to help them understand the data and analyse it. Suggested answers are also provided. All worksheets are ‘hidden slides’ on the Powerpoint so that it can be saved as one file.

This is the third lesson in the coronavirus series. This lesson looks at 4 risk factors for the disease and explores the reasons behind these risk factors (Ethnicity, Poverty, Health and Age). Students will then look at maps to show the distribution of these risk factors across the country and make predictions as to where they think the death toll will be highest. They will then compare their predictions to a death map created by the ONS and comment on which of the risk factors provided the most/least accurate prediction. There is a key stage 3 version of this lesson which uses slightly easier terminology, but there isn’t a large difference in these lessons.

This is the third lesson in the coronavirus series. This lesson looks at 4 risk factors for the disease and explores the reasons behind these risk factors (Ethnicity, Poverty, Health and Age). Students will then look at maps to show the distribution of these risk factors across the country and make predictions as to where they think the death toll will be highest. They will then compare their predictions to a death map created by the ONS and comment on which of the risk factors provided the most/least accurate prediction. There is a key stage 4 version of this lesson which uses slightly more tricky terminology, but there isn’t a large difference in these lessons.

Continues from the first lesson a couple of weeks ago. Asks students to look back at their predictions to see how the virus has increased, calculate the cases per million of the population and then the fatality rate. Students will then think about why the fatality rate varies in different countries and come up with a prediction of how the number of deaths will change over the next few weeks. There is a KS3 and KS5 version of this lesson also available and I hope to write a third lesson about coronavirus hotspots in the UK over the next couple of weeks.

Continues from the first lesson a couple of weeks ago. Asks students to look back at their predictions to see how the virus has increased, calculate the cases per million of the population and then the fatality rate. Students will then think about why the fatality rate varies in different countries and come up with a prediction of how the number of deaths will change over the next few weeks. There is a KS3 and KS5 version of this lesson also available and I hope to write a third lesson about coronavirus hotspots in the UK over the next couple of weeks.

Continues from the first lesson a couple of weeks ago. Asks students to look back at their predictions to see how the virus has increased, calculate the cases per million of the population and then the fatality rate. Students will then think about why the fatality rate varies in different countries and come up with a prediction of how the number of deaths will change over the next few weeks. There is a KS4 and KS5 version of this lesson also available and I hope to write a third lesson about coronavirus hotspots in the UK over the next couple of weeks.

An introduction to epidemiology. Asks students to research and place certain events on a timeline to show how the disease has spread. Then complete a line graph to show the number of cases in these countries. Students will then comment on their graphs, create a prediction as to what will happen next and think about how social distancing and population structure will affect their predictions. There is a KS3 and KS4 version of this lesson also available and I hope to write a follow up lesson over the Easter Holidays.

An introduction to epidemiology. Asks students to research and place certain events on a timeline to show how the disease has spread. Then complete a line graph to show the number of cases in these countries. Students will then describe their graphs, create a prediction as to what will happen next and think about how social distancing and population structure will affect their predictions. There is a KS3 and KS5 version of this lesson also available and I hope to write a follow up lesson over the Easter Holidays.

An introduction to epidemiology. Asks students to place certain events on a timeline to show how the disease has spread, locate 4 countries and then complete a line graph to show the number of cases in these countries. Students will then describe their graphs, create a prediction as to what will happen next and think about how social distancing will affect their predictions. There is a KS4 and KS5 version of this lesson also available and I hope to write a follow up lesson over the Easter Holidays.

This is a key stage 3 lesson that we currently use in our food unit. The main part of the lesson is a decision making exercise where students have to read an annotated map with information about countries where we might source food from. They then have to make a decision on where to source 6 products for their supermarkets. The planning stage involves thinking about price, environmental, animal and worker standards. The plenary asks students to think about the demographics of who will shop at their supermarket. There is also a glossary for students to stick in their books and refer to, in order to help them with the main task.

A lesson aimed at key stage 3 geographers, discussing where we get from from in the UK. Also looking at which countries import and export more produce and why. The lesson involves a think pair share, a task for students to work out the meaning of key terms in context and paragraph practise using a handout. There is also a plenary which involves peer assessment.

This lesson was created for a KS3 year 8 class, although I would suggest that it would work for year 9 too. The lesson involves using prior knowledge about latitude and longitude (although this can be gone over quickly if needed) to plot the towns along the Camino de Santiago. Pupils will create a route across northern Spain and then use altitude data to plot this on a line graph. There are a range of questions based on this map & graph which ask students to analyse the data provided and improve their geographical/mathematical skills. The plenary involves asking pupils to work out where each photo was taken, using their map and graph to help.

This lesson is designed as a recap/revision lesson prior to the Paper 3 exam. It is to help prepare students with 6 and 9 mark questions for the first section of the paper which is based on the pre-release booklet, which this year, is on road building in the Peruvian Amazon. Pupils will brainstorm their own questions based on the structure of questions from last year’s exam. They will then look at some example questions and answers and at the mark scheme. There is also a 9 mark question for them to practise and a mark scheme to help facilitate this.

A Simple lesson which recaps what factors help to define a place, helps students to revise their place studies in a way that is focussed on the AQA specification, looks at an example 4 mark question and marks it and provides a 20 mark question for students who need 20 mark question practice.

10 Marks worth of exam questions on development indicators to use as part of revision. No mark scheme as (hopefully) the questions should be fairly straightforward to mark.

This is a 30 mark end of unit assessment on the topic of ‘Physical Landscapes in the UK’. There are questions on Coasts, Rivers and Glaciers. Pupils will only answer 2 of the 3 questions, so you can decide as a school to only print the necessary parts to save printing money if necassary. The Paper 1 GCSE exam, ‘Living with the Physical Environment’ will test this topic in 30 marks, hence the length of the test. I have also written a detailed mark scheme using a similar format to AQA, so this can be used in departments or with students to grade and analyse the assessments. This is saved in the same document as the test.