Cover work for Geography, either KS3 or KS4. You will need to supply atlases (or a map on a PPT to be projected) and then pupils simply work through the tasks. Could not be easier - no more complaints from supply teachers or cover supervisors and no mores scratching around at 7am when you are i ll - just set the worksheet and forget about it.

The final lesson of the Y9 Africa unit supports pupils to understand how Africa’s youthful population, increasing life expectancy and health levels and education standards put Africa in a prime position to work with MNCs to achieve export-led development. It includes a significant guided DME (increasing development in Tanzania) to introduce pupils to Paper 2 at GCSE.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This is a two-lesson (possibly three if you wish) group task. In teams, pupils complete maps to show biomes/climate zones and precipitation in Asia. They are given maps to show average temperatures Jan and July and a series of photographs of biomes. There is also a jigsaw-based activity where they need to link up the climatic factors affecting biome distribution - best for more able members of the team. They then use this to create a poster to display in your classroom.

This is a fun starter or plenary activity based upon the Blockbusters TV show. Two teams (usually boys vs girls) complete to win hexagons by answering questions. The winning team makes a complete chain of hexagons across the board. This is a very dynamic version of this classic activity and can be edited to change all questions. The questions animate in with the intro theme and this has proven to encourage pupils to work on recall before they have even answered the questions. This is ideal for an observed lesson.

This is a triple-lesson introducing students to Mumbai before using a variety of graphicacy techniques to understand how Mumbai has grown over time. Students will complete a pictograph, a choropleth map and located bar charts and will then examine a scatter graph, choropleth map, flow-line map, bar chart and compound line graph. They will consider the role of natural increase in Mumbai’s growth together with the impact of rural-to-urban migration. These lessons are fully resourced and students are provided with a worksheet to help them to develop their conclusions. Includes a homework (living graph) and a selection of graphs electronically for students to complete Lesson 3 if required.