Case Study lesson which includes an individual and group activity. Also includes exam questions and success criteria which directly link to the activities completed and the OCR GCSE course.

Students recap how countries are characterized (AC, EDCs and LIDCs). PAIR ACTIVITY: students identify factors (social, economic, environmental or political) that help or hinder a country from developing. INDIVIDUAL ACTIVITY: students then read information about a assigned country using a worksheet to help them identify if its a AC, EDC or LIDC

Resources includes a variety of examination questions based on the Changing Climate component of the new OCR B syllabus, mark scheme, success criteria and ANSWERS are also included

Includes 2 slides that are printed on A3 paper double sided and used within lessons for students to create case study work on<br /> Also includes an 8 mark exam question based on Birmingham with guidelines for students of how to answer it and a sample ANSWER

Introduction to development, SOl and QOL<br /> Students learn about how development is measured which includes looking at the old Brandt Line and the current ways of measuring development <br /> Introduction to key terms: AC, EDC and LIDC

Comparing SOL and QOL; includes differentiated group activity (with specific roles) which includes individual tasks which involves students comparing SOL and QOL

Making Connections - Autumn SOW Year 7 <br /> Covered: <br /> What is a National connections<br /> Where is the UK, what countries make up the UK, what are their capital cites. The bodies of water that surround the UK<br /> National connections - how we are connected to other parts of the UK

Introduction to the continent of Africa, its location on a world map etc.<br /> Lesson Objectives:<br /> To locate Africa on the world map.<br /> To label 3 countries of Africa<br /> To use our atlas skills and research facts about Africa

Powerpoint and booklet for revising coasts, includes exam questions, success criteria and sample answers for coastal erosion, coastal landforms and coastal management.

Student identify why social groups cause urbanisation - students work in pairs identifying different push and pull factors for different social groups <br /> Includes exam graph analysis with ANSWERS

Includes a 3 mark exam question linked Ghana being an LIDC - used to help students transition from KS3 to KS4. Includes mark scheme and sample ANSWER<br /> Introduced the different types of aid and Fair trade and they help developing countries <br /> Also includes a decision making activity where students must decide how they would use aid and Fair Trade to help a family in an LIDC

Making Connections - Autumn SOW Year 7 <br /> Covered: <br /> What is a local connections<br /> Where is London, what are local connections in the area around us and in London

Year 7 Autumn SOW <br /> What is assessed? <br /> What is Geography<br /> How to read an atlas<br /> Different types of Geography<br /> Local, national, international connections<br /> UK - countries and capital cities<br /> Continents and Oceans of the World

Researching a country in Africa, why a company should invest in it. <br /> Students are assigned a group with an African country, they then research their country's climate, landscape and population (research questions provided). Students then create a pitch that they present to convince a company (details provided) to choose their country to invest in.

Handout for parents on year 11 consultative evening - can be easily edited to be used for all year groups consultative evening.

Double research and presentation lesson!<br /> Students are assigned a group and African country with roles (all provided in the PP) - after researching education, transport and employment students then decide what type of company would best suit and benefit their country. <br /> Students then present their research and findings.

Urban Futures Topic Test <br /> Used after theory was completed to assess their learning before beginning a case study on a city in an AC <br /> Total marks 32 marks