<p>AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at the increasing number of the global population living in urban areas.</p> <p>We start with a quick quiz on global populations and a video to put global population increase into context for the pupils. We then look at how urbanisation varies around the world by plotting data on a graph. The pupils then describe the trends they have found.</p> <p>We then look at a map of the urban populations around the world and the pupils can tackle several different questions depending on ability. We then discuss how these patterns might be explained. We then answer a GCSE-style question looking at the percentage of people living in urban areas on different continents using a bar chart. The pupils have guidance on how to answer the question if needed. We finish with a plenary quiz where the pupils have to find the countries with an urban population of over 50%.</p> <p>In a nutshell lesson includes:</p> <p>Quiz starter<br /> Video clip<br /> Graph plotting exercise with questions<br /> Map interpretation task<br /> GCSE-style question using graph with guidance<br /> Plenary quiz.</p> <p>Hope this saves you some valuable planning time.</p> <p><a href="https://www.tes.com/teaching-resources/shop/markthegeographer">https://www.tes.com/teaching-resources/shop/markthegeographer</a></p>

<p>“How do cities evolve?” is a full unit of work suitable for key stage three geography. Inside you’ll find 9 easy to follow lessons, plus homework tasks, an end of unit assessment and marking criteria.</p> <p>Each lesson begins with “Do Now” style tasks helping you to settle the class. New learning is followed by independent tasks, talk and share activities and opportunities for application and reflection.</p> <p>The unit also includes guidance notes and a learning journey.</p> <p>Lessons included:</p> <ol> <li>What is a settlement?</li> <li>Site and situation</li> <li>Land use zones in cities</li> <li>Can we build a city? (Lesson based on homework task)</li> <li>Where should we build more houses?</li> <li>Megacities - is bigger always better?</li> <li>Living in megacities</li> <li>Can cities be sustainable?</li> <li>Re-designing urban areas (This lesson is based on the annual competition run by MEMF with further guidance notes found here: <a href="https://memf.careers/" target="_blank" rel="nofollow">https://memf.careers/</a>)</li> </ol> <p>Homework tasks:<br /> Create a model building for a city<br /> Key terms to learn<br /> Revision clock</p>

<p>Complete lesson covering the causes and impacts of suburbanisation and counter-urbanisation. Lesson includes:</p> <ul> <li>Do Now</li> <li>Graph and discussion</li> <li>Mind map reasons for suburbanisation</li> <li>Explanation of counter-urbanisation</li> <li>Printable sheet that students use to categorise the impacts of suburbanisation and counter-urbanisation</li> <li>Plenary</li> </ul>

<p>13 part lesson series for the whole of the GCSE module The Challenges of an Urbanising World. This is the complete module - Urbanisation and Mumbai. Specifically designed for the new Edexcel Geography GCSE but also suitable for AQA and OCR. All lesson are for 50 minutes to 1 hour of teaching time. Includes supporting worksheets for lessons - no additional resources are required.</p> <p>All lessons have a starter and lesson aim. Extension tasks and homework also included. All PowerPoints in the same signature style.</p> <p>Lesson sequence:</p> <p>1 - The urban world<br /> 2 - Megacities<br /> 3 - Urban process and change<br /> 4 - How urban economies differ<br /> 5 - The changing face of New York ICT<br /> 6 - Land use of cities</p> <p>7 - Mumbai a growing megacity<br /> 8 - Mumbai’s changing population<br /> 9 - Quality of life in Mumbai<br /> 10 - Challenges facing Mumbai<br /> 11 - Sustainable Mumbai (1)<br /> 12 - Sustainable Mumbai (2)</p> <p>13 - Trade Game</p> <p>For more resources visit <a href="http://thisisgeography.co.uk" target="_blank" rel="nofollow"><strong>This is Geography</strong></a>. Full SoW for all new GCSE specifications - <a href="https://thisisgeography.co.uk/gcse/" target="_blank" rel="nofollow">AQA</a>, <a href="https://thisisgeography.co.uk/edexcel" target="_blank" rel="nofollow">Edexcel</a>, <a href="https://thisisgeography.co.uk/ocr/" target="_blank" rel="nofollow">OCR</a>, <a href="https://thisisgeography.co.uk/igcse/" target="_blank" rel="nofollow">CIE IGCSE</a>, <a href="https://thisisgeography.co.uk/edec/" target="_blank" rel="nofollow">Edexcel IGCSE</a> and <a href="https://thisisgeography.co.uk/eduqas/" target="_blank" rel="nofollow">Eduqas</a>. As well as over 200 lessons for <a href="https://thisisgeography.co.uk/ks3/" target="_blank" rel="nofollow">KS3</a> and <a href="https://thisisgeography.co.uk/ks2/" target="_blank" rel="nofollow">KS2</a>. Want something bespoke designing? Email us for further details <a href="https://thisisgeography.co.uk/bespoke-modules-2/" target="_blank" rel="nofollow">info@thisisgeography.co.uk</a></p>

<p>This lesson is designed to last for 50-60 minutes and is resourced with videos, extension questioning, deep thinking and uses graphs/images to aid learning.</p> <p>This lesson follows the Oxford KS3 curriculum and looks at the definition of sustainable before looking at sustainable development examples from various countries around the world. Students will be able to identify sustainable factors and unsustainable factors and explain why they are so.</p> <p>This lesson includes a starter, lesson objective, plenary and various student led activities.</p> <p>If you liked this resource please check out my other resources at <a href="https://www.tes.com/teaching-resources/shop/SimpleGeography">https://www.tes.com/teaching-resources/shop/SimpleGeography</a></p>

<p>A three page Geography worksheet for GCSE students on Urbanisation AQA.</p> <p>Page 1: Urbanisation and Megacities<br /> Page 2: Urbanisation in Rio de Janeiro<br /> Page 3: Overcoming Social, Environmental and Economic Challenges in Rio</p> <p>This is a brilliant revision resource for Year 10 and Year 11 students to simplify their knowledge into simple but effective poster style templates to have all their knowledge in one place.</p>

<p>Unit 3: Challenges of an Urban World.</p> <p>L6:  How does Manchester’s land use vary?</p> <p>L1 - 3.1 : Why is the world becoming increasingly urbanised? (FREE DOWNLOAD) - <a href="https://www.tes.com/teaching-resource/urbanisation-world-12484465">https://www.tes.com/teaching-resource/urbanisation-world-12484465</a></p> <p>This is a GCSE Edexcel B unit, created to a high standard and has been delivered to my GCSE classes over the last two academic years.<br /> This SoW work has been differentiated, with with both support and challenge throughout. Retrieval Practice and Duel Coding Theory are incorporated and as well as regular links to other parts of the syllabus, this is in line to my recent academic readings. Geographical and numeracy skill have been planned for.</p> <p>Thanks for looking and any feedback welcome…</p> <p><a href="mailto:thegeographyshoporiginal@gmail.com" target="_blank" rel="nofollow">thegeographyshoporiginal@gmail.com</a></p> <p><strong>Leave a review for any single resource FREE!</strong></p> <p>Best <strong>FREE</strong> Resources (The Geography Shop)</p> <ul> <li><a href="https://www.tes.com/teaching-resource/-12899088">https://www.tes.com/teaching-resource/-12899088</a> (Climate Change SoW)</li> <li><a href="https://www.tes.com/teaching-resource/-12899440">https://www.tes.com/teaching-resource/-12899440</a> (Development SoW)</li> <li><a href="https://www.tes.com/teaching-resource/-12638984">https://www.tes.com/teaching-resource/-12638984</a> (Waste SoW)</li> <li><a href="https://www.tes.com/teaching-resource/-12451443">https://www.tes.com/teaching-resource/-12451443</a> (Britain Globalisation SoW)</li> <li><a href="https://www.tes.com/teaching-resource/-12741793">https://www.tes.com/teaching-resource/-12741793</a> (Local Area Investigation SoW)</li> <li><a href="https://www.tes.com/teaching-resources/bundler/12949461">https://www.tes.com/teaching-resources/bundler/12949461</a> (Cambridge International)</li> <li><a href="https://www.tes.com/teaching-resource/-12922653">https://www.tes.com/teaching-resource/-12922653</a> (Israel &amp; Palestine)</li> <li><a href="https://www.tes.com/teaching-resource/resource-12485457">https://www.tes.com/teaching-resource/resource-12485457</a> (What is Geography?)</li> </ul> <p>I hope you find this SoW useful. If you have, I have created a series of resources, one for each unit of the Edexcel B Geography course, as well as many KS3 units, all to the same standard. You can check them out here…</p> <p><a href="https://www.tes.com/teaching-resources/shop/TheGeographyShopOriginal">https://www.tes.com/teaching-resources/shop/TheGeographyShopOriginal</a></p> <p>SoW:<br /> L1: Why is the world becoming increasingly urbanised?  (Free download)<br /> L2: What and where are the world’s mega-cities?<br /> L3: Urbanisation is a result of socio-economic processes and change<br /> L4: Why Do Urban Areas Vary in their Socio-economic Nature?<br /> L5: Cities change over time and this is reflected in changing land use<br /> L6:  How does Manchester’s land use vary?<br /> L7: What is the site and situation of Mumbai?<br /> L8: What is the urban structure of Mumbai?<br /> L9: How and why has Mumbai’s population changed?<br /> L10: What are the challenges within Mumbai?<br /> L11: What are the opportunities within Mumbai?<br /> L12: What are the inequalities within Mumbai?<br /> L13: Exam Practice Mumbai.</p>

<p>A scaffolded revision worksheet to consolidate students knowledge and understanding of urbanisation trends and megacities. Designed to be used with the AQA 8035 GCSE Geography course.</p>

<p>KS3 Urbanisation</p> <p>Lesson is a follow up from push and pull factors and why people moved to urban areas in the 1700’s due to the industrial revolution.<br /> Starter: Is your factor a push or pull factor, tell me why. Range of difficulty. White boards</p> <p>Main:</p> <ul> <li>Locating major cities using an atlas - worksheet differentiated.</li> <li>What are the siting factors that influence Manchester’s location - Bingo game, grid included. Siting factors on the next slide. Section on worksheet to complete</li> <li>What were the impacts of urbanisation on Manchester - youtube clip and worksheet to complete. Differentiated based on ability</li> <li>Chance card for Lower Ability to use throughout the lesson if needed.</li> </ul> <p>Plenary: Quiz</p> <p>Extension: population growth line graph</p>

<p>FULLY resourced lesson.</p> <p>An observation lesson for urbanisation in the unit of Population. Students look at a made up scenario about the teacher (you can edit the name) and their decision about moving from a rural area to an urban area. This was taught at KS3 and students loved the idea of their teacher being in the lesson.</p> <p>The following ideas are explored:</p> <ol> <li>What is urbanisation?</li> <li>Push factors from rural areas</li> <li>Pull factors into urban areas</li> </ol> <p>Lots of AFL, reviewing key terms, challenge and literacy.</p>

<p>AQA GCSE Geography lesson for the new specification unit 2B. In this lesson we look at why countries are in debt and how debt relief can help reduce the development gap. We start with a photo of the G7 and the pupils will think about what the organisation is and who is in it. We then consider why countries have built up a large amount of debt. We then look at the pattern of HIPC’s around the globe and the pupils complete a differentiated activity around a map which shows their locations. We then look at how debt relief can reduce the development gap and then onto micro finance with a brief look at the Grameen Bank. We then tackle a 6-mark GCSE-style question and the pupils use structure strips to answer the question if needed.</p> <p>In a nutshell lesson includes:</p> <p>Photo interpretation starter<br /> Activity: Why are some countries in such debt?<br /> Activity: Debt relief and roadmap to reducing development gap<br /> Video clip: Grameen Bank<br /> GCSE-style 6-mark question with guidance.</p> <p>hope this saves you valuable planning time.</p> <p><a href="https://www.tes.com/teaching-resources/shop/markthegeographer">https://www.tes.com/teaching-resources/shop/markthegeographer</a></p>

<p>AQA GCSE Geography lesson. At least 1 hour long. This lesson explores what the concept of development is. the students then explore what factors affect development worldwide by annotating the four categories with ideas, Social, environmental, political and economic. We then look at GNI and HDI as measurements of development and consider both their strengths and weaknesses. We then look at global patterns of HDI, and quality of life. Included is:</p> <p>Map interpretation starter<br /> Factors of development activity<br /> Video clip on development measurements<br /> Activity on development measurements<br /> HDI questions activity.</p> <p>Hope this helps.</p> <p><a href="https://www.tes.com/teaching-resources/shop/markthegeographer">https://www.tes.com/teaching-resources/shop/markthegeographer</a></p>

<p>KS3 Introduction to development</p>

<p>A standalone worksheet that could be used as part of a lesson on strategies to reduce the development gap.</p> <p>It includes x3 tasks:<br /> Task 1 - match each strategy with the correct meaning/description<br /> Task 2 - explain how one strategy reduce the development gap. A model example is given to help.<br /> Task 3 - x4 weakness/challenges are described and students have to suggest which strategy to reduce the development gap it would link to.</p>

This is designed as the first lesson in the AQA A specification topic 'Change in urban environments'. It introduces urbanisation and its causes.

<p>Geography: How can London Solve its Housing Crisis? KS3- Urbanisation - Population - Gentrification</p> <p><em>A review would be amazing!</em></p> <p>This unit is created in line with my personal passion for urban challenges and sustainability. This unit is framed around the varying challenges London faces in terms of housing, enabling learners to consider cause, effect and response. It is hoped the pupils will then be more equipped to understanding both London and the UK’s growing housing crisis.</p> <p>This Unit is my favourite to deliver and been streamlined over the last two years. Happy to answer questions and any feedback welcome…</p> <p><a href="mailto:thegeographyshoporiginal@gmail.com" target="_blank" rel="nofollow">thegeographyshoporiginal@gmail.com</a></p> <p>SoW:</p> <p>L1: How geographers manage the challenges of urban population?<br /> L2: Why London becoming overpopulated?<br /> L3: How does London respond to a housing crisis?<br /> L4: (Assessment) How do we save London’s house crisis?<br /> L4.5: Feedback<br /> L5: Does London belong to Londoners any more?<br /> L6: Summative Independent learning (Computers)</p> <p>It is worth noting that some of these lessons require two lessons to be delivered.</p> <p>Thanks for looking and any feedback welcome…</p> <p><a href="mailto:thegeographyshoporiginal@gmail.com" target="_blank" rel="nofollow">thegeographyshoporiginal@gmail.com</a></p> <p><strong>Leave a review for any single resource FREE!</strong></p> <p>Best <strong>FREE</strong> Resources (The Geography Shop)</p> <ul> <li><a href="https://www.tes.com/teaching-resource/-12899088">https://www.tes.com/teaching-resource/-12899088</a> (Climate Change SoW)</li> <li><a href="https://www.tes.com/teaching-resource/-12899440">https://www.tes.com/teaching-resource/-12899440</a> (Development SoW)</li> <li><a href="https://www.tes.com/teaching-resource/-12638984">https://www.tes.com/teaching-resource/-12638984</a> (Waste SoW)</li> <li><a href="https://www.tes.com/teaching-resource/-12451443">https://www.tes.com/teaching-resource/-12451443</a> (Britain Globalisation SoW)</li> <li><a href="https://www.tes.com/teaching-resource/-12741793">https://www.tes.com/teaching-resource/-12741793</a> (Local Area Investigation SoW)</li> <li><a href="https://www.tes.com/teaching-resources/bundler/12949461">https://www.tes.com/teaching-resources/bundler/12949461</a> (Cambridge International)</li> <li><a href="https://www.tes.com/teaching-resource/-12922653">https://www.tes.com/teaching-resource/-12922653</a> (Israel &amp; Palestine)</li> <li><a href="https://www.tes.com/teaching-resource/resource-12485457">https://www.tes.com/teaching-resource/resource-12485457</a> (What is Geography?)</li> </ul> <p>I hope you find this SoW useful. If you have, I have created a series of resources, one for each unit of the Edexcel B Geography course, as well as many KS3 units, all to the same standard. You can check them out here…</p> <p><a href="https://www.tes.com/teaching-resources/shop/TheGeographyShopOriginal">https://www.tes.com/teaching-resources/shop/TheGeographyShopOriginal</a></p>

Urbanisation Counterurbanisation reurbanisation suburbanisation

This worksheet allows students to show their understanding of urbanisation within the UK

<p>Urbanisation in Wales as a result of industrial developments in the 19th and 20th centuries. This resource is intended to introduce students to the concept of urbanisation in Wales as a result of significant industrial advances in the 19th and early 20th centuries. Based on data from national census records, students are shown the population figures for 10 of the largest towns in Wales as recorded in 1801, 1841, 1881 and 1921. An interactive map of Wales, showing the locations of the 10 largest towns, accompanies each set of statistics.