Topic 11 (Lessons are coded) Taught to Year 9 pupils 11A: Plate Tectonics 11B: Plate Movement (Plate Boundaries) 11C: Constructive Plate Boundaries 11D: Iceland 11E: Destructive Plate Margins 11F: Indonesia 11G: Conservative Plate Margins 11H: San Andreas Fault 11I: Living in Areas of Tectonic Risk 11J: Supervolcanoes 11K: Assessment, Mark Scheme and Close the Gap activity A Knowledge Organiser and 10 tasks to use as revision.

This end of unit test assesses pupils understanding of: the distribution and characteristics of tropical rainforest, the causes and effects of deforestation as well as management strategies. A mark scheme is also included.

This assessment can be used at the end of the unit or as an on-going activity/homework booklet. This will be most useful for KS3 and some lower ability KS4 students.

For full description check out my blog - https://mrsgeographyblog.wordpress.com/2016/11/21/structuring-9-mark-questions-to-what-extent-assess-and-evaluate/ A generic worksheet to hep students structure their answer for an 'To what extent', 'Assess OR Evaluate' question.

Thank you for taking the time to look at this resource. If you choose to buy it please make sure your rate it and give feedback. This fully prepared and ready to go lesson was used as mock feedback for a Year 11 class and was judged to be outstanding in a deparetmental review. Comments particularly praised the differentiation, challenge and independent learning approach. In addition, it has enhanced student progress with exam technique and had very positive student feedback. The worksheets are designed for students to build specific skills identified through assessment, in this case mocks. This takes them through a range of activities deigned to work on their particle focus areas. Activities include review of a range of model answers of different styles, using examiner feedback and mark schemes as well as sentences starters. Each worksheet finishes with a range of exam questions to practice designed to show progress in their particular area. This lesson takes approximately an hour to cover and has really supported students in their exam technique. The teacher will need to review students exam technique place each students into a group depending on their area for development. There are 5 different areas for development each has a an associated and differentiated learning objectives noted by a different colour. Blue: to predict and prepare for a range of 8 mark questions. Green: to improve 8 mark answers and move from level 2 to level 3 Pink: to improve extended explanations Purple: to improve use of case study and source material in answers. Yellow: to improve use of command word and directly answering exam question. I would really appreciate your feedback on this resource. I also have a range of other resources for the GCSE AQA A specification.

A worksheet designed to test the knowledge/learning of your pupils. Children label the layers of the Earth and the answer a list of questions This could also be used to guide your teaching and key questions for a topic. Also, guillotine friendly!

An examination of the first part of Specification A (the global pattern of urban change along with opportunities and challenges of urban growth for cities in LICs and NEEs). Pupils complete the exam paper in examination conditions. If time permitting, pupils may self-assess their answers with the Mark Scheme (attached).

An assessment lesson for the Middle East unit. This includes 30 minutes of assessment, 25 minutes of peer marking and the teacher collects the extended answer question to mark. You can add a DIRT sheet on the back, if you wish. Answers PPT included. This is a part of a fully-resourced unit with a range of styles of activity and unashamedly embracing aspects of thinking skills (they still work) and dual coding. The unit was designed for Y9 and synoptically revises their KS3 course whilst using skills and concepts from their KS4 Geography studies (specifically, for Eduqas Geography B but relevant to all boards).

An End of Unit assessment for Coasts. A variety of questions included from short 1 mark answers to extended 12 markers, photo analysis, annotation and use of labelled diagrams. Used with a GCSE Year 10 class. PLEASE NOTE: this End of Unit Assessment is part of a set of 14 lessons. The full set can be purchased at a discounted bundle rate here: https://www.tes.com/teaching-resource/coasts-set-of-13-14-lessons-11282789 Please rate my resources! Thank you and I hope your students enjoy these lessons as much as mine did :)

Assessment Challenges included Peer assessing Show progress before and after. 4 marker question (to assist with end of unit assessment) When finished, students to keep their books nice and presented etc. Video List 10 facts Plenary discussion Later: Teacher mark and award marks, checks through books (every few weeks) - rewards for consistent effort, presentation etc, recognition of students within books, and in class next lesson. e.g. postcards home for good work and special stamps, okay work stickers, improvements needed nothing (all is based on student’s progress on their ability)

Withernsea Coasts DME Assessment DME = Decision Making Exercise Students must decide how they are going to defend the coastline of Withernsea with £1 million. Students must research the coastline and decide the best way to manage the coastal area of Withernsea. I have included well-selected on the PowerPoint to provide enough background detail. This can be used as a standard lesson or as an assessment. We have included success criteria. Students can complete this as a class project and write a mini-report to demonstrate how they are defending the coastline. Suitable for both KS3 and KS4. My class really enjoyed this project!

Success Criteria: I can… Define key terms related to rainforests Describe why the rainforest is important Explain the impacts of deforestation Evaluate strategies to protect the rainforest Task: create a newspaper article about rainforest destruction. Clear leveled Assessment Criteria, which can be adapted to fit any school’s own assessment policy. Example and modeling included to support students.

AQA GCSE Geography (2016) Unit 2- Challenges In The Human Environment Section C- The Challenge Of Resource Management Water Assessment

READY TO TEACH (LESSON 11/11 - RESOURCES). Pupils should have been given revision time prior to the assessment. Alternatively, the test can be set as an open-book assessment to be completed in class or at home if preferred. Papers can be collected in and marked or self/peer assessed in class from the answers provided on the powerpoint.

READY TO TEACH (LESSON 8/8 - DESERTS). Pupils should have been given revision time prior to the assessment. Alternatively, the test can be set as an open-book assessment to be completed in class or at home if preferred. Papers can be collected in and marked or self/peer assessed in class from the answers provided on the handout.

This formal assessment on earthquakes tests the pupil’s knowledge on the following aspects: What is an earthquake? Earthquake vocabulary. How do earthquakes form? The effects of earthquake. Preparing for earthquakes. Earthquake responses. Predict, protect, prepare. It is for use at the end of a topic.

AQA GCSE Geography (2016) Unit 1- Living With The Physical Environment Section A- The Challenge Of Natural Hazards (Climate Change) Climate Change Assessment

2 assessments which help serve as mid - post topic assessments.

This section of the course has been developed to help you think through your assessment strategy for geography.

Assessment focusing on weather and climate for KS3 geography- created adapting others’ resources

Guided self assessment mat for students. Encourages students to actively improve their work. Great as an extension task or to get students to check their work prior to marking. For more resources visit This is Geography. Full SoW for all new GCSE specifications - AQA, Edexcel, OCR, CIE IGCSE, Edexcel IGCSE and Eduqas. As well as over 200 lessons for KS3 and KS2. Want something bespoke designing? Email us for further details info@thisisgeography.co.uk