Whole lesson with all resources included. Learning objective: To explore factors affecting quality of life in large settlements. Whole lesson: Starter Discussion prompts Two main activities Plenary activity Lesson evaluation Homework activity Teacher plan Teacher notes All resources

KS3 Geography - Activity - Migration - Push and pull factors A card sort activity which introduces / describes a range of push and pull factors and provides opportunity to explore links between them and how some factors are social, economic or environmental. Activity Aims and objectives Resources Display slide Teacher notes

Whole lesson with all resources included. Learning objective: To describe different settlement functions. A range of activities allow students to develop their understanding about how settlements have a particular function, how this function might change over time and how it is linked to the physical environment. Whole lesson: Starter Discussion prompts Two main activities Plenary activity Lesson evaluation Homework activity Teacher plan Teacher notes All resources - differentiated worksheets

New 9-1 AQA Geography Living with the physical environment A whole lesson intended to start Paper 1 ‘Living with the physical environment’ natural hazards section. The lesson will ensure students have a firm understanding of what a natural hazard is, and what the likely effects will be. All resources included. Teacher notes. Differentiated activities. Mixed activities. Clear outcomes. Discussion prompts. Homework. Learning evaluation.

Two differentiated activities to include as part of your teaching of squatter settlements. A photo analysis activity Develop understanding of squatter settlements Practise photo annotation skills A table activity to extend understanding Make links to living conditions and effects on the lives of people living in squatter settlements. Activity planning guide Teacher notes

A big lesson with lots of opportunity for differentiation and engagement, as well as paired or group work. Basically, students learn how to describe places, and then apply this skill. It would work well as a skills building lesson in KS3, or as an end of term type lesson with either KS3 or KS4. There are differentiated resources for lower and higher, and a number of ways in which the activities could be undertaken (which are in the lesson plan). There are teacher notes and a lesson plan. The activities are clear, and there are Superstar extension activities. --- The main aim is… This is a big lesson which could be used as an end of term activity, or as a skills building lesson. Students either learn or develop their geographical terminology and then apply / demonstrate using photos of actual places. Key ideas and content… We can describe places using geographical language. It is more effective to use the correct key terms and descriptive language. To differentiate… Pass the sheets round on a timer, with the challenge of either adding more key terms or improving existing ones. Stick the sheets on the wall around the room, give each student a different key term to look for. Students go round the room. Insist on certain terms being applied. To extend… Insist on a description of features which aren’t necessarily visible. Students find their own photos and analyse them. Peer assessment. There are some tricky terms in the key terms activity, use to stretch students. To assess… Discussion points. The work produced. Peer assessment opportunity.

Subject specific vocabulary resources Section A: The challenge of natural hazards A range of resources built around the AQA 9-1 Geography SSV for section A - The challenge of natural hazards. Includes - keyword bricks for display - bingo game - word mat - teacher notes All resources are included and are ready to print. Keywords are grouped and colour coded.

Ideal for KS3, but could be used with KS4. Introduce the continent of Africa and develop their spatial awareness of this massive continent. These activities will help students develop their understanding about Africa as a continent of many countries. The main activity is a challenge, where students use clues to work out where African countries are – not as easy as it seems! There are also several extension questions which require students to use geographical language. Ideal as an individual, paired or group activity. Competitive element. Develops spatial awareness and geographical language skills. As of the 16th February, all of our premium resources have received a 5/5* review.

Geography - Settlement Shapes (Whole lesson) A whole lesson with a range of differentiated activities aimed at teaching students the features of, and differences between; linear, nucleated and dispersed settlement shapes. Includes: snappy starter, animated explainers, key points, class discussion, differentiated activities, assessment opportunities, a homework task and lesson evaluation. All resources are included, along with a lesson plan and teacher notes. The main aim is… For students to learn the features of, and differences between linear, nucleated and dispersed settlement shapes. Key ideas and content… Nucleated, linear and dispersed are all settlement shapes. Settlements grow in different shapes for different reasons. Nucleated settlements will grow around a feature. Linear settlements will grow along a feature. To differentiate… There is differentiation in the lesson. Provide the essential words for the summary activity. Students could work on the photo analysis together. To extend… Use the superstar activities. Get the maps out / photocopy and cut out to pick out actual settlement shapes. To assess… The photo analysis and the summary activity allow progress to be demonstrated and assessed. The homework could also be assessed. All reviews for our premium products have been 5/5* (As of 21st February 2017)

A whole lesson intended to teach students the processes within, and the stages of, the water cycle. Includes varied activities, differentiated worksheets and animated diagrams. Lesson plan, teacher notes and a homework also included. The main aim is… To understand the processes of the water cycle To understand where and why these processes are taking place To understand the sequence / stages of the water cycle Key ideas and content… Evaporation, transpiration, condensation, precipitation, surface run-off The water cycle is continuous To differentiate… See lesson plan / use the varied worksheets Get the students up in groups to talk through the water cycle using the PowerPoint animation – before moving on to the diagram activities Students can act (see lesson plan – alternative activities) To extend… Set the summary activity as homework / or the research activity for higher ability groups To assess… Students could act out the stages – choose at random for higher ability. Use the summary activity as a piece of work to assess understanding. Every review we've received for a premium resource has been 5/5* (As of February 20th 2017)

Sequencing activity: River landforms - waterfalls This is suited to KS3 but does work with KS4 - you'll need to add more detail (processes of erosion etc.). There are four slides to help the teacher explain the processes involved and introduce the keywords. The activity sheet requires students to complete three activities. 1. Cut out and arrange the tiles. 2. Add the labels from the sheet. 3. Add the descriptions from the sheet. There is also an animated consolidation slide to allow teacher/students to check accuracy. For higher ability - ask the students to underline the key terms, add more key terms and write their own descriptions. Two version of the sheet are included; one in colour and one in outline black & white. Every review we've received for a premium resource has been 5/5* (As of February 20th 2017)

A range of activities allow students to develop their understanding about how the weather can influence what we buy and when. Whole lesson: Starter Two main activities Plenary Homework Discussion prompts Teacher notes All resources Mixed activities (sorting, drawing, discussion and writing)

Whole lesson with all resources included. Learning objective: To learn why sites for settlements were chosen. A range of activities allow students to develop their understanding about how we choose sites / physical features for settlements. Whole lesson: Starter Discussion prompts Two main activities Plenary activity Lesson evaluation Homework activity Teacher plan Teacher notes All resources

Whole lesson / assessment - could be used to teach map skills or use as a stand alone assessment to use at the end of a map skills topic. The assessment requires students to read a list of instructions and complete a map of 'The Island'. Students can show and develop their skills with grid references, distance, direction and map symbols. The assessment element will show the teacher and student progress made, and also inform the student as to what they need to do to get to the next level. There is an extra activity which then allows students to show their understanding about human and physical features, this could also make a good link to a tourism topic and incorporates literacy. Teacher notes and a brief lesson plan included with extension and differentiation notes. This whole lesson is ready to go. All of our paid resources have received a 5/5* review as of 29th January 2017.

Two activity sheets intended to be used as part of a lesson. The theme of the lesson should be along the lines of ‘Life in a squatter settlement’, and could be taught with KS3 or KS4 students. Resource 1: the effects on peoples lives The main aim is for students to appreciate how the conditions / characteristics of a squatter settlement affect people’s lives. The task is for students to complete the sheet in a few different ways. There are nine problems / effects associated with living in a squatter settlement. For each effect, they must list the associated problems, and for several, also draw the problem. Ask the students the question – how would this affect your life if you lived there? There will be some repetition. There are three blank cards as well, these are intended for higher ability students, or for the teacher to edit so as to include a problem which may be appropriate to the theme of their teaching. Higher ability students can cut the cards out afterwards and glue them in their exercise books – this is an opportunity to identify links between the problems. There are several, and the whole activity is very open ended. Students could also sort their ideas into social, political and economic – they could use three different colours and a key to show this. There are some answers on the next sheet, although there are many more. Resource 2: the informal economy of a squatter settlement The main aim is for students to appreciate how people can earn money within a squatter settlement. The focus should be on how the work is informal and doesn’t contribute to the tax base / official figures. This kind of work can be contained within a squatter settlement, but not necessarily so. This is an opportunity to draw a strong link to rural-urban migration; how the residents are often uneducated and unskilled, but wanting and needing to work. The task is simple, for each form of employment, the student must draw an appropriate illustration. Model for lower ability, ask higher ability to include speech bubbles, or some form of written communication. Use as an opportunity to clear up any misunderstanding about what each term means. All reviews for our paid resources have been 5/5* (as of March 19th 2017)

Several differentiated activity sheets. Suitable for a range of abilities and learning styles. Teacher notes included. An attractive and sequenced piece of work showing the key stages in tropical storm formation. This resource will help in the teaching of tropical storm formation at a range of ages and abilities.

AQA GCSE Geography - Unit 2 Section A - Urban issues and challenges - The global pattern of urban change A whole lesson which teaches students how the world is becoming increasingly urbanised. Includes a range of differentiated activities, animated explainers, visuals and structured worksheets. Whole lesson > Differentiated resources > Snappy starter > Discussion prompts > Key ideas >Map activities > Graph activities > Class discussion > Learning evaluation > Summary activity > Homework > Lesson plan > Teacher notes > Fully resourced > Visually attractive and ready to teach! The main aim is… To describe how the world is urbanising, and at what rate - key patterns / trends. To use geographical language and specific examples. Key ideas and content… The world is becomingly increasingly urbanised. Change occurs in different regions at different times. To differentiate… Activities are mostly differentiated. This lesson could be made more collaborative in many areas to aid lower and middle ability students. Model answers for higher students using L and M resources.

Print in A3 and stick on the wall somewhere.

The main aim is… This is an exam question answer planning tool. It was developed for lower ability students; to help them form an answer to a long exam question and to practise their exam technique. It is intended to help students see they do have the necessary understanding, but also answer the question correctly to achieve the higher marks. Key ideas and content… The students tackle an exam question in steps. The idea is the students have everything they need on the sheet in front of them, to help focus lower ability students and coach them in answering longer exam questions. Students can apply the same process to an actual exam. Students can develop their exam question technique (application of key terms, use of connectives, structure etc.) to access the higher marks. To differentiate… Work through the steps as a class, then allow the students to answer the actual question. If using a structure – give time for teach section (a minute per mark?). Before photocopying, provide subheadings to help students structure their answer. Several colour coded versions have been included to enable carousel activities / differentiated activities / group work etc. To extend… Higher ability students could write their own mark scheme for the question on the back. Attach SPaG marks. Use the sheet with the ‘structure’ box instead of the thought bubble. The students will have to draw the horizontal lines depending on the structure / number of paragraphs. Higher ability students could plan their answer on the lined graphic, and then write their actual answer on lined paper / on the back. To assess… Can be assessed by the teacher against the mark scheme. Provide students with a mark scheme and allow them to assess/see where the marks come from.

Includes a set of display bricks, a set of pairing cards and a matching activity sheet for students to fill in. These are the command words as dictated by AQA for the new GCSE geography specification.