A5 (x2 per A4 page) stick in resource providing students learning about Rivers a visual overview of the three stages of a river course, the main features that we find and where they are located.

Geography fact cards/slides that can be used as part of a classroom display, on TV displays around school or on departmental social media accounts. Document can also be used as a template file and adjusted to suit school setting.

A word search containing most* of the US States with a difficulty rating of advanced. Not all fit due to the layout/construction of the word search itself.

A word search featuring 29 keywords from the ‘Geography Skills’ topic. This resource is perfect as a starter or plenary activity within an introduction to geography scheme of work aimed at year 7 students or early KS3.

Students will learn to make comparisons and assess the impacts of a tectonic events on different countries. Lesson objectives: Students will be able to compare the impacts of the the Christchurch and Haiti earthquakes and identify which country was most affected using evidence. Students will be able to assess in detail the impacts of the Christchurch and Haiti earthquakes and justify which one was most affected.

A fun but challenging geography themed quiz to have some fun with your classes in the build up to the festive break. All answers included at the end of the PowerPoint and a challenging ‘closest answer’ tie breaker question available to decide your quiz winner/ winning team. This will take about 50 minutes to run through and mark. Only paper/books needed to write the answers down. Rounds include: Flags Landmarks Spot the Mistake Geo-Politics Christmas (Geog connection)

Full colour worksheet that requires students to label the different parts of the earth’s structure. Works well as a ‘Do Now’ (starter) or recap activity as part of a lesson with a tectonics themed scheme of work. Includes detail on depth of the layers and an area for students to gather additional information.

An introduction to volcanoes and the relationship between tectonics, plate boundaries and earthquakes. Lesson objectives: Students must be able to explain where volcanoes are found and what causes them to erupt. Students should be able to identify the positive and negative consequences to living near volcanoes.

Compiled list of more than 30 QR codes that provide direct and detailed access to a range of careers that can be pursued with a geography background from GCSE all the way up to degree level. Information includes what the job/career entails, the qualification/s required, the level of pay and the route of progression that can be expected. A simple but hopefully effective way of promoting geography as a valuable subject that offers great future prospects and opportunities.

GCSE Geography OCR B: Geography for Enquiring Minds – Self Assessment / RAG rating document for students to review how confident they feel with each of the 8 topics, plus the elements and case studies within. By given each element a RAG rating (red, amber, green) teachers are able to identify knowledge and/or confidence gaps to best support students with revision on an individual basis. Document also includes an opportunity for students to review revision methods, which they find most useful and why. Please amend case studies to match those studied at your school. Topic information can be changed to allow use in any subject!

Threshold Concept Grid (TCG) revision resource for the OCR B Geography for Enquiring Minds ‘Changing Climate’ topic. Includes completed teacher answer sheet. To be completed in three phases: 10/15 mins using only student knowledge 5/10 mins using student work book, knowledge organisers etc. 5 mins with teacher input and student contributions May require adjustments for school specific case studies.

Command words and definitions are specific to the OCR exam board. PowerPoint document that can be used as part of a display or used during an introductory lesson to GCSE study to assist students with understanding how GCSE exam questions will be presented to them and how to go about answering. It is noted that students who clearly identify the instructional direction of questions perform better as they produce a focused answer.