Complete scheme of learning (12 lessons) aimed at KS3 focusing upon the continent of Africa. All lessons are fully resourced. This scheme of work includes: Use of Geographical skills to show how we will link to Africa through holidays. Investigating the impacts of tourism in one country in Africa (Kenya) using a case study and suggest how the environment can be protected against mass tourism through eco-tourism. Developing our enquiry skills by looking at where our food comes from. Investigating the causes and effects of the food crisis in Africa and speculate on the possible long term impacts on the continent Investigating how the conflict in various countries are causing problems socially and economically. Investigating why people are moving from rural areas to urban areas in LIDCs and suggest the impact that this might have on the wider community. Investigate the problems faced by the people living in squatter settlements Investigating the possible solutions to the key problems in squatter settlements by using a case study to support your answer.

This is a fully resourced lesson based upon a key question of whether people should live in areas of volcanic activity. Pupils will assess and investigate a range of sources provided to be able to make a judgement on the key question of the lesson.

This is a fully resourced lesson based upon tropical storms and their causes. The lesson includes: • Pupils firstly need to know that tropical storms can also be known as hurricanes, cyclones and typhoons. The names change depending upon where in the world they occur. • Pupils describe the distribution of tropical storms using a map. • Pupils need to be aware of the conditions needed for tropical storms to occur (warm oceans over 27 degrees Celsius) • Pupils then need to sequence the steps to explain the formation of a tropical storm.

This is a fully resourced lesson focusing upon whether we can reduce the damage caused by earthquakes. Pupils will look at earthquake grab bags and assessing their content, earthquake proof buildings and prediction/preparation methods.

This is a full scheme of learning aimed at KS3 focusing upon the continent of Asia. All lessons are fully resourced and are ready to print and use immediately! This scheme of work includes: Lesson 1: Where is Asia and what countries belong to Asia? Lesson 2: Do tsunamis always create the same level of challenges for the countries involved? Lesson 3: Does tourism create more challenges or opportunities for the host country? Lesson 4: Do the monsoon rains in India only cause challenges for the country? Lesson 5: Should tropical rainforests be protected? Lesson 6 Why is there global uneven development? Lesson 7: What factors contribute to a country’s level of development? Lesson 8: What challenges does rapid urban growth create? Lesson 9: What are the advantages and disadvantages of building a dam?

This is a fully resourced lesson focused upon whether tsuanmis create challenges for countries. The lesson includes: • Defining a tsunami • Investigaing the cause of a tsunami Case studies: Japanese Tsunami 2011 and Asian (Boxing Day) Tsunami 2004 • Comparing the social, economic and environmental effects of each tsunami

This is a fully resourced 9 lesson scheme of learning based on the module of population and aimed at KS3. The scheme of learning includes: Lesson 1: Why is the world’s population distribution uneven? Lesson 2: Why is overpopulation a challenge? Lesson 3: What factors influence population growth? Lesson 4: How does the Demographic Transition Model show population change? Lesson 5: How can we study the population structure of a country? Lesson 6: What are the challenges and opportunities created by an ageing population? Lesson 7: What are the challenges and opportunities created by immigration? Lesson 8: What are the challenges created by rural-urban migration? Lesson 9: Should refugees be allowed access to the UK?

This scheme of work is aimed at KS3 and based around river landscapes. This scheme of work includes the following: How does the hydrological cycle work? What are the key terms and processes associated?  What is the hydrological cycle and how does it work?  Include: key terms of precipitation, condensation, ground-water flow, surface-water flow, evaporation, impermeable and permeable rock. What are the different kinds of geomorphological processes?  Processes of erosion- hydraulic action, abrasion, attrition and solution  Processes of weathering- biological, chemical and mechanical (freeze thaw)  Processes of mass movement- slumping and sliding  Processes of transportation- traction, saltation, suspension and solution What are the long and cross profiles of a river?  Pupils need to recognise the different shapes for both the long and cross profile diagrams of a river valley.  Identify the difference between the upper, middle and lower courses of a river including the valley shape and river channel. How do geomorphological processes lead to the formation of river landforms?  The formation of river landforms (waterfall, gorge, V-shaped valley, floodplain, levee, meander, oxbow lake) Case Study: River Tees  Location of The River Tees  Key features found in the upper, middle and lower course.  Human activities found along the upper course of The River Tees (sheep farming, Cow Green Reservoir and tourism in Middleton) and the impact that this has had on the landscapes.  Human activities found along the lower course of The River Tees (Tees Barrage and meander straightening) and the impact that this has had on the landscapes.

This is a complete KS3 scheme of work of 13 lessons focusing upon the continent of Asia. The scheme of work includes the following: Asia is a wealthy continent. How far do you agree?  Locating Asia – map work (pupils need to learn the names and location of the continents as well as the names and location of countries within Asia)  Contrasting images of Asia to be given to pupils to instigate a discussion about the wealth of the continent.  Pupils answer the key question using the photographs and discussion as evidence.  GDP/GNI map of Asia and any commonly used measure of development. Case Study: Japan  Location of Japan and the four major islands- map work  Japanese climate and physical features  Introduction- what is Japan like and how has it changed?  Japanese ecosystems- concentrate on one of: coniferous or deciduous woodland + flora and fauna adaptations.  Japanese industry- imports and exports (pie chart/bar chart must be used)  Population structure of Japan- ageing population and population pyramids Should tourism in Asia be encouraged? Case Study: Thailand  Introduce tourism in an Asian country (Thailand)  Look at the changing number of tourists visiting the country (graph interpretation) – are there reasons that explain the fluctuating number? e.g. Asian tsunami 2004  Pupils need to investigate the pros and cons of tourism and then be able to justify their decision as to whether they think tourism should be encouraged or not? What are the characteristics of tropical rainforests?  Describe the distribution of tropical rainforests around the world  Understand the that the rainforests grow in layers (shrub layer, under canopy, canopy and emergent) and the reasons for this  Pupils need to be aware that animals and plants have adapted to life in the rainforest and have different characteristics depending on the layer they live in. Do we need to protect tropical rainforests?  Pupils need to understand the importance of tropical rainforests to both humans and the environment  The causes of the destruction of the rainforests needs to be investigated both the human and natural causes  Pupils need to be able to link together the causes of the destruction and the consequences this has.

A detailed but compact knowledge organiser based upon the case study of the Big Dry in Australia. This organiser includes: Location Background Information Causes Effects/Consequences Responses

A compact but detailed knowledge organiser based upon the case study of the Andros Barrier Reef. This organiser includes: Location Background Information Value Threats Management

A knowledge organiser for Rio de Janeiro including: Location Background info Importance Why Rio has grown What is Rio like? How has migration changed Rio? Challenges of housing, traffic and waste (including statistics and place specific info) Favela Bairro Project This would perfectly suit OCR A GCSE 9-1 or the AQA equivalent.

A compact but detailed knowledge organiser designed for OCR A/equivalent to provide information on the case study of the Peruvian Amazon. This organiser includes: Location Background Information Value Threats- gas, mining, agriculture and highways Management- Purus Manu Corridor

A knowledge organiser for Ethiopia based upon the study of a LIDC. Perfectly suited to OCR A/AQA equivalent GCSE specifications and designed to be compact for student memory. The organiser includes: Location Background Info Trade Technology International Investment Population Politics Environment Aid (Goat Aid) Social factors

This is a fully resourced lesson based upon the impacts of tropical storms on the countries that they hit. The lesson includes comparing the impacts of Hurricane Katrina of 2005 and Cyclone Nargis of 2008. Categorising of impacts are organised through ‘pizza toppings’.

This is a fully resourced lesson focusing upon whether the UK should pursue the use of fracking in the future. The lesson includes describing how the process of fracking works, the impacts of fracking, a GCSE style question plan and thoughts on the fracking ban in the UK.

This is a fully resourced 10 lesson scheme of learning focusing around our natural environment. The lessons included are: Lesson 1: What are the different type of energy sources? Lesson 2-3: Is wind power a sustainable energy source? Lesson 4: Is fracking a sustainable energy source? Lesson 5: How can the use of oil damage the environment? Lesson 6-7: Is plastic waste damaging our environment? Lesson 8: Why is the distribution of farming in the UK uneven? Lesson 9: How has farming changed in recent years? Lesson 10: Should organic farming be favoured over intensive farming?