Students will start by gluing in learning journeys and knowledge organiser to show what they will be learning this term. Then students will be asked to show their knowledge of anything they know about North America. Students will then be asked to describe the location of North America, then to do this using latitude and longitude showing increasing depth and skill. Then using the template attached students are to use atlases to draw on the countries and physical features of North America on their sheets. Starter: Knowledge Retention 5 quick starter questions Task 1: Describe the location of North America globally Task 2: Describe the location of North America using latitude and longitude Task 3: Main Task: Using an atlas write down the location and physical features of North America Lesson contains one powerpoint and one worksheet and learning journey and knowledge organiser.

Students will firstly stick in learning journey and knowledge organiser in their books. Then students to recap previous learning of the population of Asia. Then students to recap what the structure of the earth is and then assessed for their understanding. Students then learn about how earth has changed through time and how plate tectonic theory happens, then students are to describe the location of the Pacific Ring of Fire and its location to Asia. Students then to look at information sheet and describe the difference in the three plate margins. Students then practice this in a fake exam question. Starter: Knowledge Retention of previous learning Task 1:Recap structure of the earth Task 2: What plate tectonics are and the evidence for them through plate tectonic theory. Task 3: Read through the 3 different plate tectonic boundaries and describe how they move and the features they create. Task 4: Main Task: Attempt the fake exam questions to test knowledge and comprehension. Lesson contains one powerpoint and one worksheet.

Students will start by recapping what they have learnt in their previous lesson about the location and countries of Asia along with river features of previous topic. Then students are to describe what population density and distribution are by describing them using 4 examples. Students to identify using a choropleth map which countries in Asia are the most densely populated. Then students to recap what rural and urban areas are along with why people move from rural to urban areas. Starter: Knowledge retention of 5 quick starter questions Task 1:Introduction to population density and distribution, describe the distribution and density of 4 football matches. Task 2: Describe which countries in Asia are densely and sparsely populated on the choropleth map. Task 3: Identify the difference between urban and rural areas. Task 4: Write down what the push and pull factors are for rural and urban areas. Task 5: Main Task: Describe why people move from the rural areas of India to urban cities. Lesson contains one powerpoint and one worksheet.

Students will start by gluing in learning journeys and knowledge organiser to show what they will be learning this term. Then students will be asked to show their knowledge of previous learning from their rivers topic. Students will then be asked to describe the location of Asia, then to do this using latitude and longitude showing increasing depth and skill. Then using the template attached students are to use atlases to draw on the countries and physical features of Asia on their sheets. Starter: Knowledge Retention 5 quick starter questions Task 1: Describe the location of Asia globally Task 2: Describe the location of Asia using latitude and longitude Task 3: Main Task: Using an atlas write down the location and physical features of Asia. Lesson contains one powerpoint and one worksheet and learning journey and knowledge organiser.

Students will be able to recap the key learning from previous lessons on Asia and population features, students will also be asked to identify features on a population pyramid and identify the mean of the data. Students will recap what overpopulation is from the previous lesson and then describe what was happening to China before the One Child Policy. Students then investigate the two ways that were used to limit population before the policy and then they will investigate the rules and the punishments of the policy. Finally students will identify if the one child policy was effective and if it outweighs the cost in a newspaper article. Starter: Knowledge Retention of previous learning Task 1:Recap the term overpopulation Task 2: Describe what the population was like before the One Child Policy and what efforts were used before the policy. Task 3: To understand the rules and the punishments that were in place to ensure the Once Child Policy was enforced. Task 4: Main Task: Create a newspaper article to evaluate the effectiveness of the One Child Policy. Lesson contains one powerpoint and one worksheet.

Students will be able to recap the key learning from previous lessons on Asia and features of population, they will also be able to describe the mode of data on their white boards as a starter. Then students will be asked to describe what overpopulation is and what its effects might be. Then using a choropleth map to describe where globally is densely populated. There is then a video to watch to describe the problems with overpopulation. Students are to match up the causes of over population to the definition and describe why. Students are introduced to Dharavi Slums in India and to describe using the images what problems overpopulation have caused. Starter: Knowledge Retention of previous learning Task 1: Define/ describe overpopulation Task 2: Describe where globally is densely populated Task 3: Identify the causes of overpopulation and evaluate which is the worst and why Task 4: Main Task: Using the photographs of Dharavi, explain some of the problems with overpopulation Lesson contains one powerpoint and one worksheet.

Students will start by conducting a formative assessment on their previous learning of Asia and key geographical concepts. Students will be introduced to the core concept and key features of the population pyramid, this will set the ground work for the rest of the lesson. Then they are to watch a quick video (link in powerpoint) over what population pyramids are and their 3 phases. Students are then to identify the features of two separate population pyramids in Asia and then to compare and contrast them to show understanding and comprehension. Starter: Formative Assessment Task 1:Introduction into what the core features of population pyramids are and why we need them. Task 2: Watch the TedEd video describing population pyramids and make notes about them. Task 3: Describe the population pyramid for Afghanistan and then describe the population pyramid for Japan Task 4: Main Task: Compare and contrast the population pyramids of two countries in Asia Lesson contains one powerpoint and one worksheet and the formative assessment quiz.

Students will be able to recap the key terms of biomes, their components and the location of the taiga from previous lessons on their whiteboards as a starter. Then students will be given guided reading homelearning (included) to cement their knowledge. Students then will recap previous terms of rivers, and the courses of the river. Then students will locate the river volga globally and use 4-6 figure grid reference to establish geography skills. Finally students will create a story board on the steps of waterfall formation and a quick quiz on what they learnt. Starter: Knowledge Retention of previous learning Task 1:Recap the key geographical terms for rivers Task 2: Describe the location off the river Volga Task 3: Identify the 4-6 figure grid references to certain features along the river Task 4: Main Task: Create a comic strip about how a waterfalls forms using key geographical terms. Task 5: Plenary: Recap of key questions from today Lesson contains one powerpoint and one worksheet and home learning guided reading.

Students will start by conducting a formative assessment on their previous learning of Russia and key geographical concepts. Then students will recap their previous learning in 6 quick questions on whiteboards. Students will be given guided reading homelearning (included) to cement their knowledge. Students then will recap previous terms of rivers, and the courses of the river. Students will then be tested on their knowledge retention on learning about meanders and then asked to complete a field sketch and annotation . Starter: Formative Assessment and then 6 quick starter questions Task 1:Recap the key geographical terms for rivers Task 2: Describe the definition of meander and how they form Task 3: Tested on key components of rivers such as slip off slope and river cliff Task 4: Main Task: Write instructions on how the create an meander (Lower ability) oxbow lake (higher ability) Task 5: Plenary: Recap of key questions from today Lesson contains one powerpoint and one worksheet and home learning guided reading.

Students will be able to recap the key learning from previous lessons on rivers and their features, they will also be able to describe 4-6 figure grid references on their whiteboards as a starter. Then students will be given guided reading home learning (included) to cement their knowledge. Students then will recap previous terms of rivers, and the courses of the river. Then students will go through the step-by step process of how levees are formed, with a strong investigation into deposition and how it works. Pupils will then be tested on the key knowledge of levee formation before being asked to annotate the sketch of a levee formation to show how it forms. Starter: Knowledge Retention of previous learning Task 1:Recap the key geographical terms for rivers Task 2: Describe what deposition is and how it occurs Task 3: Recap the core content of the lesson on whiteboards to show how well they understand Task 4: Using the image on the screen, stick image in and annotate how the levee forms. Task 5: Main Task: Annotate the sketch of a levee formation to show how it forms. Lesson contains one powerpoint and one worksheet and home learning guided reading.

A fully resourced and up to date lesson on conflict, an introduction into what conflict is, types of conflict and how they affect us on a local, national and global scale and how patterns of conflict have shaped the world today. Task 1: Starter - Define what conflict and war is. Task 2: Decide which conflicts are local, national and international Task 3: Interpret the map on which things are good about the map and which are bad. Task 4: Using an Atlas and the patterns of conflict to design their own map illustrating the patterns of conflict today Task 5: Main Task - Long form writing- students to use the map they have created to describe the patterns of conflict in the world today. Task 6: Plenary - Class discussion- which conflict was the worst and why? **Download contains PowerPoint and worksheet for the lesson. **

Students will be able to describe the importance of fieldwork along with why do fieldwork in geography. This lesson contains the basis for a fieldwork investigation around your school that includes a liter count and bi-polar environmental quality survey. Task 1: Describe which is more accurate data sample set Task 2: Writing a hypothesis Task 3: Conducting research at 3 different locations along with the research sheet. Task 4: Main Task: Write up _ Describe what the research found about the school site. Task 5: Plenary: Homework for litter pick for further data Lesson contains one powerpoint and one worksheet.

Students will be able to explain what colonisation is, where in Africa was colonised and by which country/ empire. Students will then learn about the scramble for Africa post slave trade and the reasons for the scramble. Students will then identify the social, economic and environmental. issues that colonisation caused for Africa. Then students will evaluate which is the worst effect and why. Finally they will create a newspaper article about the effects of colonisation on Africa. Starter: Knowledge Retention of previous learning Task 1: Describe the countries that were colonised and by which country/ empire. Task 2: Identify the social, economic and environmental. issues that colonisation Task 3: Evaluate which of the effects of colonisation was the worst and why. Task 4: Create a newspaper article explaining what colonisation is, why it happened and its effects on the African people. Lesson contains one powerpoint and one worksheet.

Students will be able to use key terms such as dense, sparse and distribution then describe the distribution and density for different countries in Africa. Students will then be given key terms with population such as birth rate, death rate, life expectancy and infant mortality rate. Then students will be introduced to population pyramids and asked to compare the three different areas of Africa that have these population pyramids. Finally using factors used in HDI students will compare which is the best country to live in Africa according to statistics and why. Starter: Knowledge Retention of previous learning Task 1: Describe the density and distribution of populations of a football match, then the countries in Africa Task 2: Join the key word with the definition. Task 3: Explain the population pyramid for the continent of Africa, then describe the population pyramids between Uganda, Botswana and Tunisia. Task 4: Using the profile of Africa you have built up over the lesson, describe which of the three countries in Africa would be the best place to live currently and why. Lesson contains one powerpoint and one worksheet.

Students will be start with defining development and what it means to then, then improving their answer. Next students will identify the social, economic and environmental indicators of development. This will lead on to them learning about the importance of the Human Development Index (HDI) and be asked to identify where in Africa is the most developed country and why. Then students will learn about the sustainable development goals and should identify which country should focus on which goal the most and why. Starter: Knowledge Retention of previous learning Task 1: Give the definition of development, then improve the definition. Task 2: Identify the social, economic and environmental indicators of development Task 3: Explain why HDI is an important tool to measure development. Task 4: Describe where in Africa is the most and least developed. Task 5: Evaluate which sustainable development goal each country should choose and why Lesson contains one powerpoint and one worksheet.

Students will be able to describe the difference between Primary and Secondary data as well as give examples for each type. Then students will investigate Quantitative versus Qualitative data and what types of data these represent. Finally students will explain why it is important to display data in different methods, specifically bar chart. This lesson was created to be part of a two lesson plan, so the previous lesson will be included in the download to help with planing. Starter: Knowledge Retention on previous learning Task 1: Testing the difference between primary and secondary data Task 2: Testing the difference between quantitative and qualitative Task 3: Why do we choose to present data in a certain way? Task 4: Main Task: Describe the quality of the environment at our school Lesson contains two powerpoints and one worksheet.

Students will be able to recap the difference between weather and climate then identify the different climates of Africa. Students then learn the three components that affect biome distribution. Then using four different climate graphs of different countries in Africa students cement their knowledge through 4 different questions. Finally students will investigate the animals and plants that are adapted to two places of contrasting climate, e.g. Egypt and DRC. Starter: Knowledge Retention of previous learning Task 1: Describe the area that receives the most direct sunlight Task 2: Describe the different climate areas in Africa using latitude Task 3: Analyse four different climate graphs of contrasting areas in Africa Task 4: Main Task: Compare the adaptation of the plants and animals of two different climates in two countries in Africa Task 5: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will recap the issues present in Kibera the slum that was previously investigated. Then they will choose which area they want to improve in their slums and why. Next they will categorise the solutions to slums into social, economic and environmental. Then students will evaluate which of the solutions have been the most successful rating them 1-8. Finally students have a silent debate where they write down which of the improvements has been the most successful and why, then pass the book around to debate the next point. Starter: Knowledge Retention of previous learning Task 1: Recap the issues of living in slums. Task 2: Explain which part of Kibera should be improved and why on whiteboards. Task 3: Categorise the solutions to slums into social, economic and environmental. Task 4: Evaluate which of the solutions have been the most successful rating them 1-8 Task 5: silent debate where they write down which of the improvements has been the most successful and why, then pass the book around to debate the next point… Lesson contains one powerpoint and one worksheet.

Students will be able to describe what a migrant is, along with examples of who would be classed as a migrant. Then students will identify the difference between, migrant, immigrant, refugee and emigrant. Finally students will learn the causes of migration and the use of the terms push and pull factors. Along with the impacts of migration on the host and country of origin. Starter: Knowledge Retention of previous learning Task 1: Key term match up with migrant, emigrant, refugee with definitions. Task 2: Identification of push and pull factors in terms of migration Task 3: Impacts of migration for host and country of origin. Task 4: Main Task: Evaluate the impact of migration of the country of origin and the host country. Task 5: Plenary: Purposeful retrieval of information from the lesson. Lesson contains one powerpoint and one worksheet.

Students will start by identify what a slum mean, and related this to the favelas of Year 8 that they have learned about.Then students will locate Kibera, Kenya globally, nationally and locally. Then students will identify which of the effect of population growth is the worst for people living in slums and why. Finally students will attempt their first high tariff 6 mark question, this will be done in a writing frame with lots of teacher guidance for support. Starter: Knowledge Retention of previous learning Task 1: Identify the features of a slum and how it relates to favelas in Brazil. Task 2: Describe the location of Kibera, Kenya. Task 3: Explain the main challenges faced by those living in slums Task 4: Identify which is the biggest challenge and why. Task 5: Exam Question: Explain two issues you have studied in an urban settlement (6 marks) Lesson contains one powerpoint and one worksheet.