Students will be able to recap the difference between weather and climate then identify the different climates of South America. Students then learn the three components that affect biome distribution. Then students will describe the climate region for the Amazon Rainforest and Rio de Janeiro in Brazil. Students will then compare the climate graphs of two distinct areas to gain confidence in analysing climate graphs. Then students will create their own climate graphs for the Amazon Rainforest. Finally students will compare two areas of South America to show contrasting climates. Starter: Knowledge Retention of previous learning Task 1: Describe the difference between weather and climate. Task 2: Describe the climate region for the Amazon Rainforest and Rio de Janeiro in Brazil. Task 3: Analyse two different climate graphs of contrasting areas in South America Task 4: Main Task: Create climate graph of the amazon rainforest. Task 5: Compare two climate graphs from two areas in Brazil Task 6: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will be able to recap the key terms of rivers and the types of erosion that occurs and the coast. Then students learn about Angel Falls in Venezuela as a case study for waterfalls. Students then lean how waterfalls formed and are tasked with describing them on their whiteboards and are then tasked with describing how a meanders and oxbow lakes occur. Starter: Knowledge Retention of previous learning Task 1:Recap the location of the Amazon River, and the key terms associated with them Task 2: Describe how waterfalls form. Task 3: Key terms with meanders and oxbow lakes Task 4: Main Task: Create a comic strip about how a meander and oxbow lake forms using key geographical terms. Task 5: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will use some GIS to work along the coastline of Brazil to see the different features present at each location, then students will recap hydraulic action and abrasion. Next students will identify features of the coast on an OS map using 4-6 figure reference. Finally students will investigate how a sea stack forms using weathering and erosion to describe how. Starter: Knowledge Retention of previous learning Task 1: Describe the Brazilian coastline using GIS to identify features Task 2: Using the OS map, identify headlands and bays using 4-6 figure coordinates Task 3: Using the photograph, identify the feature present on the coast. Task 4: Main Task: Explain the formation of a sea stack. Task 5: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will be able to outline the main long term and short term effects of Chernobyl and the consequences of these effects. Students will be able to evaluate the severity between the long term and short term consequences of Chernobyl. Task 1: Starter:- Knowledge recall on previous lessons Task 2: Using an atlas identify countries affected by the radiation leak Task 3: Looking at the information on the worksheet students to rank these effects 1-9 in terms of significance. Task 4: Main Task: Students to answer one of two questions about Chernobyl and its effects Task 5: Plenary: What things would students pack in their bags if they had to evacuate. Lesson contains powerpoint and worksheet

A fully resourced and up to date lesson on the continents and countries of the world, an introduction into scale, at both local, national and global. Task 1: Starter - Name as many countries using the alphabet as possible. Task 2: Student to put the locations in order of size Task 3: Students to name each continent on Earth Task 4: Students use an Atlas to fill in as many countries as possible in the Europe map. Task 5: Label the 4 countries that make up Great Britain. Task 6: Main Task - Describe where we live in the world using scale. Task 7: Plenary **Download contains PowerPoint and worksheet for the lesson. **

Students will identify different biomes throughout Russia and understand how climate affects the locations of biomes. Students will also be able to describe the vegetation and animals that are located through the biomes of Russia. Task 1: Starter: Key words match up Task 2: Describe location of the biomes in Russia Task 3: Fill in sheet with characteristics of different biomes Task 4: Main Task: Students to describe what vegetation/ animals they would see throughout their journey. Task 5: Plenary: Quiz at the end of the lesson to summarise learning.

A fully resourced PowerPoint for Paper 1- Living in the Physical Environment for AQA GCSE Geography. This PowerPoint contains 30 slides with full information and case studies for each topic. Case studies include: Ecosystems - UK Pond Tropical Rainforest - Malaysia Hot Desert - Thar Desert Rivers - River Tees Coasts - Holderness Coast Tectonic Hazards - Christchurch vs Haiti Weather Hazards - Typhoon Haiyan UK Weather Hazards - Beast from the East **Download contains PowerPoint **

Students will be able to accurately locate Ukraine, identify the build up to the war through the annexation of Crimea and other reasons. Students will then identify the human and physical features of Ukraine and how that has helped to limited the invasion of the country. Task 1: Knowledge Recap on last lesson (Chernobyl) Task 2: Located Ukraine on the map Task 3: Watch video about the build up to the 2022 war. Task 4: Identify the physical features of Ukraine and how they have limited invasion Task 5: Discuss which of the human features have had the largest impact on the war. Task 6: Main Task: Identify Ukraine, Identify one physical factor that has limited Russia’s invasion of Ukraine. Identify one human factor that has limited Russia’s invasion of Ukraine. Explain which factor (human or physical) is the most important to why Russia hasn’t taken over Ukraine. Task 7: Plenary: How has the war affected people in the UK? Lesson contains powerpoint and worksheet.

Students will understand the definition of geopolitics, along with identifying the features of Russia’s soft power then finally explaining how Russia uses its power to influence politics. Task 1: Located and describe Russia Task 2: Overview of Russian history and Soviet Union Task 3: Video of Ukraine Russia conflict Task 4: Write a news report about conflict and its impact on peoples lives. Lesson 7 out of 9

Students to write down the characteristics of pictures of favelas and describe what the conditions look like in these areas. Students will identify why people live there and why they have moved there. Advantages and disadvantages of living in a favela and jobs that are there. Task 1: Starter - Recap on previous learning Task 2: Identify why people live in favelas and identify the characteristics of favelas. Task 3: Advantages and Disadvantages of living in a favela along with the jobs there. Task 4: Main Task - Describe the opportunities and challenges of living in a favela Task 5: Plenary: Class question - How would the government fix this issue? Lesson 4 out of 8

A fully resourced and up to date lesson on Typhoon Haiyan, the location, case study, primary and secondary effects along with planning, preparation and monitoring. Task 1: Starter - Answer true and false questions about previous learning Task 2: Students to accurately describe the path of the typhoon. Task 3: Read through the information sheet and add the effects and responses on their sheet. Task 4: Main Task - Exam question practice, "Using an example, describe the primary and secondary effects of a tropical storm. (6 marks) Task 5: Exam Question Practice - "Using an example, describe the short-term responses to a tropical storm (4 marks) Task 6: Plenary - Explain why planning and preparation is the best option for reducing the effects of tropical storms. **Download contains PowerPoint and worksheet for the lesson. **

Students will be able to describe the distribution of population across Russia, using key terms such as dense and sparse to describe the spread. Students will then be able to use human and physical evidence as to why humans are distributed this way. Starter: True or False Task 1: Describe the distribution of population density using a map Task 2: True or False Task 3: Human and physical factors that affect population Task 4: Main Task: Explain one physical and one human factor to why Russia’s population is distributed this way. Task 5: Plenary: Peer assessment- swap books with partner and mark the question. Lesson contains one powerpoint and one worksheet.

Students will explain how conflict affects the different human, environment and physical geography of an area. Starter activity to recap on previous learning then discussion on how these affect geography. Resources attached to this but also on last slide of powerpoint Lesson 2 in a series of lessons regarding conflicts and its implications on the physical and human world

Students to define what sustainability is and how social, economic and environmental factors must be taken into account to make something sustainable. Then students will read through the worksheet and choose which option is the best for sustainability. Finally, students will put everything they have learnt together in a final secondary assessment. Task 1: Starter - Recap on previous learning Task 2: On whiteboards, come up with a definition of sustainability Task 3: Identify which management strategy is the most sustainable and why. Task 4: Main Task - Secondary Assessment - Evaluate the protection of the Amazon Rainforest. Task 5: Plenary: 3,2,1 - Class Discussion - Why do people cut down the rainforest? Lesson 8 out of 8

A fully resourced and up to date lesson on how physical geography and its features can effect conflict. A recap on what physical geography is, features of physical geography that can affect conflict. Task 1: Starter - Recap on previous learning with 5 questions. Task 2: Define physical geography Task 3: Read through the battle of hastings and identify how the physical geography of the area affected the battle. Task 4: Match up the key terms and how they affect conflict Task 5: Main Task- Using an Atlas students to look at global maps and topographical maps and decide which country would be easiest and hardest to invade and why. Task 6: Plenary - What are some of the ways countries avoid being invaded. **Download contains PowerPoint and worksheet for the lesson. **

Students will state where the Middle East is along with recognising the countries in that area along with the physical geography of the Middle East. The final task is where students describe the physical features of the Middle East to show comprehension. Lesson 4 of 9 about conflict.

In this lesson students will be introduced to what fieldwork skills are, how to do them and why we do them. This is to get them farmiliar with the types of sampling and data collection ahead of a fieldtrip and why they choose that. In this lesson students cover: Primary vs Secondary Data Qualitative vs Quantative Data Types of sampling: Cluster, Stratified, Systematic and Random, along with the benefits and drawbacks of each type of sampling. Finally students cover why we do risk assessments and why it is important. Students finish off with an exam question practice that will be completed in their booklets.

Students will identify the inequalities in Brazil, through identifying the urban and rural areas in Brazil and why people migrate to urban areas. This will lead on to urbanisation and its causes. Task 1: Starter - Recap on previous learning Task 2: Identify the positives and negatives of both rural and urban areas. Task 3: Causes of urbanisation through push and pull factors Task 4: Main Task - Describe how inequality has developed in Rio de Janeiro, Brazil. Task 5: Plenary: Class question- What are some of the social, economic and environmental issues with rapidly urbanising areas Lesson 2 out of 8

Students will be able to accurately locate Chernobyl and be able to discuss the time-line of events that led to the Chernobyl disaster. Students will begin to look at the magnitude of the event and the effects of the disaster. Task 1: Starter- True or False- Knowledge recap of previous learning Task 2: Located Ukraine/ Chernobyl on maps Task 3: Watch various clips about Chernobyl Task 4: Sort the effects of Chernobyl into social, economic and environmental effects Task 5: Choose which of the effects are most significant and why. Task 6: Main Task:Outline what happened in Chernobyl, identify which effect is most significant and describe its size, severity and length of time. Task 7: Plenary: Write a sentence about how they, thought, liked, hated, wanted to learn more. Lesson contains powerpoint and worksheet.

Students will identify the location of Brazil globally, continentally and the physical features of Brazil such as the Andes, Atacama desert and the Amazon. Students will then create a climate graph to show the temperature of Brazil and the climate. Finally, they will identify why Brazil is an important country internationally. Task 1: Located and describe Brazil Task 2: Using the worksheet students will draw on where the physical features of South America and Brazil are. Task 3: Climate graph of Brazil (Amazon Rainforest) Task 4: Main Task: Describe the location of Brazil and explain Rio de Janeiro’s importance. Task 5: Plenary: Class question- why do people what to move to Rio? Lesson 1 out of 8