Students will be able to locate the Maldives and evaluate the impacts of climate change in the Maldives, then evaluate if they are adapting well enough to climate change. Then students will complete a secondary assessment about the past 5 lessons they have learnt about. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: Describe the location of the Maldives Task 3: Read through the impacts of climate change in the Maldives and evaluate which is the most significant. Task 4: Then evaluate which is the best strategy to combat climate change. Task 5: Main Task: Secondary Assessment - Evaluate the impacts of climate change globally (9 marks) Task 6: Plenary: How can the school can reduce its contribution to climate change. The lesson contains PowerPoint and worksheet

A fully resourced and up to date lesson on the different types of geography (physical, human and environmental). Students are to define what geography is and identify the three different types, then they have to attribute pictures to the types of geography. Task 1: Starter - True or False questions about the previous lesson Task 2: Students write down what they think geography is, then write the correct definition of geography. Task 3: Write down details on what human, physical and environmental geography Task 4: Main Task - Primary Assessment, using the information they have learnt from the previous lessons answer the question “Describe where you live in the world” Task 7: Identify the physical features in the picture provided. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on how the UK’s demand for food has changed through time and how food miles, organic food and seasonal food have changed in the UK. Task 1: Starter - Three choropleth maps on food resources, recap of previous lesson and improve graph reading skills/ data analysis. Task 2: Match up the key terms to their correct description. Task 3: Describe how the demand for food in the UK has changed. Task 4: Describe how importing food for Kenya has positives and negatives for the people of Kenya. Task 5: Using an Atlas, map where the food comes from and how many miles, creating a flow line map. Task 6: Exam Question: Using the table and your own knowledge, discuss the advantages of buying local food products (6 marks) Task 7: Plenary - Which would be the best for UK carbon emissions? **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on an introduction to resource management, this lesson covers the significance of water, food and energy along with the economic and social well being that these resources provide. This lesson also covers the distribution of these resources. Task 1: Starter - Answer questions from previous topics. Task 2: Sort the resources into economic well-being and social well-being. Task 3: Describe the distribution of resources globally. Task 4: From slides 8-11 students have different maps to describe the resources being distributed and how they are linked. Task 5: Exam Question: Using the map and your own understanding, suggest how inequalities in the consumption of resources influence well-being. (3 marks) + Using the graph, suggest how the percentage of income spent on food may influence well-being. (2 marks) Task 6: Plenary - Which lack of resource will cause the most issues and why? **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on how to increase water supplies through; dams/ reservoirs, desalination plants and diverting supplies. The South-North Transfer Scheme in China an example of a large scale water transfer scheme to show how its development has both advantages and disadvantages. Then the lesson focuses on moving towards a sustainable future with water conservation, groundwater management, recycling, ‘grey’ water an example of a local scheme in an LIC or NEE to increase sustainable supplies of water. The case study for this is WaterAid in Mali. Task 1: Starter - Knowledge retention of previous learning Task 2: Class discussion on how to increase water supplies. Task 3: Class to watch two videos about the South- North Water Transfer Scheme in China Task 4: Class Discussion on how to create a sustainable supply. Task 5: Watch the clip from water aid and identify three things WaterAid does in Mali to support people. Task 6: Main Task -Exam question practice “Assess the sustainability of the Water Aid Project in Mali. (6 marks)" Task 7: Plenary - Time to revise. In line with the AQA exam board **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on the 2010 Haiti earthquake, this lesson establishes what an earthquake is. Where Haiti is located globally and background on what happened during the earthquake, and the effects including, social, economic and environmental effects. Then students finish off by looking at the long-term and short-term effects of the quake. Task 1: Starter: Knowledge recall on previous topic (Coasts) Task 2: Describe the location of Haiti Task 3: Identify the primary and secondary effects then place them into social, economic and environmental. Task 4: Watch the news video about the Haiti quake. Task 5: Exam question: Exam question: “Earthquakes are another example of tectonic activity.” Using an example, describe the primary and secondary effects of an earthquake. (6 marks) Task 6: Peer Feedback Task 7: Using a volcanic eruption or an earthquake you have studied, describe the short-term responses to the disaster. (4 marks) Task 8: Peer Feedback **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on the 2010 Christchurch earthquake, this lesson establishes what an earthquake is. Where Christchurch is located globally and background on what happened during the earthquake, and the effects including, social, economic and environmental effects. Then students finish off by looking at the long-term and short-term effects of the quake. Task 1: Starter: Knowledge recall on previous topic (Coasts) Task 2: Describe the location of New Zealand. Task 3: Identify the primary and secondary effects then place them into social, economic and environmental. Task 4: Watch the news video about the New Zealand quake. Task 5: Exam question: Exam question: “Earthquakes are another example of tectonic activity.” Using an example, describe the primary and secondary effects of an earthquake. (6 marks) Task 6: Peer Feedback Task 7: Using a volcanic eruption or an earthquake you have studied, describe the short-term responses to the disaster. (4 marks) Task 8: Peer Feedback **Download contains PowerPoint and worksheet for the lesson. **

Students will understand the timeline the led to the Sailsbury incident, they will be able to explain why this incident happened. Videos are linked in the download. Students to complete a sheet to show understanding of the topic. Lesson 8 of 9

A fully resourced, differentiated and up to date lesson on what hydrographs are, how to read them and how to describe and compare them. Students will compare and contrast flashy versus flat hydrographs and explain reasons for why they might be that way, either from human or physical features. Task 1: Starter - Retrieval, Using the information they learnt in the previous lesson. Hook- Students to explain what they think the image means, or what it has to do with the lesson. Task 2: What causes physical factors cause flooding Task 3: Calculating discharge and why it is important in flooding Task 4: Students to add annotations to the hydrograph on their worksheet to explain what each part is. Task 5: Identify why the river is more likely to flood and why? Task 5: Main Task - Practice exam questions- “Describe the difference between the two hydrographs (4 marks).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words. Task 5: Plenary - Match up the labels to each point on the graph. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced, differentiated and up to date lesson on the human and physical causes of flood risk. Students will learn about how different features contribute to flooding events and evaluate if HICs or LICs are more significantly affected. Task 1: Starter - Retrieval, Using the information they learnt in the previous lesson. Hook- Students to explain what they think the image means, or what it has to do with the lesson. Task 2: Which of the drainage basins are more likely to flood and why? Task 3: Key Term Match Up Task 4: Students to read through the different causes of flooding and put them into human or physical factors Task 5: Main Task - Practice exam questions- “Explain why the town of Boscastle in Cornwall is likely to suffer from flooding (6 marks).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words. Task 5: Plenary - Home Learning - Explain why the effects of flooding are worse in LICs. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced, differentiated and up to date lesson on what soft engineering along a river is, and the four management strategies involved. Students will then identify the cost and benefits of each strategy and then will evaluate which is the most effective and why. Task 1: Starter - Retrieval, Using the information they learnt in the previous lesson. Hook- Students to explain what they think the image means, or what it has to do with the lesson. Task 2: A quick recap on what soft engineering strategies are and why they are used. Task 3: Students to read through information and analyses what each strategy is and identify their costs and benefits. Task 4: Main Task - Practice exam questions- "Use examples of two soft engineering river flood management strategies to show how it has a limited effect on the environment (6).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words. Task 5: Plenary - Fill your hard hat, describe and identify hard engineering strategies. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced, differentiated and up to date lesson on what hard engineering along a river is, and the four management strategies involved. Students will then identify the cost and benefits of each strategy and then will evaluate which is the most effective and why Task 1: Starter - Retrieval, Using the information they learnt in the previous lesson. Hook- Students to explain what they think the image means, or what it has to do with the lesson. Task 2: A quick recap on what hard engineering strategies are and why they are used. Task 3: Students to read through information and analyses what each strategy is and identify their costs and benefits. Task 4: Main Task - Practice exam questions- "To what extent are hard engineering schemes sustainable (6 marks)” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words. Task 5: Plenary - Fill your hard hat, describe and identify hard engineering strategies. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced, differentiated and up to date lesson on the features of the lower course. Students will learn about depositional features such as levees, floodplains and estuaries. Task 1: Starter - Retrieval, Using the information they learnt in the previous lesson. Hook- Students to explain what they think the image means, or what it has to do with the lesson. Task 2: Field sketch and describe the appearance of a floodplain. Task 3: Create labels on how levees form Task 4: Students to draw and label how a meander forms. Task 5: Describe how the tide causes an estuary to occur. Task 5: Main Task - Practice exam questions- “Describe how a features found in the lower course of a river is formed (4).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words. Task 5: Plenary - Key Term Trade **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced, differentiated and up to date lesson on the features of the middle course. Students will learn about the erosional features and depositional features such as meanders and oxbow lakes. Task 1: Starter - Retrieval, Using the information they learnt in the previous lesson. Hook- Students to explain what they think the image means, or what it has to do with the lesson. Task 2: Field sketch and describe the cross-section of a meander. Task 3: Watch a video about how meanders turn into oxbow lakes Task 4: Students to draw and label how a meander forms. Task 5: Students to label the five steps to the formation of an oxbow lake Task 5: Main Task - Practice exam questions- “Explain how an ox-bow lake could form on the river shown in Figure 1 (6).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words. Task 5: Plenary - Odd one Out **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced, differentiated and up to date lesson on the different types of erosion and transportation. Then students will link erosion, transportation, are deposition to velocity and particle size. Task 1: Starter - Retrieval, Using the information they learnt in the previous lesson. Hook- Students to explain what they think the image means, or what it has to do with the lesson. Task 2: Watch the video and make notes on what transportation is. Task 3: Using the key terms students sort the transportation descriptions to the key term. Task 4: Students then label the key terms on a diagram to cement knowledge. Task 5: Main Task - Practice exam questions- “How does velocity affect transportation and deposition (4).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words. Task 5: Plenary - Write down four pieces of knowledge they have gained today. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced, differentiated and up to date lesson on how tourism in Jamaica has improved the development of the area. Students will investigate where Jamaica is located, describe how tourism has increased in the last 50 years and how tourism has improved the economy of the area. Task 1: Starter - Application of knowledge- Recap on how waterfalls are formed (6 marks) Task 2: Geography Skills: Describe the location of Jamaica (4 marks) Task 3: Watch the video on how tourism affects Jamaica. Task 4: Students to complete the multiplier effect circle. Task 5: Main Task - Practice exam questions- “Evaluate, the role of tourism in reducing the development gap in an area you have studied (9 marks).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words. Task 5: Plenary - Revise for next physical revision - Meanders/ Oxbow Lakes **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced, differentiated, and up-to-date lesson on two contrasting rural areas with population increase and decrease. This lesson covers South Cambridgeshire (population increase) and Outer Hebrides (population decrease) Task 1: Starter - Application of knowledge- Read, Write, Mark, students have 4 minutes to recap learning on rotational cliff slumping. Then write down as much as they can remember, then mark accuracy. Task 2: Geography Skills: Graph Analysis - Describe the type of graph, describe the change in urban population in the UK. Task 3: Geography Skills: Describe location - Describe the location of the Outer Hebrides, then describe the location of South Cambridgeshire. Task 4: Main Task - Practice exam questions- “Contrast the economic challenges associated with rural areas of population growth and decline (6 marks)” High-ability students will complete this with limited scaffolding. LA students can use sentence starters and keywords for help. Task 5: Plenary - Revise for exam question on rotational cliff slumping. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on debt in developing countries, and introduction into what national and global debt is. Task 1: Starter - Answer true and false questions about previous learning Task 2: Define debt then writing the definition on their worksheet Task 3: Read through the different facts about debt and students are to pick which they think is positive and negative Task 4: Main Task - Long form writing- Evaluate the benefits of debt on developing countries Task 5: Plenary - On whiteboards, students to give ideas on what projects that developing nations need to improve infrastructure. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on educational inequality, an introduction into what educational inequality is, the difference between state and public school and how this affects the UK. Task 1: Starter - Answer true and false questions about previous learning Task 2: Define educational inequality then writing the definition on their worksheet Task 3: Read through the different facts and graphs about educational inequalities and students have to describe the difference between the north and south Task 4: Main Task - Long form writing- students to define what educational inequality is, outline how it changes depending on where they live using facts and figures. Then to give examples of how the government reduce education inequality through the UK. Task 5: Plenary - Explain why the life expectancy of poor people are lower than their rich peers. **Download contains PowerPoint and worksheet for the lesson. **

Students will be able to describe how our climate has changed over time, why it has changed over time and interpret graphs that link CO2 to temperature to sea-level rise. Then students will identify the natural causes of climate change and the human causes of climate change. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: On whiteboards come up with theories about how we know the climate has changed in the past. Task 3: Using the worksheet, students evaluate which is the most accurate/ best proxy for climate reconstruction and place them in a diamond 9. Task 4: Main Task: Students to describe how we know our climate is changing through evaluation of proxies. Task 5: Plenary: What do we think our planet was like during the last Ice Age? Lesson contains PowerPoint and worksheet