This resource is deigned to revise ecosystems over two lessons. Included in resource are the following topics: Ecosystem scales Ecosystem location Types of ecosystem Climate data Causes and effects of deforestation Rainforest management case study Location of coral reefs Coral reef nutrient cycle Threats to coral reefs Management of coral reefs Coral quiz At the end of the resources are pupil booklets. The first page of the booklet acts as a plenary for pupils to evaluate their progress in the lesson and to identify what and how to revise next. The resource is easily editable for your own case studies.

This resource is deigned to revise global development over two lessons. Included in resource are the following topics: Case study facts Indicators of development Rostow’s model of growth Aid Aid case study; Charity water Population pyramids Physical factors and development of Ethiopia Trade affecting development of Ethiopia Political development of Ethiopia Population growth and employment structure graphs TNCs in Ethiopia Urban growth – push and pull factors Contemporary challenges in Mumbai Solutions to contemporary challenges in Mumbai At the end of the resources are pupil booklets. These are differentiated for more and less able. The first page of the booklet acts as a plenary for pupils to evaluate their progress in the lesson and to identify what and how to revise next.

This contains resources to help students to prepare for statistical questions in their examinations. There are information/revision sheets for each type of statistical test (Mann Whitney, T test, Chi squared and Spearman’s Rank). These include a definition, worked example and significance analysis. In addition there are formulas for mean, mode, median, range, upper quartile, lower quartile and interquartile range.There is also a worked example for upper quartile and standard deviation. Next, there is a card sort with definitions and examples. After that there are a number of opportunities to calculate upper quartile, lower quartile, inter quartile range, mean, mode, median and standard deviation, with answer slides included. At the end of the PowerPoint are the Student resources.

The aim of this lesson is to build up a case study of sustainable transport in Mumbai. The lesson starts by introducing the students to a definition of sustainable transport. Next the students are split into groups. They are given a resource linked to one of three sustainable transport solutions, these include improved rail links, new road building and improvements in bus transport. They are given 10 minutes to read this and then create a teaching resource on flip chart paper. After that each group takes it in turn to teach the class. They should outline the sustainable strategies and explain how they work. Whilst talking, the other students should take notes on their speech in order to complete a PEE paragraph. They will also need to write a paragraph about their own solution. At the end of the speech they should rate their teacher. They can use a different colour for each of the two groups that they will hear on their rate my teacher sheet. Finally, they can practice planning an 8 mark answer and assess their note taking sheet. All resources are included at the end of the PowerPoint.

This resource will cover two lessons. Firstly, the students are reminded of what is meant by a contemporary challenge to a city. They are then given a note taking sheet with space to write 6 PEE paragraphs. Next they are then given a series of facts about the challenges if housing availability focusing on both rich and poor residents of the city. Students should select two facts and add then to the Point Evidence column. Next show the students the Kevin McCloud Slumming it programme. This will help them to develop a much more sophisticated sense of place, develop empathy with the residents and a greater understanding of the challenges of living in a slum. In the next lesson students are given information about the challenges of waste management and transport provision, accompanied by photos and clips. They should use these to complete the Point Evidence column. They are then given a sheet with text boxes containing explanatory comments. They are asked to classify these into transport provision, housing accessibility and waste management. Answers provided. After that the students should use these to complete the explanation column, using two connectives for each explanation. They are then required to evaluate which challenge has the biggest impact. Finally, there is an opportunity to go over how to plan an answer to an 8 mark question and use a mark scheme to assess their answers. All resources are included in the PowerPoint.

This lesson aims to familiarise students with rapid urban growth in Mumbai and the urban zones that have resulted from this. It also aims to encourage students to develop a sense of place and empathise with residents through a story telling activity. Firstly, students are shown a clip from the opening titles of Slum Dog Millionaire. Whilst watching they are asked to consider what they know, think they know and would like to know about Mumbai. Next students are given an urban land use map of Mumbai and shown photos of the zones to help them to make more sense of the map. After that are a series of discussion questions designed to consolidate this understanding. Next the students will be read an extract and asked to annotate their map with sketches and details. I recommend you read the extract twice. After that the students should get into groups of 4 to share their notes and to add additional detail to their maps. Finally, the students should return to the questions they answered at the start if the lesson and update their responses. It would be interesting to find out if anyone had found out the answers to things that they would like to know. All resources are included at the end of the PowerPoint.

The aim of this lesson is to gain an understanding of the location and characteristics of Mumbai including population growth, ethnic mix and its global, national and regional context. This will help the students to build a sense of place. The lesson starts by locating the city using maps at a range of scales, from which the students will write a location description. After that the students shown a range of images of Mumbai to create a sense of place. They are then required to classify a series of statements about Mumbai into global, national and regional links. Next, is a comprehension activity on internal migration within India to Mumbai. After that the students have two maps to annotate to show the international migration routes and the number of people that undertake them. Next, is a graph of population growth for the students to describe. Finally, students are given data to show the ethnic mix of Mumbai. They are asked to select which type of graph to draw and to draw it. All resources are included at the end of the PowerPoint.

This lesson is designed to revise the way in which processes and time combine to form landforms on a low energy coastline. It focuses on Farewell Spit ( and it’s sand dunes and salt mashes) in New Zealand. At the start the students are asked to produce an annotated diagram of LSD. Next the students are shown a range of images of farewell spit. They have a copy of these and are asked to label the spit features that they can see on them. Next, the students are given a worksheet on which to write an explanation of spit formation (including salt marshes). After that, there is a model examination answer sheet to complete. This could be done for homework or in the lesson. Then the students are given a table of facts about Farewell Spit and have to try and explain what the fact is (answers provided). These include facts about the different timescales over which the landforms were created. Next, there are series of examination questions for the students to plan. Finally, there is another copy of the fact quiz to see what they can recall now they have revised the information. All resources are included in the PowerPoint.

This lesson is designed to revise the landforms on a high energy coastline and the way in which it has changed at different timescale from seconds to millennia. The lesson starts with a factual recall quiz, designed to undertaken again at the end of the lesson to show improvement. Answers are provided. Next there is a carousel of information sheets. Students are provided with a note taking sheet and should collect information from the sheets around the classroom in order to complete it. Next the teacher should go through the information collected and answer any questions. After that there are a series of questions for the students to plan responses to. these could be completed as a homework task. Finally students can redo the quiz to see what they have learned during the lesson and where there are still gaps in their knowledge. All resources are included at the end of the PowerPoint.

The lesson introduces the students to the type of examination questions that they can expect and the range of landforms that they are required to know. They are also reminded of what makes a good landforms answer. Firstly, students are given a factual recall test for the different landforms they are required to learn. Answers are provided. Students are the asked to complete flash revision cards for the different landforms. At the end of the lesson is a 40 minute processes and landforms test for the students to undertake as homework or in a subsequent lesson. All resources are include within the PowerPoint.

This lesson aims to revise the key geomorphic preocesses. Answer slides are included within the PowerPoint and all resources are at the end of the PowerPoint. Processes revised include marine/erosion, sub-aerial/weathering, mass movement, waves, wave refraction, sediment cells and LSD. resources included are definition revision cards, landform revision homework sheets. wave characteristic classification and mass movement interpretation.

In this lesson students will learn about political development in Ethiopia from 1935 and its impacts on the economy. to the current Tigran civil War satrted in 2020, which threatens to further development of the country. Firstly, the students are given a time line of political developments. The PowerPoint takes each part of the time line in turn so the teacher can explain the developments and their impacts to the students. There are a series of video clips and audio clips to help students develop a greater understanding and appreciation of the changes. Next there is a work sheet included. Students need to complete the PEE paragraphs to explain the impacts of the developments on the economy. This can be assessed using the mark scheme or students can be asked to learn it for a test in a subsequent lesson. To end there is a factual recall quiz with answers. All resources are included within the PowerPoint

Firstly, the students are shown a pie chart of employment structure in Ethiopia. They are asked to classify Ethiopia as either and LIDC or EDC. Next they are shown a diagram of Rostow’s development model and asked to identify which stage Ethiopia is in. This sets the scene for Ethiopia becoming a suitable host country for TNCs. Next the students are given a globalisation glossary most of these terms will be familiar and this activity will act as revision. The students are introduced to what a TNC is and asked to guess what the 10 biggest TNCs are. After that they are given info on some TNCs in Ethiopia and reasons why TNCs locate there and are asked to match the reasons to the company. More than one reason may apply. Next they are asked to classify the advantages and disadvantages of TNCs to Ethiopia. To finish are a selection of 4 mark examination questions about international investment. All resources are included at the end of the PowerPoint.

In this lesson the students will start by being introduced to the problem of water supply in Ethiopia. The students will learn about charity: water - an aid project through a series of clips and photos. Next they will undertake a story telling activity to learn about the aid project through the eyes of 3 characters. They are each given a character and key questions to listen out for the answers to. They are given a note taking sheet. After reading the story once there are comprehension / discussion questions for the students to undertake. Next they are read the story again. After that they get into groups of the same character to ensure they have all the notes from the story. They then get into groups of different characters to share information. After that they take part in an opinion line activity to assess the success of charity:water. This will help them to develop their conclusion writing skills. All resources are included.

This lesson is designed to get students thinking about the solutions to the trade deficit that occurs in Ethiopia. Essentially you are trying to get them to think about how to turn primary goods into manufactured goods in order to improve the balance of trade but the students need to discover this for themselves. Start by explaining how rich countries have a trade surplus and poor countries have a trade deficit. Then explain the impact of supply and demand of product prices. Next the students are asked to consider primary goods that could be produced in Africa and to classify them into either limited supply or plentiful supply e.g. diamonds = limited, coffee = plentiful. Next show the students a map showing major mineral exports from a variety of African counties and outline the problems of relying on trading these products. Next get the students in groups of 3-4 to find a map of Ethiopia in their atlases and give them a data sheet with Ethiopian data and UK data for comparison. Also give out a spider diagram sheet with key questions. Students need to consider the changes they would make to improve the balance of trade in Ethiopia and record them on the key question sheet e.g. improving infrastructure, overcoming problems of being land locked, war with Eritrea, drought. The teacher will need to circulate and prompt students and answer questions. At the end select some students to feedback their plans. Finally outline other problems that will also impact on improving the balance of trade. All resources are included at the end of the PowerPoint.

Firstly, the students are given a glossary of trade definitions to complete. Next the students are shown a table of the goods exported from countries at a range of levels of development. Students should be asked to identify the pattern of exports. On slide 4 there are images and text to act as prompts to explain how trade affects development. Next the students are asked to interpret a pie chart showing the share of world trade in ACs, EDCs and LIDCs. After that the students are given data about Ethiopia's imports and exports and asked to identify the impact of trade on the country. Next the students are asked to plot on a map the countries that Ethiopia imports from and exports to. This map can then be used to make links to bilateral aid. Finally, the students are given data about the value of exports and imports in Ethiopia and are asked to assess the impact of trade. All resources are included in the PowerPoint.

Firstly, the students are asked to use an atlas to locate a range of features into an outline map of Ethiopia. They are then asked to describe the location of Ethiopia. After that they are asked to use the atlases to create a fact file about Ethiopia. Next they are asked to interpret and describe a climate graph of Ethiopia. Then the students are introduced to the landscape, using photos to show the different physical features. They can locate this information on a map. After that the students are asked to identify the different ecosystems of Ethiopia. They could undertake map comparison to explain why different ecosystems occur in certain areas. All resources are included at the end of the PowerPoint.