A lesson designed on the human and physical causes of river flooding. This lesson is designed to develop pupils understanding of the causes by encouraging developed explanations. The lesson finishes off with an exam style question. Suitable for KS3 or GCSE as part of the Rivers unit.

Pupils will learn about what a transnational corporation is and the impact of Nike and Coca Cola on India (both advantages and disadvantages). There are also wider links made to globalisation and the multiplier effect. Pupils will also take part in a decision making activity on whether another Coca Cola factory should be built using stakeholder viewpoints to help guide their decision. Pupils are encouraged to present their decisions to the class whilst the rest of the class can make notes on the differing viewpoints. Finally, pupils will reflect on the impact TNC’s have had on the development of India.

Pupils will learn about India’s pattern of water stress and the causes and effects of this. Pupils will then look at strategies that Water Harvest have implemented to overcome the challenges of water stress that India face. Pupils will then be required to evaluate each strategy and come to a decision. Finally, pupils will explore how water scarcity can impact India’s development.

Pupils will learn about Monsoons in India and the effects this has on development. Pupils will complete a diamond 9 to evaluate the significance of the causes of flooding and categorise these into both physical and human causes.

This lesson can be separated into two and this is identified on the Powerpoint. The first lesson allows pupils to explore the characteristics of a slum in Mumbai. Pupils will then be able to compare the similarities and differences of living here in comparison with a slum in Kenya and in Rio. The second lesson allows pupils to participate in a decision making activity. This is aimed at pupils identifying the improvements required to improve the conditions in the slum. Pupils will then make a decision on whether the area is a slum of hope or despair.

This lesson can be split over two lessons and is separated as such on the PowerPoint. Pupils will learn about each stage in the Demographic Transition Model and will be challenged to interpret this by looking at what is happening in each stage to birth and death rates as well as population change. Pupils will be asked to explain the reasons for these changes and the results that come from the changes. As an additional activity, pupils will then be given information from a range of Asian countries and will be asked to place them on the appropriate stage of the DTM. Pupils will then move on to learn about population pyramids. They will be tasked with drawing a population pyramid and then interpret this and link each population pyramid to a stage in the DTM. Suitable for Key Stage 3 on a unit for Development. Can also be used for Changing Economic World as part of the GCSE AQA Specification.

A lesson focusing on Lower Course River Landforms, particularly, Floodplains, Levees, Estuaries and Mudflats. The examples used are specific to the River Tees but this can easily be modified if it doesn’t suit what you are teaching. This lesson is suitable for Year 9 and also for GCSE when teaching Rivers.

A lesson designed to teach pupils how to interpret flood hydrograph. Activities include: Defining terminology. Video to show a storm event. Drawing own flood hydrograph using data (Boscastle). Annotating their own flood hydrograph. Comparing flood hydrographs characteristics and explanations as to why the hydrographs are different. Exam question to apply knowledge with mark scheme. Suitable for Year 9 and GCSE when teaching Rivers.

An assembly that starts by looking at Easter traditions and where these have originated from. The assembly them moves on to focus on the real meaning of Easter - New Beginnings and asks students to take this time as an opportunity to make positive changes with a key message of don’t waste time. Assembly is ready to use and full script included. Please note: This assembly is not focused on religion - it only refers to Christianity in the first section as an explanation to where Easter originates from.

Pupils will learn a range of hard and soft engineering techniques to reduce river flooding. For each strategy pupils will know how they work and advantages and disadvantages of them. Pupils will then be challenged further to categorise the advantages and disadvantages into social, economic and environmental. There is then a further activity to allow pupils to apply their knowledge to the River Tees (this can be skipped if you would prefer to use a different case study). Suitable for Year 9 and GCSE if teaching Rivers.

A lesson focusing on Upper Course River Landforms, particularly, Interlocking Spurs, Waterfalls and Rapids. The examples used are specific to the River Tees but this can easily be modified if it doesn’t suit what you are teaching. This lesson is suitable for Year 9 and also for GCSE when teaching Rivers.

A lesson focusing on Middle Course River Landforms, particularly, Meanders and Oxbow Lakes. The examples used are specific to the River Tees but this can easily be modified if it doesn’t suit what you are teaching. This lesson is suitable for Year 9 and also for GCSE when teaching Rivers.

For teaching Rivers AQA Specification but can also be used to teach core knowledge of Rivers at KS3. Learning Objective: To learn how a river transforms from source to mouth. This lesson has a focus on the River Tees but this can be easily adapted to suit any case study. Pupils will compare the three courses of a river through the use of a video and images. Pupils will then learn the difference between a long profile and a cross profile and will be able to draw out a full long profile with annotations of what the characteristics are like at each course.

AQA Rivers specification which can also be used to teach Rivers core knowledge at KS3. Learning Objective: To learn about the drainage basin and fluvial processes. Pupils will learn the drainage basin key terminology and test this knowledge using exam style questions including map based skills. Pupils will then learn the four erosional and four transportational processes. This will be followed by pupils learning about the Hjulstrom Curve with questions to test pupils application skills at interpreting the graph.

Assembly is ready to use with a full script included. (I’ve attached a preview of the script to go alongside the first couple of slides). The assembly looks at the importance of a growth mindset rather than a fixed mindset. Explanations about how adding ‘yet’ to ‘I can’t do it’ can lead to progress. This is looked at in more detail in relation to rock climbing and riding a bike before analysing the learning pit.

An assembly that looks at the importance of making positive new years resolutions with a focus on ‘I will do…’ rather than ‘I will not…’. The assembly then looks at Kobe Bryant and uses him as an inspirational role model. Full script for the assembly is included so it can be used immediately (I’ve included a sample of the first couple of slides).

An assembly that looks at the importance of making amends and how to do this effectively with a direct link to primary and secondary behaviour. This assembly also uses Ant McPartlin as an example throughout. Full script (2 pages long) included. The assembly is ready to use.

Assembly all about appreciation. Full script included for the assembly (I’ve given a preview of the script to go with the first couple of slides). The assembly looks at the things we take for granted in school and comparing school journeys and classrooms around the world. It finishes off with an appreciation activity where pupils can write thank you cards to staff during a follow up tutor time. Assembly is ready to be used for any year group.

Full script included (i’ve given you a preview of the script to go with the first couple of slides). Assembly ready to use. Assembly starts with looking at a range of typical challenging scenarios pupils find themselves in. The scenarios are then revisited with a positive outlook. Following on from this, there is a case study of Emma Raducanu. This all then links back to having a positive mindset and a growth mindset.

The assembly is ready to use and full script included (I’ve given you a preview of the script to go with the first couple of slides). It starts with areas of intolerance. This follows with UK statistics of hate crime and looking at the reasons why hate crime is increasing. The assembly then looks at what life would look like if we were all the same.