This 62 page booklet allows students to explore India through a variety of activities both students and teacher lead. Chapters include, amongst others,: Why Travel To India? What Is India’s Climate Like? What Makes Up India’s Culture? A Taste Of India? Taj Mahal Ganges River Himalayas Thar Desert India’s Wealth Cycle Of Poverty What’s In India’s Future? For further resources on Hinduism and Diwali please visit: https://www.tes.com/teaching-resource/hinduism-ks-3-and-4-10000468 https://www.tes.com/teaching-resource/diwali-ks-3-and-4-11147240

This five page activity allows students to explore where Las Vegas is, whether it is sustainable, why it is so dry and how they are trying to over come this by using Xeriscaping

This 13 page booklet helps students to develop their fieldwork skills but looking at a specific location, Box Hill in Surrey. Titles include: Where Is Box Hill? Background To Box Hill A Hill For All Seasons Sketching Box Hill Environmental Survey At Box Hill Measuring Litter At Box Hill Box Hill Flowers

This booklet introduces the students to why we carry out fieldwork within Geography for coursework or class investigations, and the types and uses of data sources. Four and six figure grid references are explained and practised alongside learning OS map symbols. Environmental surveys are carried out within their learning surroundings, with their positive and negative aspects being discussed. The students practice drawing their own field sketches having discussed the “Do’s” and “Don’ts” of these and carry out a practical using quadrats in which they build their bar graph skills by presenting their results. Measuring litter gives the students the opportunity to survey their school grounds and progress their pie graph skills and draw conclusions from their results. The booklet concludes with a discussion of appropriate and suitable questions for questionnaires. A range of individual and group activities are incorporated within this booklet, including, gathering research from print and in person, drawing graphs and annotating the data, as well as discussing the pros and cons of each technique and how some of these can be overcome or restricted. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This 46 page booklet gives students the opportunity to explore Africa as a continent, who lives there, how it was discovered by Westerners and some of the following titles: What’s Africa’s Environment Like?, Central African Rainforest, Lake Victoria, Great Valley Rift, Victoria Falls, Kalahari Desert, A Taste Of Africa, African Tribal Face Painting, Recycling In Africa,

This booklet introduces students to the global links within sports, specifically football. We investigate the origin of top players and how these have changed over twenty years. Child labour, shanty towns and The Atlanta Agreement are discussed in relation to Brazil readying itself to host the 2014 Word Cup. The unit concludes with the students considering whether they think Brazil should have held the World Cup having considered the social economic and environmental impacts. A range of individual and group activities are incorporated within this booklet including map reading and annotating, gathering research from print and students drawing their own conclusions from materials gathered. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This unit of work begins by asking students to define religion and why they think people choose to follow them. The students complete a graph showing the percentages o religions in India and demonstrate what they believe they already know or understand of Hinduism. The story of ‘A Mysterious Beast’ helps to illustrate the diversity of Hinduism through a jigsaw-tyle game and the structure of the Hindu gods is explained. Reincarnation, karma, medication and yoga are discussed in regard to how Hindus live their lives and how they believe it can affect life after death. Hindus believe in ‘ashramas’ – the four stages of life every Hindu should go through. The students discuss when they think we enter each stage and what our responsibilities are at each stage, concluding with what they believe are the four important stages of their lives and a description of these. The background and traditions of Diwali are introduced through the story of Rama and Sita which explains why the ‘Festival Of Lights’ is celebrated and why Divas - small clay lamps – are an important part of the celebration. The students discover cultural and religious festivals where light plays an important role and discuss why these similarities have arisen. The students are then given the opportunity to produce a collage or design a card depicting the beauty and wonderful colours of Diwali. Pilgrimages are important across many cultures and religions, and many Hindus will travel to the River Ganges as part of theirs. The legend surrounding the goddess Ganga is told and the effects on the river from the many visitors and industrialisation of India is debated. A range of individual and group activities are incorporated within this booklet, including, gathering research from print, drawing a story board, annotating their thoughts and ideas, drawing graphs, games and peer assessment. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons. For a booklet looking into India as a whole country and Diwali please visit: https://www.tes.co.uk/teaching-resource/india-ks3-and-4-11025616 https://www.tes.com/teaching-resource/hinduism-ks-3-and-4-10000468

This 17 page booklet allows students to investigate our National Parks. It covers a number of Geographical topics including map work, impacts of tourism and solutions to these and discussion on whether National Parks are still considered important. Some of the titles included in this booklet are: What Is A National Park?, What Makes The New Forest National Park A Honey Pot Site?, What Impacts Can Visitors Have On Our National Parks?, Should The South Downs Have Been Included In Britain’s National Parks? Do We Still Need National Parks?

This worksheet allows students to fill in the gaps to explain how a hurricane is formed

This sheet gives students reminders of what they need to include when revising and sitting their Geography exams

This lesson looks at where Dubai is and the tourist opportunities available there. The students also have a change to predict its future and back up their own opinions

This lesson helps students to learn the names of the continents and landmass scales. As well as which countries are found in each continent

Students are able to identify what ‘grasslands’ are, identify the key members of a food chain and be able to produce a food chain for a given environment

Students are able to identify how plants adapt their leaves for their environment, explain what tundra is and to explain how animals have adapted to survive in the tundra

This lesson allows students to understand what makes up an ecosystem, they key eaters and be able to identify them

This lesson plan helps student to learn about four-figure grid references to be able to plot Africa's relief and describe it

This lesson allows students to understand how African children games are invented and gives them the opportunity to come up with their own version and peer assess them

This lesson allows students to identify different fruits and vegetables which originate from Africa. They sample the foods and give a detailed description of specific fruits. They also have the opportunity to compare differences between ours and traditional African meal times

This lesson allows students to think about what we recycle and of these we actually personally reuse. The students watch a video showing how people in Africa reuse water bottles and are given the chance to make their own toy from a water bottle

The students discuss why people decide to get tattoos, understand the meaning of colours within tribal body painting and design their own war paint