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Developing_Geography_BME

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I am Head of Geography and previously an International Development Advisor for the UK and Rwandan governments, and Oxfam. I am passionate about developing high quality lessons using the latest research and accelerated learning principles. My lessons use an investigative approach to help students explore the real world with real data and make their own decisions. I am currently developing full schemes of work to deliver the new 2016 Geography GCSE and A Levels.

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I am Head of Geography and previously an International Development Advisor for the UK and Rwandan governments, and Oxfam. I am passionate about developing high quality lessons using the latest research and accelerated learning principles. My lessons use an investigative approach to help students explore the real world with real data and make their own decisions. I am currently developing full schemes of work to deliver the new 2016 Geography GCSE and A Levels.

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L8 - How Has Birmingham's Population Changed?
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L8 - How Has Birmingham's Population Changed?

£3.00
(1)
Whole GCSE lesson to investigate how Birmingham's demography and ethnicity has changed over time using choropleth maps and graphs. As part of a scheme of work to deliver new GCSE Geography B specification (2016) on the UK's Human Geography.
L7 - What is Birmingham's Structure & Function Like?
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L7 - What is Birmingham's Structure & Function Like?

£3.00
(1)
Whole GCSE lesson to investigate Birmingham's land use and functions using virtual fieldwork and Hoyt's concentric ring model. As part of a bundle which includes map handouts and virtual fieldwork task sheets to deliver new GCSE Geography B specification (2016)
L2.9 - How does development create inequalities in India (core-periphery & demographic change)
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L2.9 - How does development create inequalities in India (core-periphery & demographic change)

£3.00
(1)
A lesson on how economic growth can create positive and negative impacts on people, including demographic change, using the case study of Mahrashtra and Bihar state in India and the core-periphery theory. Part of scheme of work written to deliver the new GCSE Geography 2016 specifications. Activities are differentiated and include: * Starter which links to previous lesson's key concepts * Data exercise (calculating difference from the mean) * Gallery of labelled images showing development disparities, for students to annotate core-periphery diagrams; * Cause and effect social changes match-up exercise * Homework
L2.11 - India which way now? How rapid economic growth has changed India's geopolitical influence
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L2.11 - India which way now? How rapid economic growth has changed India's geopolitical influence

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(5)
A whole lesson on how economic growth has changed India's geopolitical influence, and exploring conflicting views on the role of FDI in India's future. Part of scheme of work written to deliver the new GCSE Geography 2016 specifications on Development Dynamics. Activities are differentiated and include: * Starter which links to key concepts * A mapping of foreign relationships exercise * A problem solving exercise exploring key concepts across the Development Dynamic unit
L2.7 - How TNCs create top-down growth
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L2.7 - How TNCs create top-down growth

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A whole lesson to teach the characteristics of top-down development projects and pros and cons of TNCs as a source of FDI for developing countries, using BT in India as a case study. Written to deliver a key topic in human economic geography, and core to the new GCSE Geography exam board specs on development for 2016. Activities include: Card sort on TNC factories as top-down development approaches, with pros and cons Diamond ranking on related government policies for development.
L2.3 - Causes and consequences of global inequality
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L2.3 - Causes and consequences of global inequality

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What are the causes and consequences of global inequality? L2.3 of a series to deliver new 2016 GCSE specifications on Development Dynamics. Complete lesson with differentiated activities based on latest resources, and progress checks. Cross-checked against Edexcel specification and 2 different textbooks. Its future-proof and easy to deliver. Requires Pearson or Oxford University Press's Geography B GCSE textbook 2016
L2.6 - Emerging India's Strategic Location
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L2.6 - Emerging India's Strategic Location

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A lesson on India's strategic location and how its physical geography has influenced its rapid economic growth. Written to deliver key topic the new GCSE Geography exam board specs for 2016. Activities include: Graphigacy exercise Drawing proportional flow line maps Includes homework exercise
L2.5 - Will Malawi always be dependent? (Dependency Theory)
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L2.5 - Will Malawi always be dependent? (Dependency Theory)

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Uses Malawi's development history to explore Frank's Dependency, a key topic in human geography, and core to the new GCSE Geography exam board specs for 2016 on Development Dynamics. Activities are differentiated and include: * Starter which links to previous lesson's key concepts * Spider diagrams * Annotation of dependency theory diagrams with case study information
L2.1 Measuring development
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L2.1 Measuring development

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Complete GCSE lesson with powerpoint and learning resources on measuring development using single and composite indicators. First of a scheme of work to deliver Edexcel/ Pearson's new 2016 Geography B specification. Comprehensive 4 stage lessons with keywords and skills consistent with Edexcel's GCSE Geography B specification. Differentiated resources and progress checks included.
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L2.9 - how does development create inequalities in India
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L2.9 - how does development create inequalities in India

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3 Resources
A whole lesson including activitiesA lesson on how economic growth can create positive and negative impacts on people, including demographic change, using the case study of Mahrashtra and Bihar state in India and the core-periphery theory. Part of scheme of work written to deliver the new GCSE Geography 2016 specifications. Activities are differentiated and include: * Starter which links to previous lesson's key concepts * Data exercise (calculating difference from the mean) * Gallery of labelled images showing development disparities, for students to annotate core-periphery diagrams; * Cause and effect social changes match-up exercise * Homework
L2.4 -How did Japan Take-off? (Rostow's Modernisation Theory)
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L2.4 -How did Japan Take-off? (Rostow's Modernisation Theory)

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(1)
Uses Japan's development history to explore Rostow's Theory of Modernisation, a key topic in human geography, and core to the new GCSE Geography exam board specs for 2016 on Development Dynamics. Activities include: a) a living diagram exercise using the life story of 'Mr Tokugara' and grandsons, and how they experienced Japan's takeoff; b) a data exercise to prepare students for linked exam questions c) exploring Japan's rapid growth using gapminder.org graphs.
L2.2 - Development & Demography
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L2.2 - Development & Demography

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How does development status affect demographic structure? Teaches how population pyramids vary with development status and why, with independent student investigation using the latest online resources. L2.2 of a series to deliver Edexcel Geography B's new 2016 GCSE specification.. Complete lesson with learning objectives, differentiated activities based on latest resources, and progress checks. Cross-checked against Edexcel specification and 2 different textbooks. Its future-proof and easy to deliver.
L2.10 - Does economic development cost the earth? Environment versus development in India
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L2.10 - Does economic development cost the earth? Environment versus development in India

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A whole lesson on how economic growth creates negative environmental impacts in India. Part of scheme of work written to deliver the new GCSE Geography 2016 specifications on Development Dynamics. Activities are differentiated and include: * Starter which links to previous lesson's key concepts * Compass Rose exercise exploring environmental problems in India * Team teaching exercise * 2 by 4 thinking 4-point scale solution ranking exercise
L2.4 Activity - Japan's Takeoff - Modernisation Theory Living Graph cards
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L2.4 Activity - Japan's Takeoff - Modernisation Theory Living Graph cards

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These are cards for a living graph exercise (differentiated for different abilities) using the life story of 'Mr Tokugara' and grandsons to explore Rostow's Modernisation theory and its application to Japan, a key topic in human geography, and core to the new GCSE Geography exam board specs for 2016. Teacher's solutions (cards sorted) page included.
L9 - How does life vary across Birmingham?
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L9 - How does life vary across Birmingham?

£3.00
(1)
Whole lesson (differentiated)using online interactive choropleth mapping of the Index of Multiple Deprivation to investigate how deprivation and inequality varies across Birmingham. As part of a scheme of work to deliver new GCSE Geography B specification (2016) on the UK's Human Geography. internet access + student pcs required.
Bundle
L9 - How does life vary across Birmingham?
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L9 - How does life vary across Birmingham?

£3.00Save 50%
3 Resources
Whole lesson (differentiated)using online interactive choropleth mapping of the Index of Multiple Deprivation to investigate how deprivation and inequality varies across Birmingham. As part of a scheme of work to deliver new GCSE Geography B specification (2016) on the UK's Human Geography. internet access + student pcs required.