7th lesson in the GCSE Living world topic - This is designed to me completed at home via distance learning. **Topic: Managing the Tropical Rainforest ** We use Taman Negara as a case study - but could be adapted to suit the school and structure could be used. WORKBOOK - POWERPOINT - ANSWER BOOKLET To be used with GCSE Geography AQA Student Book (GCSE Geography AQA 2016) by Simon Ross and Nick Rowles **LESSON PLAN ** How can people use the rainforest without the negative impacts? Think about this on your own first. Then follow the link to the BBC clip to help you further and compete the bubble on the note sheet. Use this clip to help you understand about sustainable methods of cutting down trees - IT ISN’T ALL BAD! Start working your way through the PP. Fill in the definitions on the note sheet from PP Watch the clips on the PP and start filling in the methods of managing the TRF from this as well as scan pgs 65 to 67 Watch clip to find out what ecotourism is. Also mass tourism. Add definitions to sheet from PP Most likely to…sort this into statements for ecotourism and those for Mass tourism. Ecotourism is one way of managing the TRF well. Watch the clips on the PP Then use the Taman Negara information sheet to help you fill in the Case study Table. Exam Question 9 markers.

5th lesson in the GCSE Living world topic - This is designed to me completed at home via distance learning. **Topic: Tropical Rainforests ** WORKBOOK - POWERPOINT - ANSWER BOOKLET To be used with GCSE Geography AQA Student Book (GCSE Geography AQA 2016) by Simon Ross and Nick Rowles **LESSON PLAN ** Read through the different slides about where are the tropical rainforests. Watch the video and make a few notes in the workbook about the Amazon rainforest - don’t need to write down everything! Complete the climate graph for Manaus in the Amazon Rainforest in Brazil. This is just a line graph and a bar graph - you should have done them in year 8/9. If you havent, then there is help in the PowerPoint and you can use the outline of the graph. Answer the 2 questions using the Climate graph to help you. Think about what happens if we take out something in the rainforest and it ruins the imbalance. Use the boxes on slide 8 to complete the diagram in your workbooklet (or copy out if you can’t print). Linking back to last week - look at the adaptations of plants and animals and assign the right label to the right picture. Watch the video and make notes about the different threats to the Amazon Rainforest.

Lesson 8 of a Distant Place study on Detroit this is used as an assessment and “mid unit” of the Changing places place studies where we are applying this local/distant place to various questions. Assessment (41 marks - 1 hour) Feedback sheet

Lesson b of a Place study on The East End of London- this is used as an assessment and “mid unit” of the Changing places place studies where we are applying this local/distant place to various questions. Assessment (41 marks - 1 hour) Feedback sheet

Lesson 3 of the scheme - Key concepts of place made for AQA Changing places unit: Key idea 2.2 What can edit a person’s ideas of place? What is place - looking at a Social Constructionist, Descriptive and Phenomenological approach. Starter - Retrieval from previous lesson (L2 Categories of place). 3 categories - Social Constructionist, Phenomenological and Descriptive; with the key writers attached to each READINGs - Yi-Fu Tan, Doreen Massey, Tim Cresswell and Edward Relph. Skills - how to summarise and share ideas. Skill - planning 20 Mark Q HOMEWORK - Revision tool. PowerPoint - Lesson - Worksheets - Readings - Modelled work.

Lesson 5 in the scheme - applying the Exogenous and Endogenous factors to a local place. Could be adapted to local area or used as a case study and this is the make up of Kesgrave made for AQA Changing places unit. Key Idea 2.4 How has Kesgrave changed? Using cartographic maps to identify changes to the “place” and how exogenous and endogenous factors have influenced. Starter - Retrieval Questions on the previous lesson (L4 Why are places different?) Recap - Exogenous and Endogenous factors with different examples. 4 Mark questions outlining the difference between the 2 with Modelled Examples. Local study - using different maps how has the place changed over time. Lesson Resources - Powerpoints - Worksheets - Modelled Work.

L14 in the SOW looking at the Food Commodity Examples; Bananas - written for the AQA Globalisation and Governance Unit. Taught over 2 lessons KEY IDEA 1.9 + 1.10 Starter - Retrieval questions on previous lesson (L13 Apple TNC Introduction) Recall - Free vs. Fair Trade from a previous lesson (linking to Bananas) Gloabl production of Bananas + the History TNC and Market Diversification of Bananas - Practical Task HWK - Revision Lessons - PowerPoint - Worksheets - Modelled Work.

L16 in the SOW assessing the Globalisation part of the unit - written for the AQA Globalisation and Governance Unit. Feedback included - this is appropriate to my class but may give ideas and modeled answers. 48 Marks/ 80 Mins. Feedback: Analysis work improving 20 markers Planning answers to Qs. Lessons - PowerPoint - Worksheets - Modelled Work.

L6 in the Global Systems SOW looking at the introduction of Antarctica - written for the AQA Globalisation and Governance Unit (2nd half) KEY IDEA 1.13 STARTER - Retrieval Qs from the previous lesson (L3 - COP26) Introduction to Antarctica - threats, physical geography. Map Task on Antarctica’s physical Geography Reading and Questions task using Map previously made Lessons - PowerPoint - Worksheets - Modelled Work.

L2 in the Global Systems SOW looking at the UN as a Global Governance Unit - written for the AQA Globalisation and Governance Unit (2nd half) KEY IDEA 1.11 Retrieval Starter Qs - from previous lesson (L1 Global Governance Actor) Introduction of who the UN are and brief outline Discussion surrounding the MDG/SDG and why they were needed/ what they do? AO2 work on SDGs and importance/ Their Success HWK - Essay Plan (with support) and research Lessons - PowerPoint - Worksheets - Modelled Work.

L3 in the Global Systems SOW looking at the COP26 as an example of Global Governance - written for the AQA Globalisation and Governance Unit (2nd half) KEY IDEA 1.11 STARTER - Exam Practive looking at effectiveness of UN Introduction to COP26 - including links to previous lesson on SDGs (L2 -the UN) Analysis tasks looking at the successes and failures of COP26 Revisit Exam Q as pratice HWK - Extinction Rebellion Research (as comparison Global Actor) Lessons - PowerPoint - Worksheets - Modelled Work.

L3 in the Global Systems SOW looking at the Human Rights as a gap Governance - written for the AQA Globalisation and Governance Unit (2nd half) KEY IDEA 1.11 + 1.12 STARTER - Retrieval Qs from the previous lesson (L3 - COP26) Exam practice - Model answer identifying PEEEL Structure Introduction to Gaps in Governance and where it is failing - linking to Human Rights as an example. Research (IT) Task on different human rights issues HWK - Documentaries on the related Human Rights issue used in research Lessons - PowerPoint - Worksheets - Modelled Work.

This is used as a Mid-Unit assessment on the AQA A-Level Global systems unit and focuses on the background of Globalisation and Trade. Assessment = 33 Marks Variety of Questions Feedback is appropriate to my grouping at the time but could be adapted so format follows the same but tweaked to make personalised to group. Feedback tasks and improvement time alloted - with modeled answers where appropriate for the following lesson. Powerpoint - Worksheets - Modeled work.