This is a series of 8 fantastic lessons on the Changing Economic World unit of the AQA Geography GCSE. It focuses on the first part of this unit, all about development and the development gap. I have used this with Year 10, but it would work well for any KS4 class. I hope you enjoy!

Series of 9 complete lessons following the specification for AQA GCSE Geography on ‘Case Study of an LIC or NEE’. The Case study is Nigeria. I have used these lessons with Year 10. All printables are included within the slides for easy printing! I hope you enjoy.

This lesson focuses on the causes of uneven development: physical, economic and historical. This is the structure: Starter: a video to get the students thinking Activity 1: Mind map where the students can show what they already know Activity 2: Filling in a table using the flash cards, on the main reasons for inequality Activity 3: Short explanation and flow diagram about the multiplier effect Main task: students annotate satirical cartoons to explain the meaning behind them, using what they have learned Plenary: Students discuss their interpretations

This lesson is all about the Brandt Line and whether it still applies. Each task is clearly explained and has a challenge with it - to stretch your students. This lesson introduces different classifications of countries as LIC, NEE and HIC at the start. The main activity involves the students shading a map based on GNI per capita for countries around the world. Then the students use this map to discuss if the Brant Line still applies today or not. The plenary involves sentences that the students can copy and complete to explain what they have learnt. I hope you find it useful and that your students enjoy it.

This lesson recaps knowledge on the measures of development, and then encourages students to think about the limits of these measures. Starter: a game based on measures of development Activity 1: a gap fill on measures of development Activity 2: oracy task thinking about the usefulness of these measures Activity 3:Map and video introducing the problem of using life expectancy as a measure Main activity: Students shade a map of london boroughs to show life expectancy. This can be used to discuss how an average can hide extremes. Plenary: Mathematical task where students are quized on range, mean, median and mode of the data they are using

This lesson introduces push and pull factors, and then uses the example of Lagos to demonstrate it. I use this lesson with year 8 - but it could be used at any point in KS3.

This is a quiz suitable for KS3 Geography lessons, possibly KS2. The rounds are as follows: Face, Place, Flag Santa Grid Reference Christmas letters World Map General Knowledge Reindeer Compass Directions For round 2 and round 5 I used a map from Digimaps but I cannot share it, so you will need to make your own OS map and paste it behind the images for these rounds. Any map with grid references on will do. Then you can change the answers for round 5.

This is a differentiated worksheet where students use a range of sources to answer questions including a desision making task. The questions have been designed using command words from AQA GCSE geography, however it could be adapted for any exam board’s command words. Differentiation: The first page is a worksheet with ‘take it further’ more challenging questions, and the second page just has the main questions with hints on which sources to use, as well as a brief hint for how to answer the descision making task. The worksheet could be used as homework or as part of a lesson on Hurricane Milton. You may want to provide more sources e.g. a news channel video and a couple more images on the social, environmental and economic impacts. You could also consider supplying resources e.g. a Textbook and an Atlas to allow the students to answer the questions in more depth.

This is a lesson I used with year 10 as a stake holder debate over the issue of Hinkley Point C. The lesson starts with a cartoon about nuclear power allowing students to relfect on the different perspectives. Then you will need to create groups for the four stakeholders. Local Family Stop Hinkley! Campaign EDF UK Government They have sources to look at, to come up with a one minute speech for the debate. The lesson ends in a relfection excercise where students place the arguments they heard on a balancing scale. This way they can reflect on the strength of the arguments from different stakeholders.