Exactly what is says on the tin - an end of year quiz for Geography - country catchphrase, capital cities, flags, MEDC or LEDC, hot desert or cold desert and birth rates. Easily adaptable or pick up and run with it!

This lesson is designed to encourage students to think about where our food comes from and how far it has travelled. Students need food cards which have a photo of food on one side and what it is/where it comes from on the reverse (photocopy food cards sheets back to back and cut up in envelopes) so that they can design their own menu. There is a wide variety of foods with enough choices for all diets and any cards can be omitted for religious reasons. They then map where the food came from and measure the distance travelled to work out the total number of food miles. Results are often very surprising! Resources: Food cards which have a photo of food on one side and what it is/where it comes from on the reverse (photocopy food cards sheets back to back and cut up in envelopes) Royalty free map Presentation for lesson with extension tasks Table to record food miles

Exactly what it says a blank word search, suitable for students to record key words

An introduction for Year 7 (can be used with other year groups) to encourage the students to think about their place in the world. Uses a series of concentric circles for students to make their own personal geography; smallest circle is their house, followed by settlement, county, country, continent and then finally in the largest circle, the world. Produces an excellent outcome, and a useful point of reference for future lessons. Includes; powerpoint lesson to follow Worksheet for student to make their own personal geography. Speeded up video of how to make

Question sheet to accompany episode 1 of the BBC programme Life in the Freezer. Focuses on physical geography rather than wildlife e.g. 10. How many miles wide is the largest glacier? 13. How long can an iceberg last?

A DARTs (Directed Activity Related to Text) regarding the Earthquake and Tsunami on 11th March, uses CBBC Newsround. Suggest students then write a blog, some of ours went on the the school VLE.

A question sheet to accompany the Deserts programme of BBC's Planet Earth. Backed with a prompt sheet to encourage students to consider how not all deserts are hot and sandy! Feedback appreciated please.

I had so many photos of the seasons I decided to use them. Encourages the children to think about the seasons in the UK and how they change. It's worth getting them to realise that not all countries have 4 distinct seasons. Perhaps a nice homework to get them to find out about seasons in other countries?

Following lessons on erosion and weathering, and coastal landforms and before an assessment, students wrote scripts about the formation of stacks and stumps. They then used playdoh to make models, which they filmed using start stop animation to make movies. The results were amazing (and their understanding really thorough!).

Sheets need to be cut up and put into numbered envelopes. Students work in groups and are assigned a number. They take one card, and using the information sheet find out the answer. When they have checked their answer and are right, they can take another card. When students have all cards, they sort them into human or physical

A starter or plenary for studying Japan - students work in teams (house groups works well, if you have them). Students choose a number - an image of Japan appears for 1 point students can identify it, for 2 points - can they come up with the UK equivalent - you may want to change the image of the castle from Carisbrooke - we're on the IOW

Question sheet to accompany the Jungles episode from Planet Earth. I strongly recommend you stop watching the DVD at 45 minutes before the chimpanzees fight.

A series of labels that can be used to encourage students to find better vocabulary. Each resource is a sheet of the same word that can be printed on labels and stuck in books for students to find alternative vocabulary either with a thesaurus or by themselves. Always a successful starter activity. Made for Avery A4 & A5 L7161

Two sets of dominoes for some of the difficult language in The Raven - each card has a word on one side and a definition of a different word on the other side. Students start with START card and first word and then try to find definitions to help them access the poem on a deeper level.

A series of sheets that can be printed on labels. Each sheet has one word (nice, sad, old etc) with an alien. The students (either with a thesaurus or from their own vocabulary) has to find alternatives to 'bust' the alien. How many alternative words they have to find is up to you, I usually go for 5. Always a successful starter activity. Made for Avery A4 & A5 sizes, L7161.

Uses BBC article to encourage students to look at the drought crisis in Africa, uses images from ActionAid. Asks if the UK is doing enough and what else can/should be done. Feedback please

Uses maps from the Office of National Statistics to look at the population density of the UK. Links with my other resources on Population.

Two lessons to encourage students to make comparisons between earthquakes - one in an LEDC and one in an MEDC. Start by with a quiz to identify Nepal, followed with an annotated photograph and DARTs activity. Then using San Francisco 1989 (or choose a different one. I wanted a lot of damage but significantly lower death toll and different effects e.g. fires). Starter - half class answer questions about San Francisco photo and half (including any absentees) look at Nepal. Students then complete an extended answering (using Point, Evidence, Explanation structure) to explain why the effects of earthquakes vary between countries - could use it as an assessment? Please leave a review

A nice easy way of children reviewing their learning. Suitable for the end of a lesson or half term. Two versions, one to encourage feedback on how their teacher can help them.

The aim of this lesson was for students to see that not all deserts are hot and sandy. Students start by naming deserts that they know, before distributing an information strip with one desert per student. Students then need to complete their table by finding students who have a desert that is a different type to their own. I was pleased with how well it worked. Children then completed a map about where some of these deserts are located (not included)