This lesson is an introduction to economic geography that uses the Wimbledon Championships as a case study. Students get to consider the costs and benefits of running the tournament and draw up a simple balance sheet. The lesson covers different types of work (seasonal, temporary, paid, voluntary etc.) and gets students thinking about who the producers and consumers of the services are at the tournament. There is a role play exercise in which two people argue about the cost of going to the tournament and some longer essay questions to extend more able learners and provide homework opportunties.

This resource covers variations in the speed of flow within the river channel and the resulting landforms. It mentions slip-off slopes, river cliffs, helicoidal flow, the erosion of the bluff line and the formation of ox-bow lakes. There is a field sketching exercise that is integral to the lesson and some further activities.

This presentation looks at the different strategies that are used to manage the flood risk that is posed by the River Lune in Lancashire. It looks at why the Lune needs to be managed and the details of the Lune Catchment Flood Management Plan, which include building a limited amount of hard engineering structures, flood plain zoning, flood risk mapping, Operation Floodline and ways of raising public awareness. There are some images, including clear mapping of the Lune’s drainage basin and a series of tasks for students to complete.

This presentation looks at the different rates at which countries develop. It explores the physical, economic, social and political reasons why some countries speed along 'Development Road' in the fast lane while others remain 'broken down' on the hard shoulder. There are a number of striking images and statistics included in this presentation.

This presentation explores exactly what it is about traditional manufacturing that people concerned for the environment are worried about. It looks at a company called PTFS Europe as an example of good practice when it comes to sustainable and environmentally friendly business practices. Finally, it considers how roads, rail, ports and airports can be improved to accommodate the increasing volumes of raw and manufactured goods that are being exported all over the world. The presentation includes stimulating images and questions for pairs, small groups and individual work.

This resource looks at the challenges faced by people whose job it is to extract oil from beneath the desert sands or construct vast solar farms in the Sahara. Students are challenged to think about what problems they might have setting up an oil rig in the heart of the desert and are introduced to some of the controversies surrounding the consortium Desertec. This lesson fits part of the AQA 9-1 Geography specification section on hot deserts.

This is a complete lesson for introducing India to classes in KS2 and KS3. It includes a link to a video, from which students take notes about human and physical features of the country and asks students to imagine that they are a travel writer, working for an imaginary company called ‘Indian Inspirations’, A prompt slide gives examples of the place names, features and describing words they could use. The template is included for their submission to the editor, which is 200 words of copy for an introductory page in a travel brochure.

This lesson discusses how plants are designed to live in the harsh desert environment. Students are asked to suggest what qualities a small cactus might need in order to thrive in the semi-desert in Southern California. The examples of mustard and mouse-hair cress are also used to explain concepts such as seed dormancy, ephemeral plants and xerophytes. This resource could be used in Key Stage 3 or 4 and fits the requirements of the AQA 9-1 Geography syllabus for GCSE.

This resource looks at desertification in the Sahel region. It explores the difference between the nomadic lifestyles of the true desert dwellers and the more settled lives of people living on the fringes of the desert. It looks at the causes and consequences of desertification and involves a group work task.

This resource looks at water management, reforestation and terracing as three examples of ways in which the soil can be protected from further degradation in the Sahel. Activities for students include labelling a photo sketch and comparing different methods with one another. This lesson fits with the AQA 9-1 GCSE Geography Specification.

This is an introduction to the topic of hot deserts which features a map showing their location, some information about their physical features and how meerkats are designed to thrive in the environment.

This resource explores how people can use the desert for recreation. It focuses on 1. the film industry in Tunisia (‘Star Wars’ locations) and the benefits and drawbacks for film makers and local people 2. the Paris-Dakar rally and 3. the ‘Marathon des Sables’, an extreme endurance event run in the desert in Morocco. Students are challenged to think about how having fun in the desert impacts both them and the desert environment.

This presentation looks at the changing role of the UK on the world stage. It starts with an image of a recent G7 Summit - can the students recognise the flags and the leaders? It then considers what the UK does to hold its own in the world, for example by exerting some political and cultural influence etc. It then considers the value or otherwise of being a member of the EU and the Commonwealth of nations. Plenty of room for lively debate here and no shortage of questions and interesting graphics.

This resource explores the reasons for conflict, such as political change, climate change, the increasing demand for resources and different ideologies. It includes a poem ('How to die' by Siegfried Sassoon) and gives students to opportunity to analyse political cartoons. This lesson is part of a series on the Geography of Conflict which was used as a bridge between KS3 and GCSE level study.

This is a straightforward and easily marked baseline assessment to give to students on entry to Year 7. It tests the knowledge of places, simple maps skills, the ability to observe and describe a landscape and students' capacity for thinking geographically.

This set of presentations was used to teach the unit 'Rocks, Resources and Scenery' which has a few months left to live as part of AQA's old Syllabus A. There are presentations on the geological time scale, rock groups, the rock cycle and weathering. These are followed by lessons on granite, limestone and chalk landscapes and the impact of quarrying on the local area.

This assessment was used at the end of the first unit of work we covered with our Year Seven classes. It concerns the differences between human and physical Geography and includes questions about plans, latitude and longitude, major global features and a descriptive task relating to Everest Base Camp.

This lesson uses an image of a bombed-out street in Afghanistan to teach observation and photo-sketching skills. It includes guidance on how to go about drawing a sketch methodically - i.e. draw the horizon, outline key features, add meaningful labels and other details. The lesson was part of a skills unit designed to bridge the gap between KS3 and GCSE level study,

This presentation starts by inviting students to consider how they would design a flower if they wanted it to have a chance of surviving in the tundra. It then explores the qualities that plants need to cope with this kind of environment, whether tiny flowers or huge pine trees. It examines why the tundra is threatened by climate change and asks what harm is being done to human settlements by changes to the tundra biome. The presentation has a number of tasks for individual and group work, some engaging pictures and begins with an unusual starter activity.

This lesson is designed to introduce the polar ice caps and tundra biomes to GCSE level students. It starts by looking at the distribution of these biomes, then looks at the climate, the flora and the fauna that are found there. The presentation then gets students to think about the structure of the soil in the tundra and about the problems people might have when the soil is constantly freezing and thawing. There are some maps, graphs, diagrams and images that could form the basis for further work.