This Scheme of Work was written as the Geography department's contribution to the Combined Humanities course that the school saw fit to run at the time. The themes imposed on us were Difference, Movement, Authority, Rights and Environment which, for us, gave the topics Brazil, Settlement, Map Studies, Football and the Leisure Industry and Water Supply. There are ideas here for over sixty lessons, some spelled out in more detail than others. All lessons have stated aims, resources, activities, outcomes and possible homework.

This resource starts where the previous lesson left off, by getting students to recall what they learned about the global circulation. It then goes into detail about the Hadley, Ferrel and Polar cells with some cultural references that will appeal to teachers born in the 1970s who listened to Spandau Ballet ("Tony Hadley was not a meteorologist") and watched 'Victoria Wood as Seen on TV'. Go on, you know you want to buy it and inject a bit of humour into your lesson.

This presentation covers the different types of soft engineering that are used to minimise the impact of flooding in the UK. It covers washlands and river monitoring, education and floodplain zoning. There is a group work/GIS exercise in this presentation and a feature that I have called ‘Fieldwork Focus’ in which students are encouraged to consider why Uttoxeter might be vulnerable to flooding and what they recommend is done about it. The presentation features some striking images and straightforward tasks and questions, too.

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.

KS3 BMI (Key Stage 3 But More Interesting) is a new series in Pocket Point Resources based on the material that I wrote for a textbook that Hodder Education was going to publish until the government moved the curriculum goalposts in 2011. This lesson gets a nine-lesson unit called Migration and Identity started. Students are encouraged to think about their own perceptions of migration and the physical and mental baggage that people carry around as they travel from place to place, often against their will. There's a personal migration journey mapping exercise as part of this lesson.

This resource is the first lesson in a unit on Brazil that I am reworking for the department. There is a series of images to consider and an activity that involves looking data up in an atlas and watching an engaging video. The tasks are linked with Geog.2 (Goldfish Edition).

This presentation explores the reasons why there is a large Greek community in North London. Specifically, it looks at how the goods and services provided in the area have changed to reflect the large number of people who have moved there from Greece in the recent past. It includes a number of different tasks and activities including some general questions on cultural influence. Students are also asked to practice describing patterns of distribution as shown on a map.

This resource is a re-working of the one that was here before and which went by the same name. This time it's done in the 'house style' which was only just emerging when I devised these lessons. This presentation goes right back to basics about the Global Circulation and gets as far as identifying the three cells that comprise the global circulation. There is a diagram included on the last slide which teachers will need to print off and photocopy for their classes. There is also a short video presented by an American with a nauseous accent!

This presentation covers the distribution, formation and structure of tropical storms. It begins with a mock examination question about the distribution of these storms around the world and goes on to describe how they develop over the oceans in tropical latitudes. Students are encouraged to draw and label a diagram of a cross-section of a storm.

This presentation looks at hard engineering strategies for managing rivers. It uses Digley and Bilberry Dams in Yorkshire as examples of dams, the River Cuckmere as an example of channel straightening, the Thames Embankment as an example of an embankment and the Exeter Flood Relief Channel as an example of a flood relief channel. There are large colourful photographs, clear text and a number of questions linked to the text. There is an element of OS 1:50 000 map work in this resource.

This resource looks at how extreme the weather has become in the UK. It examines the reasons for droughts and floods and looks at some of the causes of heatwaves. It encourages students to work independently, ideally on a PC, to research some of the impacts of water shortages. It also touches on the increased likelihood of storms in years ahead.

This presentation deals with extreme weather in the UK. It outlines some recent extreme weather events (1987 Great Storm, 1976 Drought, 1963 Cold Winter) before looking at the 2010 Big Freeze. Students are asked to explain the causes of the Big Freeze and analyse its social, economic and environmental impact. There are activities including a plenary activity in which the class is invited to respond to a number of imaginary 'complaints' by members of the public during the Big Freeze.

This lesson begins with a graphic that sets out what US citizens perceive to be the greatest threat to the USA and its interests. It then considers the evidence for climate change, citing both physical and human causes and impacts. The plenary activity is all about ‘sharing out’ the blame for global warming, i.e. who or what is responsible for these changes?

This lesson explores how managing climate change involves both mitigation (slowing it down) and adaptation (coping with the change). Students look at carbon capture as a mitigation strategy, at international agreements and at attempts to combat rising sea levels. There are a number of striking images in this presentation that prompt discussion and various tasks for students to attempt, including discussions in groups.

This presentation looks at global variations in economic development and quality of life. It explores the Brandt Line (1981), the work of Alfred Sauvy ('First World, Second World ....', 1952), the Happiness Index and the Human Development Index as ways of measuring human development. Students are encouraged to think critically about the strengths and weaknesses of each model and to attempt to draw a Brandt Line for the 21st Century - yes, we know it's impossible; that's the point! This matches up with the bit in the syllabus where it says there are "Different ways of classifying parts of the world according to their level of economic development and quality of life."

This presentation looks at the different ways in which development can be measured. It discusses how single measures of economic development can hide inequality and, therefore, not show us the whole pictures. It considers the circumstances in which development can be held back (e.g. Syrian conflict) and looks at the example of global patterns of literacy. There are a number of engaging tasks and thought-provoking images throughout the presentation, which is aimed at the AQA 9-1 Geography syllabus.

This presentation looks at the various strategies that have been adopted by LEDCs to improve their prospects when it comes to economic development. It considers foreign investment (sugar and tourism in Mauritius), microfinance (Kenya) and debt relief (Bolivia) as ways of promoting economic progress. Students are asked to consider whether just 'throwing money' at the poor is ever going to work in the long term. There are a number of thought-provoking images and questions for group discussion as well as tasks for students to complete independently.