This resource was created for a one-hour revision session I had with the entire year group that was sitting Preparation for Working Life that same afternoon. This syllabus still runs until June 2019 so there are a couple more opportunities to sit the examination. There are examples of questions from all the different sections of the paper here and the answers are provided for the shorter questions.

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.

This presentation looks at the management of National Parks on a large and small scale. It considers the aims of National Parks and looks specifically at what the Snowdonia NPA is doing. It also includes a case study of a small eco-friendly guest house in North Wales where sustainability is taken to the limit. Students are asked to consider whether it is necessary to go to such extremes!

This presentation explores the kinds of activities that are on offer in Snowdonia National Park. It considers the advantages and disadvantages of having many thousands of people on the mountains at once, many of whom are unprepared. It focuses particularly on the issue of second home ownership and there is a map showing the distribution of second homes in the National Park. There are a number of engaging tasks and pictures to focus students of all abilities.

This presentation explores the pros and cons of the massive quarry at Glensanda. It looks at the damage done to the landscape by the quarrying and how local people respond to the threat. Tasks require students to undertake SWOT analysis, describe locations and explore the challenge of working in a remote location. There are a variety of questions to challenge students of differing abilities and some useful images.

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 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 resource was used as part of a unit to cross the bridge between KS3 and GCSE. It aims to develop students' geographical skills. This lesson clarifies the difference between war and conflict. Students are then given a number of 'well-known' conflicts to look at in more detail, following which there is an exercise that involves looking at the parts of the world where there is the greatest tension.

This presentation gets students thinking about how hard it might be to make a living in an environment such as Snowdonia or the Lake District National Park. It looks at the challenges of two activities in particular: sheep farming in the Welsh Hills, where the physical landscape is the main issue and forestry in Cumbria where conflict between ramblers, mountain bikers and horse riders has to be managed. There are, as ever, a number of tasks for groups and individuals and a review from a rather angry walker who let rip on Trip Adviser to which students must respond as if they were a warden at Winlatter Forest.

This presentation allows students to become familiar with some real features of both glacial landforms of erosion and deposition in a UK case study. It locates the study area and includes photographs of five specific features, enabling candidates to refer to them by name and, potentially, draw photo sketches in an examination. There is a mapwork exercise as part of this presentation. The 1:25 000 map extract is provided on a slide, which would best be supported by a paper copy.

This presentation covers all the common glacial landforms of deposition including drumlins and erratics. It contains some interesting pictures of examples of these features and gets students to consider how these features came to be formed. There is a practical activity included in this lesson which involves making a model of a glaciated valley in a shoe box -not for the faint-hearted!

This presentation examines the formation of aretes, pyramidal peaks, hanging valleys, truncated spurs, ribbon lakes and so on. There are plenty of photographs to help explain the formation of these features and several questions based on a map extract of the area around Helvellyn to help students to identify these features on a 1:25 000 map.

This presentation covers the formation of glaciers and the location of the ice sheets in the UK at the time of the most recent glacial event. It then goes on to look at glacial processes, covering erosion, transportation and deposition. Students get the opportunity to draw a sketch from a photograph of a glaciated region on the Isle of Skye.

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 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 presentation looks at changes in the structure of the UK economy between 1960 and 2010. It identifies globalisation and deindustrialisation as the two main forces that have brought about these changes. It defines both terms and looks at reasons why the changes have happened. Finally, it considers the kind of economy that the UK is aspiring to in the 21st century. Complete with relevant graphics, tasks and other stimuli, this resource is ideal for introducing economic change in the UK as required by the AQA 9-1 GCSE Geography syllabus.