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 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 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 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 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 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 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 resource is an opportunity to introduce basic correlation techniques in Key Stage 3. It looks at all the countries that made the final of the World Cup since 1950 along with their current population and HDI. It challenges students to explain anomalies in data (e.g. how come Uruguay did so well when its still a small, less economically developed country) and shows them how to draw their own scatter diagram to explore whether more socio-economically developed countries have more success (as measured by HDI).

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 is a different way to approach the topic of migration. The lesson presents students with several sources of information about the ‘Ten Pound Poms’ who left the UK for Australia in the 1950s. Students are challenged to devise a piece of drama that shows that they (i) understand what migration is; (ii) understand what push and pull factors are (iii) can apply their understanding to the example of UK citizens who left for Australia in the 1950s and (iv) appreciate the role that propoganda played in persuading people to leave the UK for Australia.

This resource examines the location of the FIFA World Cup in Russia. It looks at where Russia is, generally, then at the locations chosen for the England training camp and the matches in the group stages. It explores the practicality of getting around the place, coping with five different time zones etc. The challenge is to devise Gary Lineker’s travel schedule for him!

This resource looks at some of the social, environmental and economic consequences of hosting the World Cup. It looks specifically at the economic and social benefits and problems associated with running the event. It considers whether it is a safe place to travel to and whether supporters will be looked after. One activity challenges students to imagine they had an older brother who had decided to go to Kaliningrad for the match - would they advice against it or tell him to go? Why?

This resource looks at the pros and cons of building huge stadiums for global sporting events. It examines what is good and bad about stadiums, looks at some health and safety problems with the stadium at Ekaterinberg. It challenges students to write to the organisers of the World Cup expressing concerns about health and safety at the venues and to think about legacy issues. After showing them what happened to the Olympic stadiums in Athens and Montreal it asks students to examine the proposal that the 2030 World Cup might be stages in Argentina and that several new stadiums should be built. Hopefully, they won’t fall for it!

This is a small collection of presentations that was originally designed to support the teaching of the A2 Plate Tectonics unit for the AQA course. It covers revising the structure of the earth from a GCSE-level understanding, detailed notes about different types of plate boundaries and types of volcanic activity. It includes work on Hawaii as an example of a hot spot and introduces some minor extrusive volcanic features.

This lesson takes a look at issues of globalisation and sustainability by considering the 50,000 mile supply chain of the Slazenger tennis balls used for The Championships in Wimbledon. Students have to , first, identify the raw materials (rubber, glue, felt etc.) before going on to look at where they are found and why Slazenger makes balls for a tournament in London 10,000km in Bataan in the Phillippines. The lesson concludes with a variety of differentiated written tasks.