Sketch maps can be important components of Geography fieldwork. This is a step by step guide for drawing one .It can be done from the comfort of the classroom through the window or you can venture into the school grounds .

These resources don’t include a picture of a potato being used to demonstrate contour lines . However there are details of how to do this in the map skills scheme of work . Drawing lines on the potato to represent contours and then drawing a bird’s eye view of the concentric circles from above help the students to visualise the transition from 3 D to 2D .

Scale is difficult conceptually. That is why students start by drawing a bird’s eye view of a bedroom . They then use OS maps and look at who may use each scale of map .

This lesson starts with an activity that is really fun and has a strong message about giving directions. Students have to describe how to get to a place in the school using compass directions and paces. They then give the instructions in German to other students who have to find the place. they will discover that although compass directions are useful , they also need accurate measurements as students’ paces will vary . This may take a whole lesson before going on to develop the lesson on 4 and 6 figure grid references . When delivering the 4 and 6 figure lesson always take care to make sure that everyone gets the idea of 4 figure before going onto 6 figure . To make sure that those who grasp it quickly are involved all the time, give them the role as a student supporter who goes around the class helping others. Also get students up at the front of the class to demonstrate how they got their answers .

Start with the concept of what a symbol is , then follow up with the activity where students identify the symbols . They can write the answers into the handbook. There is a video of this activity happening in a French Geog lesson in the resource in the pedagogy section of my shop. It is a video from Chenderit school. The cards for the card sort and bingo symbols cards are within the powerpoint . So they can be printed off.

This is the second lesson in the unit and students do find this quite tricky but if you go through things step by step they will get it. The more able students are able to achieve more questions but everyone will be able to grasp the concept .

This is the first lesson of the term . This was used with Year 7 students as part of a year long course where students were taught Geography in German for one lesson per week. They were taught this in addition to their normal Geography in English lessons so content was not repeated in English. Students benefitted from this approach as by the time they reached GCSE their attainment and progress was higher than for students who did not follow CLIL lessons . This series of lessons involves use of high cognitive challeneg but low linguistic input which means that it is a great module to start the year with . This unit could also be used in primary schools .

This course was based on the French Geography CLIL course on Mapwork . Colleagues Lauren Kimble , Chris Scott and Maren Blume all helped to transfer this into German . The students loved it . The lesson plans take you through the whole unit of work. The unit ends with an assessment where students use maps to design a tour for a German family in their local area. There is a student handbook which the students used as a workbook to write in as well as a reference resource .

This video links to all of the resources that have been uploaded by Judith Woodfield . You will see that many of the top tips described and explained in this video are used in the resources available .

This lesson looks at the adaptations that desert animals have to ensure their survival. It uses video clips , extracts from the handbook and powerpoints to provide students with knowledge and understanding which can then be applied to the design of a desert animal . the desert animal design forms an end of unit assessment. Students love this !! There are word frames and some student exemplars

This lesson involves use of the student handbook. Students fill in a table to compare deserts around the world , using authentic text. This lesson is designed for independent study and can be left as a cover lesson if necessary .

This lesson introduces an assessment , a piece of work where students design a humorous leaflet to help people to survive in the desert. A number of powerpoints and sections of text in the handbook plus their notes from the Ray Mears video are used to put together the leaflet . Pictures from the horrible Geography book Desperate Deserts are used to help to convey humour. Students love completing these leaflets/booklets and they assimilate great understanding of the way that the desert impacts on humans.

This lessons uses an English language video but you can add French sub titles to it . It is a brilliant overview of how to survive in the desert . There are powerpoint summaries in French to conclude the lesson. Students make notes on how to survive which will help in subsequent lessons .

This lesson looks at rainfall processes, anticyclones and the working of the Hadley cell. It looks at the difference between day and night in the desert. It uses video clips, powerpoint , rainfall cards and climate graphs to convey concepts. The concluding exercise looking at the difference between day and night enables the student to assimilate many of the concepts studied previously. This lesson exemplifies the notion of high level conceptual input with lower level language needs which enable the student to access the thinking .

This lesson uses a combination of video clips, listening cards and a powerpoint to work out how deserts form .

This lesson starts with the students drawing what they think a stereotypical desert is . It end with a comparison of their drawing with what they have learnt in the lesson. There are extracts from authentic text plus video clips with sub titles and listening cards.

This unit was part of a Year 8 year long course with lessons taught for an hour a week. It was the first unit of the year and followed on from the Tropical rainforest unit of Year 7 . This was a good follow on because the tropical rainforest unit contains links to climate and adapatation and so the students were familiar with some concepts and vocabulary . The unit consists of many interactive activities, video clips and two very motivating assessments , one where students produce a humourous leaflet about desert survival and the other where they design an imaginary desert animal to survive in a desert environment. Students are challenged by many thinking skills . There are exemplars of student work .

This lesson lloks in detail at the processes leading to the production of green algae. It also uses the Meatrix video which looks at the issues of intensive meat production . There is a script alongside the Meatrix video and a group activity to link cause and effect . There are examples of student work .

Students explore processes which lead to environmental concerns such as nitrate and phosphate pollution and concentration of pesticides within foood chains . There are interactive activities and video clips to explore these with . One of the videos is embedded and the other has a link available to the le point webpage show in a photo of the page .

There is a powerpoint where students spot the differences between post war and today’s agriculture . Students then explore reasons for these differences using a card sort activity.