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 involves setting up the classroom with products which involve purchasing choices . For example washing up liquid which is environmentally friendly and that which is not. Different types of Tuna , line caught and others, fair trade chocolate , organic chocolate , supermarket basic brand . There is a form in the student handbook which can be used . Students go around the product and note the price (see page 84 of the student handbook) Students add up the prices of a fair trade , environmentally friendly products and those that are neither.They are given a budget and decide which products to buy There are powerpoints about fair trade to explain how it works. Students then justify the choices of product that they have decided to buy. There is an example of student writing

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 uses statistics and authentic resources to determine the primary, secondary and tertiary industrial composition of Reunion island. Correct drawing of bar charts is a key skill that underpins this lesson.

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 .

Students use the outline in the handbook and cut and stick the events that have occured throughout the history of the EU. They use the dates on the written bubbles and rectangles to work out where they go , then they get the gist of the events.

This is the first of four to five lessons which explore characteristics of relationships. This lesson identifies types of relationships and then looks at whether they are positive or negative . These lessons were used by Year 8 students who were taught for an hour a week.

Lesson 2 uses the genre of soap opera to explore emotions seen in relationships. Lesson 3 follows on with a look at fidelity and infidelity and what makes people be faithful or unfaithful and what the impacts of infidelity are.

Students assess all types of fuel and weigh up their advantages and disadvantages. They use video clips and other resources , then put answers into a table .

Students review current political thoughts and make up their own party and produce a campaign on energy .

This is a lesson that simulates arrival on an island and choices of energy .

There is a large amount of preparation , to present arguments for and against drilling for ol in Alaska. there are video clips and personal statements. Then students prepare a radio broadcast in role.

This lesson looks at the use of fossil fuels and their pros and cons . Read the copyright document and the section on energy before you start.

Looking at the characteristics of left and right sides of the brain.

This lesson explores reptilian reactions.

Students build on the work that they did in lesson 1 i.e identifying emotions and now concentrate on what makes them feel safe. They look at human rights and safety.

How do you make sure that you stay safe? Who is in your support network?

. The emotional part of your brain is very important. Visualizing your future can be a very powerful tool.

What is the difference between a value and an attitude? How can these affect what we think? What are the laws that protect people ?

This handbook was printed out and given to students to support them with their learning. they could write in it and use it for reference .