Lessons 8, 9 and 10 of the Globalisation topic for Edexcel AQ Level Geography. Fully resourced lessons, including a worksheet to fill out and links to relevant articles. These lessons cover the topics: The global shift has created winners and losers for people and the physical environment. The scale and pace of economic migration has increased as the world has become more interconnected, creating consequences for people and the physical environment. LOs: Understand the problems of globalisation for people and the environment in developed countries. Examine the push and pull factors of rural-urban migration. Explain the challenges resulting from rapid urban growth Consider international migration as an example of a global flow, deepening interdependence. SoW is directly from Edexcel - I take no credit for that, but have included it here for reference. It is also available on their website.

A kinaesthetic language features game! Each card has different numerical values assigned. The aim of the game is to compare these values to try to trump and win an opponent’s card. Ideally played in pairs, this is a great starter or plenary activity that can be used throughout the year to reinforce learning of the language features. Particularly useful for students who are re-sitting the exam and who may struggle with remembering terminology. Contains 12 different language features, and ideally printed on card and in colour for reuse.

A worksheet to go with the final lesson in A Level Geography Superpowers unit. Four case studies (China, Russia, USA, UK/EU) for the students to fill out, either teacher led in class or ideal for homework or revision. My students did one case study in groups and then taught another group in a rotating workshop type environment. Make sure you print in A3, or this could be uploaded for the students to do online. Based on the following: 7.9a Economic problems (debt, unemployment, economic restructuring, social costs) represent an ongoing challenge to the USA and EU. 7.9b The economic costs of maintaining global military power (naval, nuclear, air power, intelligence services) and space exploration are questioned in some existing powers. 8.7.9 Existing superpowers face ongoing economic restructuring, which challenges their power.

Edexcel SoW Globalisation L7 Designed for the Edexcel (2016) curriculum, this lesson explores EQ2: what are the impacts of globalisation for countries, different groups of people and cultures and the physical environments? There are discussions, tables to fill in and some guided poster making, along with exam question activities. This lesson is focused on involving the students in creating their own case studies, so lots of opportunities for differentiation through group work. All resources (tables, questions etc) are included in the PowerPoint, and can be printed directly from there. LOs: To understand glocalisation To identify reasons for global isolation and understand why it might happen To explain why the economic centre of gravity has moved To create a case study poster for either China or India

These are two checklists created for the students to peer mark S&L and writing. There are 10 categories in each, and they have to score their peer out of 10. Easily adapted for a range of activities, and a good plenary task.

This lesson focuses on reading and writing articles. There is a recap on language devices, and questions to answer on an article. There is also a creative writing task. The lesson is designed to be run in a 2 hour session, with a short break in the middle. LOs: To identify the different features of an article. To understand why language devices are used in an article. To analyse the features of an article. To create an article based on a picture.

Four lessons investigating the first enquiry question in Edexcel (2016): EQ1: Why are some locations more at risk from tectonic hazards? There are four powerpoints, with a variety of activities including group work, videos, 'chalk and talk' and individual work. The lessons are designed to be one hour long, but could be combined and all include extensions or homework. They cover a variety of LOs: Understand the development and evidence for tectonic theory. Understanding the key processes at different plate boundaries. Understand that physical processes can determine the magnitude and type of volcanic eruption. Be able to describe the importance of the Benioff zone in determining the outcome of an earthquake. Explain the difference between S and P waves and the hazards they create. Understand that many secondary hazards are produced from tectonic events and many of these can have deadly consequences. Describe how an earthquake can generate a tsunami and the speed at which it travels outwards from the epicentre.

This contains two lessons, focusing on EQ2 of hazards in the Edexcel (2016) curriculum for Geography: Why do some tectonic hazards develop into disasters? Disaster occurrence can be explained by the relationship between hazards, vulnerability, resilience and disaster. Tectonic hazard profiles are important to an understanding of contrasting hazard impacts, vulnerability and resilience. The lessons cover hazard models and how they are applied to case studies (Haiti, Christchurch, Mt Merapi). Lesson one involves 'chalk and talk' with a couple of activities, and lesson two is student focused, where they apply what they have learnt to a research task. Each lesson is designed to be an hour long, but they could be done back to back in a longer lesson slot. Please note that lesson two requires use of computers with flash installed. LOs L1: Identify how different hazard models apply to a case study Understand why hazard models are needed Rank the models and justify why they have been ranked that way Explain how models can be used to measure hazards LOs L2: Identify why an LEDC might suffer differently to an MEDC Apply Degg’s model to Haiti Research Haiti and Christchurch for comparison Demonstrate understanding of why death tolls are different in different places

A lesson looking at different global groupings, including videos and activities. The first part of the lesson has a quiz and then there is a 'chalk and talk' section with guided notes. The second half involves a variety of activities and research tasks, and ends with a plenary tick sheet. Aim: To identify the main groupings of nations and to understand the differences between the global groupings. LOs: To understand the differences in levels of power and wealth between the global groupings To examine the disparities in global wealth and poverty through economic and political groupings. To identify the following groups: NICs, OPEC, OECD, trade blocs (eg NAFTA,) EU, BRICs

These resources complement the lesson on drought management in the UK and Morocco. These are two documents outlining policies for water management in Morocco, also freely available online. The one entitled 'Drought Management Policies' is a stretch and challenge document - but worth a read through before choosing what pages to provide for your students, as some pages are quite complicated!

This lesson focuses on looking at how water is managed in the UK and Morocco, and comparing the two case studies, and is fully resourced with a lesson plan. This involves group work and individual work, and was designed for a high achieving group, so it is ideal to stretch and challenge students. There are two additional documents which could be used, illustrating the policies of managing water in Morocco. These can be found for free in my online shop: 'A Level Geography (2016) Morocco Water Management' They are also available online. LOs: Describe at least 2 drought management strategies in the UK Describe at least 2 drought management strategies in an LEDC: Morocco Explain how different strategies can be used to manage drought Examine the benefits and drawbacks of using different approaches to drought management

Ecosystem Services at Bassenthwaite Lake A poster created to help A Level Geography (2016) students understand the different parts of the Independent Investigation and to give ideas on where to start. Students are encouraged to make their own, to aid their planning for their Independent Investigation.

A lesson focused on the differences between tone and mood, and how to apply this knowledge to a range of fiction texts. For the last activity, choose a relevant non-fiction text related to your learners' interests to challenge them to apply the skills to non-fiction. LOs: To identify the difference between tone and mood To understand how tone and mood are used in films To understand how tone and mood are used in fiction texts To apply this knowledge to different types of texts

A lesson focused on looking at rapport and the importance of building a relationship during interviews and speeches. Students look at 2 interviews and compare them, and look at creative writing techniques related to interviews. LOs: To define rapport To discuss how rapport is established To identify techniques interviewers use To compare written and spoken language

This lesson focuses on analysing patterns in speech and spoken language. This looks at Piers Morgan's Life Stories interview with Simon Cowell. It incorporates 4 workshops, which students work in groups to complete and then move onto the next one. This incorporates a variety of different learning styles. LOs: To analyse an interview using a structure To identify good points in a past answer To understand variations in spoken language

This lesson focuses on different features that blogs use and writing your own blog. The theme is travel writing. Any resources can be substituted, as long as they are non-fiction travel resources. Resources are from 'Stephen Fry in America' and 'Dolphin Days', found in the OCR GCSE English text book: (GCSE English Language for OCR Student Book from Wordery by Chris Barcock, Mel Peeling, Christine Smith, Alison Ross, Liz Hanton) LOs: To write clearly, using suitable form and words to engage the reader To write with a structure and sequence using language techniques To use variety of sentence structures To practice personal and imaginative writing

A lesson introducing students to story writing. This lesson focuses on how to create a character and what is required when writing prose. Developed for the OCR (2016) 9-1 GCSE curriculum, this lesson talks the students through creating characters through small activities. LOs: To write clearly, using imagination and suitable words to engage the reader To write with a clear structure and sequence using language techniques To use a variety of sentence structures

This lesson looks at how technology plays a role in management of the weather and how the technology can aid globalisation. This is a slightly different take on technology aiding globalisation - focusing on preparedness and how this helps to create a smaller world. LOs: • Identify the main types of technologies • Describe how a technology can be used to prepare for weather events. • Explain how a technology can reduce the impact of extreme weather events. • Apply the knowledge of a new technology to a case study

A case study for the Edexcel (2016) curriculum, investigating water management techniques in the UK. You need to have colouring pencils! LOs: Identify how much water is used for everyday activities. Annotate a map of the UK with relevant information. Judge which future water management technique will be the most effective. Decide on individual techniques of water management.

A lesson focused on investigating water conflicts, with lesson plan. Focused on the Middle East and how water conflict affects the communities. LOs: • Outline the issues relating to water which face the Middle East. • Understand why Turkey GAP became a geopolitical issue. • Identify the current water management strategies in Turkey. • List the reasons for Israel’s water insecurity. • Describe Israel’s water management strategies • Examine the water issues facing the Middle East in social, economic and environmental terms • Produce a revision card that highlights the main issues water management in the Middle East. • Formulate an opinion on water issues in the Middle East. • Evaluate any future problems faced by the Middle East in relation to water management.