Assessment from year 8 Geography- Weather and climate- suitable for KS3 mostly. Topics: weather and climate, tropical storms, extreme weather, UK flooding, clouds, measuring weather.

Whole lesson for Eyjafjallajökull eruption case study- Iceland. Differentiated tasks, sentence starters, key words and learning objectives.

Whole lesson and study of extreme weather in the UK. Heatwave 2018 example. Includes causes, effects and responses. Sentence starters and challenge tasks to meet all abilities. Videos embedded to aid learning and visualisation.

What are the barriers to trade and protectionism? You will be able to use this to: Define the following barriers to trade and protectionism: tariff, import licence, import quota, subsidies, sanctions, embargoes, regulatory or technical restrictions. Outline the notion of comparative advantage as to why countries trade. Outline the rules-based system of the World Trade Organisation. This is part of a sequence of lessons for the AQA topic- Global Systems and Governance. Slides included also present an entire scheme of learning for the global systems and governance topic. Includes copied information from the CGP Alevel AQA Geography revision guide to support learning. Also includes figures from Hodder textbook fifth edition (Whittaker).

What are the aims and roles of global institutions? You will be able to use this to: Outline the roles and differences between International Monetary Fund (IMF), World Bank, and World Trade Organisation (WTO). Describe how one of the institutions above can increase unequal power relations between countries. This is part of a sequence of lessons for the AQA topic- Global Systems and Governance. Slides included also present an entire scheme of learning for the global systems and governance topic. Includes copied information from the CGP Alevel AQA Geography revision guide to support learning. Also includes figures from Hodder textbook fifth edition (Whittaker).

AQA A Level Geography- Contemporary urban environments- urban form- whole lesson Lesson includes key ideas around urban form, CBD urban models, how land-use patterns differ between the developed and developing world and how cities are evolving to become post-modern. Tasks are interactive and challenging. Differentiated plenary of exam questions allows you to check understanding of the lesson. Plenary links to learning objectives: LO: To understand the definition of urban form. To be able to assess how far traditional urban forms are being challenged by new urban forms in the developed world. Any questions, just ask.

The Savanna ecosystem- location and characteristics! KS3-4 ability. Includes food chains, location, maps and exam questions! Ask for more info.

Entire Lesson on Coastal Management strategies- research opportunities available for students.

Slides of A-Z geography careers that can be used as posters/displays.

LOs: To name social and economic impacts of tropical storms and volcanic eruptions in the Philippines. To be able to evaluate human responses to occupying places that experience a range of hazards. Teaches the hazards that can occur in the Philippines and offers specific examples of significant events in history. Applies knowledge to an exam question: Question: Evaluate human responses to occupying places that experience a range of hazards. (9 marks) How are they responding in the Philippines- long and short term? Are these new strategies decreasing hazard risk? – compare to past and modern examples. What are the limitations to current strategies?

A LEVEL Geography- Sustainable Urban Development + Mumbai case study- Contemporary Urban Environments. Detailed lesson- will take 2-3 lessons (including 45 minute video and 20 mark exam question). LOs: To know how cities impact the environment on a global scale. To describe challenges to urban sustainability. To be able to assess to which extent cities can be made sustainable. First tasks: establishing what is an ecological footprint and how individuals and cities can be more sustainable + the challenges that surround this. Engaging tasks with challenge tasks added for higher ability. Second half of the lesson focuses on the case study for Mumbai: social and economic inequalities, vulnerability to natural hazards, current conditions making it unsustainable and strategies in place to make it more sustainable. Interactive discussion tasks, written tasks and videos embedded. Final exam question: “For every problem caused by urbanisation there is an effective solution.”To what extent to you agree with this view? [20 marks] exam question structured out with hints for lower ability and a suggested structure which can be adapted.

Outline of intent and objectives of each scheme of learning and lesson for year 7 geography. Topics include: Location and Map skills, Ecosystems- Savanna and Hot Deserts, Population and Migration to the UK, Economic activity in Egypt, Geology- rocks and weathering, Coastal landscapes in Europe.

Geography Lesson- Challenges in a LIC- India Case study- Slums- Dharavi Suitable for KS3 or introduction to lower ability KS4. Learning Objectives: To know the challenges (push factors) in India. To understand how challenges are caused by population growth. Excellent if we are able to explain the social, economic and environmental challenges in India using named examples. Introduction to slums: using graphs to address data on population increase in Mumbai. Images used for discussion on challenges and disparities in wealth. Key terms- social, economic and environmental explained- students have to then categorise these into a table. embedded videos and engaging tasks. Chloropleth map showing different levels of wealth across India- locational knowledge + numerical skills. Differentiated plenary with exam style questions to check for understanding.

Whole lesson. Learning objectives: To know how we use gas as an energy source. To understand how gas is extracted. Excellent if we are able to explain the advantages and disadvantages of using gas as an energy source using a case study example in the Amazonian region. Range of differentiated activities for students to learn what natural gas is, how it is extracted, the process of fracking, and the advantages/disadvantages of exploiting and using gas. Clear plenary and AfL opportunities. Exam question at the end to apply knowledge- clearly structured for all abilities. Works with AQA spec. Can also be used for higher ability KS3 classes.

Whole lesson- GCSE Geography AQA Paper 2- Resource Management- Energy Energy insecurity- key terms and solutions. Drilling for oil and gas in the Arctic- case study- economic, social and environmental impacts of exploiting resources. Embedded videos and differentiated tasks.

A Level Geography- AQA- Contemporary Urban Environments- Urban Climate LO- To be able to define urban climate. To understand the urban heat island effect. To be able to explain the effect of urban structures on average wind speed and climate. Discusses reasons for differences in urban temperature, rainfall and wind speed. High emphasis on the Urban Heat Island effect (UHI) and the impact this has on urban climate. Gets students thinking out how urban structures alter the climate of a city in comparison to a rural area. Data and exam questions implemented to check for understanding. Uses London examples throughout that can be easily altered. Please ask if you have any questions.

Full Lesson looking at the formation of tropical storms and the effects- Hurricane Katrina used as a case study. Key words and clear learning objectives. Videos embedded. Clear tasks- differentiated- stretch and challenge for higher ability. Homework task included.

Whole Geography lesson teaching the economic sectors and development of Nigeria. Linked to AQA Spec- Paper 2- The changing economic world. Differentiated tasks for higher and lower ability plus model answers. Exam questions embedded to check progress. Use of graphs and data to teach skills.

A Level Geography depositional landforms- entire lesson.