I have been a Geography teacher for many years and enjoy reshaping schemes of learning and creating corresponding lessons. I hope to share these with others who need them! Please ask any questions and rate my resources for others to see! :)
I have been a Geography teacher for many years and enjoy reshaping schemes of learning and creating corresponding lessons. I hope to share these with others who need them! Please ask any questions and rate my resources for others to see! :)
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?
LOs: To know the causes of Australian wildfires.
To describe local and national responses to wildfires.
To evaluate the effectiveness to local and national responses.
Teaches history of wildfires in Australia and 2019-2020 fires currently.
Requires students to have internet access to complete a case study sheet.
Exam Question Embedded:
With reference to a wildfire event, evaluate the impacts of the event and effectiveness of responses to it.
(9 marks).
LOs: To describe conditions that can lead to wildfires.
To understand how natural causes can result in wildfires.
To evaluate responses to a fire.
Teaches types of wildfire, common causes and responses.
Better if students have internet access for extended research.
Question Embedded: To what extent are long-term responses more efficient at reducing the impacts of forest fires. (9 marks).
LOs: To describe the primary and secondary impacts of Hurricane Katrina.
To assess if the authorities, both national and local, were efficient in dealing with this event, both before and after the storm had affected New Orleans.
Requires students to have access to internet for research.
‘The impacts of tropical storms are always more severe in less developed countries.’
To what extent do you agree with this view. [20 marks]
Exam Question Embedded.
LOs: To outline the characteristics of a tropical storm.
To describe social and economic impacts of tropical storms.
To evaluate the role of adaptation in reducing the impacts of tropical storms.
Addresses what a tropical storm is, their conditions needed to form, their characteristics, distribution and common impacts.
Applies mitigation and adaptation to a 9 mark exam question.
LOs: To give three hazards environmental impacts of seismic hazards.
To describe possible ways of increasing preparedness for a seismic hazards.
To assess whether secondary impacts caused by seismic hazards are more dangerous than the primary impacts.
Locational Knowledge + causes of earthquakes using maps.
Research task requires students to have internet access.
Exam Question structured at the end:
Assess whether the secondary impacts caused by seismic hazards are more dangerous than the primary impacts. (9 marks)
LOs: To know what the focus of an earthquake is.
To outline differences between the Richter Scale and Mercalli Scales.
To assess the trend between magnitude and frequency.
Revisits GCSE content of how earthquakes are formed and scales in which we measure them.
AFL and research tasks embedded.
LOs: To know how we prepare, mitigate, adapt and prevent volcanic disasters.
To link these solutions to the New Zealand volcano to explain, assess and justify the response to the event – including the factors affecting this response.
Addresses how people can respond to volcanoes:
Responses can fit into three major categories:
Prevention.
Preparedness.
Adaptation.
Students need internet access to complete the task to research further response strategies.
Exam question at the end: ‘It is possible to manage the impacts of volcanic eruptions, but the impacts cannot be prevented.’
To what extent do you agree with this view? (20 Marks)
with a suggested structure.
LOs: To know the causes and effects of the Volcanic eruption in New Zealand 2019.
To describe the spatial and temporal setting of the event.
To analyse the effectiveness of short and long-term responses.
To evaluate the technology and responses used to respond.
Maps New Zealand, addresses the case study and then followed by application to a case study.
Main task is completed with students having access to the internet- independent lead.
LOs: To know the nature of vulcanicity and its relation to plate tectonics.
To understand forms of volcanic hazard: nuées ardentes, lava flows, mudflows, pyroclastic and ash fallout, gases/acid rain, tephra.
To analyse spatial distribution, magnitude, frequency, regularity and predictability of hazard events.
Addresses types of margins with volcanoes.
Teaches primary and secondary hazards from volcanoes: pyroclastic flows, volcanic gases, Tephra, Mudflows, acid rain and climate change.
Engaging tasks. Research made better if students have access to the internet.
LOs: To know destructive, constructive and conservative plate margins. To understand characteristic processes: seismicity and vulcanicity. To describe formations of associated landforms: young fold mountains, rift valleys, ocean ridges, deep sea trenches and island arcs, volcanoes.
Students end up going through slides and producing a page split in 4 for the following plate boundaries: conservative, constructive, destructive, and magma plumes. Assesses all types of plate boundaries- continental and oceanic.
AFL independent questions and challenges incorporated.
LOs: To know the structure of the Earth.
To understand plate tectonic theory of crustal evolution: tectonic plates; plate movement; gravitational sliding; ridge push, slab pull; convection currents and seafloor spreading.
To understand magma plumes and their relationship to plate movement.
Utilises maps to show plates and boundaries.
Teaches 3 theories:
Convection Currents.
Slab Pull.
Ridge Push.
Students produce a fact sheet for the theories.
Addresses Iceland and its changing landscape with tectonics.
LOs: To understand the terms ‘distribution’, ‘frequency’ and ‘magnitude’.
To apply map skills to knowledge.
To understand how magnitude of events are measured and compared.
Map and graph skills utilised and worked upon. Looks at maps of the Ring of Fire. Addresses trends between magnitude and deaths in graphical figures. + Unseen figures and questions.
LOs: To understand the difference between primary and secondary (short term and long term) impacts of natural hazards.
To understand key ideas relating to the management of natural hazards.
To explain the Park Response Model and the Hazard Management Cycle.
Interactive tasks with diagrams, opportunities for oracy and AFL.
LOs: To know the common characteristics of hazards.
To understand the terms ‘risk’ and ‘vulnerability’.
To be able to identify and understand factors influencing the perception of natural hazards.
Address peoples perception of hazard risk and vulnerability.
Uses Iceland as an example of tourism and economic benefits when addressing why people continue to live in these areas despite the risk.
LOs: To know what a hazard is in a geographical context.
To identify connections and interrelationships between different aspects of geography.
To know types of hazards: atmospheric, hydrological and geophysical.
Engaging content which introduces different types of hazard, common characterisitics of them and starts to question why people continue to live there.
Updated unit of work- Where in the World?
Clear Sequencing of learning suited to the new Ofsted Framework.
SOL attached within. Clear homework opportunities and opportunities for public speaking and oracy.
Theses lessons are aiming to welcome and introduce year 7 students into geography. They look at key skills such as location, maps, grid referencing, current events analysis and more…
Tasks are all differentiated, lessons are engaging and many have videos and animations embedded into them.
Challenges misconceptions about location and countries within the British Isles and UK.
Includes two current event lessons from the Summer of 2019- Brexit and Whaley Bridge Dam.
Any Questions, please ask.
Scheme of Learning SOL- Where in the World? Year 7 Geography- KS3
Document that outlines key lessons and skills for a Year 7 introduction to geography. Encompasses key skills for location, maps, graphs, grid referencing and more!
Embeds current event lessons to ensure global citizens are created.
Most lessons are uploaded in my shop- minus the grid referencing lesson as I do not own that.
Any questions, please ask.
Learning Objectives: To know what a physical feature is.
To understand the importance of physical features in the UK.
To be excellent at mapping physical features and articulating their importance
In depth understanding of the term 'physical feature.'
Looks at major rivers in the UK and the importance of them- analytical skills and differentiated tasks.
Looks at global climate and skills of a climate graph- local study and maths skills.
Clearly embedded in SOL in the PP.
Any questions, please ask.
Learning Objectives: To know what a dam and reservoir is.
To understand the dangers of living beneath a reservoir and dam.
To be excellent in analyzing whether a settlement should have been built next to a dam.
Focuses on Geography in the news and applies it to the knowledge of dams and reservoirs.
Locational knowledge of Whaley. Knowledge and definitions of dams + advantages and disadvantages of them.
Clear justifications and opinions of analysis and evaluation.
Differentiated tasks.
Ask for any information if needed.
