AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at beaches and how their profiles can be altered and sand dune succession and formation… We start with a simple retrieval practice grid which is good for spaced practice. We then discuss why some beaches have different profiles to other beaches and what difference the size of sediment makes. We then look at the different types of waves and how they affect beach profiles. The pupils will make annotated diagrams of winter and summer beaches. We move onto sand dune systems. The pupils have an outline profile of sand dune succession. We use info slides which can either be teacher led, or use as a round the room activity, group activity etc, the pupils add the appropriate info onto the diagram from the slides. We then look at what conditions are needed for the dune system to form. The pupils have a hexagon task. I usually get the pupils to think about each factor first, the next slide has the answers but they still need to match them up We finish with a GCSE-style question on the formation of sand dunes with some guidance on how to answer. In a nutshell lesson includes: Retrieval practice starter Beach profile diagram activity Sand dune succession annotated round the room/group diagram task. Formation of sand dunes hexagon task. 4 mark GCSE-style question with guidance should the pupils need it. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at erosional features found on a headland, wave-cut notches and platforms, caves, stacks, stumps and arches. We start with a simple retrieval practice grid which is good for spaced practice. We then introduce wave-cut notches and platform. After discussion about how they may have formed the pupils use an outline diagram to add annotations and explanations. We then look at the formation of caves, arches, stacks and stumps. We watch a video clip before the pupils get to teach each other and the class about the features. The pupils then get given a drawing of Durdle Door. On the picture of Durdle Door in the present, the pupils annotate the diagram. The other two diagrams are for the pupils to trace around. The idea is that the pupils will predict what Durdle Door will look like in 400 and 800 years into the future and sketch how the headland might have been affected by erosion. We finish with a GCSE-style question on wave-cut platforms with some guidance on how to write their answer. In a nutshell lesson includes: Retrieval practice starter Wave-cut platforms diagram. Video clips where appropriate. Durdle Door: Present and Future activity. 4 mark GCSE-style question with guidance should the pupils need it. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at the formation of headlands and bays through the process of differential erosion. We start with a simple retrieval practice quiz. We then introduce the concept of differential erosion and how geology can play big role in the formation of bays and headlands. the pupils are introduced to the features then use a trace outline diagram to alter the coastline to predict what it might look like in the future. The pupils then label the diagrams to show how headlands and bays are formed. We then look at concordant and discordant coastlines. We start by analysing a map of the Swanage coastline, the pupils questioned as to why the coast has different features and shapes. The pupils make a geological map of the area using an outline map, they them annotate where the two types of coastline are. We finish with a GCSE-style question on the role of geology in the formation of landforms on the coast. In a nutshell lesson includes: Retrieval practice starter Trace it 3-step diagram on the formation of bays and headlands. A geological outline map of the Dorset coastline activity. 6 mark GCSE-style question with guidance should the pupils need it. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at the processes of longshore drift, deposition and wave refraction. We start with a retrieval practice grid which can be filled in with your own questions. We then introduce the concept of longshore drift. We watch a video clip, look at some sequential diagrams, and also consider why some parts of the coastline do not experience longshore drift, yet other parts do. The pupils use this knowledge to complete a worksheet which has several tasks such as explaining, drawing sequential diagrams and annotating. We then move onto deposition and wave refraction. We consider how wave refraction can create areas of erosion and deposition. The pupils create a diagram, which we label and annotate as we go along. There are several extension questions for the pupils to consider too. We finish with a simple post-it plenary on groynes and longshore drift. In a nutshell lesson includes: Retrieval practice starter Worksheet on the process of longshore drift with several activities. Annotated diagram of wave refraction. Video clips where appropriate Post-it plenary. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at the processes of erosion and transportation (Note we don’t do longshore drift until the next lesson, too much for one lesson!) We start with a retrieval practice grid from the previous lesson (good for spaced practice). We then introduce the concept of erosion, we watch a short video clip of he problems at Dawlish several years ago to get the pupils thinking about why erosion is important. We then look at erosion first, the pupils have a worksheet which shows the processes. They need to describe the process, locate the process on the map with an arrow and as a bonus they get to colour the diagram in (They still love doing this in year 11). We briefly look at the four processes of transportation and they do the same thing on the diagram. Next we explore what factors might affect the rate of these processes occurring. I get the pupils to do a spray diagram or spider diagram. The pupils then use this to answer the question on the worksheet. In a nutshell lesson includes: Retrieval practice starter Worksheet on the processes of erosion and transportation. Activity on factors influencing these processes Video clips where appropriate GCSE-style question with guidance on answering Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at the different types of weathering and mass movement. We start with a true or false retrieval practice quiz on wave types from the previous lesson. We then introduce the concept of weathering and proceed to look at mechanical, biological and chemical weathering. The pupils have a variety of annotation, drawing and question tasks to complete on the worksheet. Moving on to mass movement, the pupils get a second worksheet with 4 different slopes on. The pupils then are given information on each type of mass movement. They sketch the type of mass movement onto their slope and add labels. We finish with a simple GCSE-style question which I get the pupils to answer on a post-it note. In a nutshell lesson includes: True or False starter on wave types Weathering activity sheet with diagrams and questions. Mass movement ‘change the slope’ activity sheet. Video clips where appropriate GCSE-style question plenary Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at how waves are formed and different types of waves. We start with a differentiated photo starter where the pupils can create questions for themselves or the teacher to answer on coastal erosion. We then introduce waves by watching big wave surfers at Nazare in Portugal. This is where the largest onshore waves in the world are found. The pupils then make an annotated step by step guide to how ripples turn into large waves. We then look at what happens when the waves arrive on-shore. The pupils make an annotated diagram. We then look at constructive and destructive waves. The pupils make pop-up versions of both wave types to go into their books with annotations. We finish we a simple 4-mark question on the differences between constructive and destructive waves with some guidance. In a nutshell lesson includes: Photo interpretation question creator starter Annotated step by step diagrams of wave formation Diagram of the process of waves breaking Pop-up destructive and constructive waves. Video clips where appropriate GCSE-style question with guidance Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at economic opportunities in London, focusing on the regeneration of the London Docklands. We start with a photo interpretation of the London Docklands in the late 1970s. The pupils start to think about why the area has declined and how it might affect the residents. We then introduce the concept of urban regeneration and start by looking at the history of the Docklands and the pupils complete spray diagram of reasons why the area feel into disuse. We then look at the London Docklands Development Corporation (LDDC) and the pupils create an annotated diagram ‘the road to regeneration’ using information from the board. Once we have completed the diagram we tackle a 6-mark question on economic improvements in a HIC city. The pupils do have some help with some points to get them going if they need it. In a nutshell lesson includes: Photo interpretation starter Several tasks around the London Dockland’s and the LDDC Video clips where appropriate GCSE-style question with guidance Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at social opportunities in one borough of London, Shoreditch. We start with a photo interpretation of Shoreditch today so the pupils can start to think about what Shoreditch is like and what type of people may live there. the pupils will have a worksheet to work through as the lesson progresses. we start by looking at Shoreditch in the 1980’s (1981 really due to census data). The pupils get a feel for what the borough was like then. We then introduce modern day Shoreditch with a video. The pupils then use an information sheet to complete tasks regarding various aspects of life there including housing, ethnic and cultural mix, entertainment etc. We briefly consider the negatives of urban change in the area before tackling a GCSE-style question on the positive impacts urban change has had on people in a HIC. The pupils do have some help with some points to get them going if they need it. In a nutshell lesson includes: Photo interpretation starter Worksheet task on old and new Shoreditch Video clips where appropriate GCSE-style question with guidance Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at both the national and international importance of London. We start with a retrieval practice grid which you can populate with your own questions relevant to topics you have covered. We then do a quick photo interpretation activity on London to get the pupils thinking about why people would visit and what activities are going on in the city. The pupils then consider reasons why London is important. I usually create a spray diagram as a class. We then use some facts about London to organise them on a worksheet on national and international importance. We add any ideas from our spray diagram and then categorise them into social, economic and political. We finish with a 6-mark question on the importance both nationally and internationally on a city in an HIC. the pupils have some guidance on how to answer the question if you wish to use it with them. In a nutshell lesson includes: Retrieval starter quiz Photo interpretation activity Importance of London nationally and internationally worksheet GCSE-style question with guidance on how to respond Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: For this section we use London as our case study. In this lesson we introduce London, it’s location and site factors and its population. We start with a simple quiz about London to test the pupils general knowledge of the capital. We then look at the location of London and the pupils describe London’s location based on the C.L.O.C.K formula. But you could use any method. We then have a look at the history of London before the pupils undertake an ‘art attack’ activity where they are creating an annotated sketch map of the location of London and it’s settlement site factors. We then look at London’s population, looking at general facts, population structure and ethnicity. We finish with a simple GCSE-style question plenary. In a nutshell lesson includes: Quiz on general knowledge of London. Locating London activity ‘Art attack’ activity with guidance on producing an annotated sketch map Video clips where appropriate Population pyramid activity Graph interpretation task on ethnicity in London GCSE-style question with guidance on how to respond Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at where people in the UK live and the reasons for our population distribution. The starter is based on the population total for the UK and the pupils have some questions to think about. I usually do this as a discussion. There is also a can you name 15 cities starter which works well for high ability groups. We then look at cities in the UK. the pupils have a map and need to find the location of some of the major cities in the UK, we then briefly talk about their distribution. Next the pupils consider the human and physical factors that affect population distribution before putting this knowledge to work on a worksheet with several tasks and questions. We finish with GCSE-style question on human and physical factors that affect population distribution. In a nutshell lesson includes: Two starters on population and cities. Map task on the major cities of the UK Worksheet on the population distribution in the UK Video clips where appropriate GCSE-style question with guidance on how to respond. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1A: In this sixth lesson in the section we look at how we can adapt to climate change. We start with a simple retrieval practice quiz on international agreements from last lesson, We then look at 3 ways in which we may have to adapt in the future to cope with climate change, in agriculture, water supply and sea-level rise. We look at specific examples for water supply (the artificial glaciers in the Himalayas) and sea-level rise (the Maldives). We finish the lesson with a GCSE-style question post-it plenary. In a nutshell lesson includes: Retrieval prctice starter Photograph annotation task for agriculture Video notes task for artificial glaciers in the Himalayas Hexagon task for sea level rise in the Maldives Video clips where appropriate GCSE-style question post-it plenary. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1A: In this fifth lesson in the section we look at how we can manage the impacts of climate change. the starter is designed to test the pupils understanding of the significance of the USA’s withdrawal from the Paris Climate Agreement by asking them to make connections between the pictures. It can open up discussion too, We then look at 4 methods for reducing carbon dioxide concentrations in the atmosphere. Alternative energy sources, carbon capture, planting trees, international agreements. The pupils will have a worksheet with several tasks to complete such as describing the method, explaining how it reduces CO2 concentrations, rating the method for sustainability and explaining their rating. We finish the lesson with a GCSE-style question on international agreements with some guidance on how to answer if they need it. In a nutshell lesson includes: Discussion starter on the Paris Climate agreement Worksheet task on the four methods of mitigation Information cards Video clips where appropriate 6 mark GCSE-style question with content guidance Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1A: In this fourth lesson in the section we look at the effects of climate change around the world. We start with a quote from Great Thunberg and the pupils discuss whether they think she is right that we should be panicking about climate change and its impacts. We then look briefly at climate change impacts in the UK where the pupils will annotate a map of the UK using information from a video clip. We then look at the impacts worldwide, the pupils will be given an A3 sheet with a map surrounded by the impacts, they first locate the region the where the impact will be felt, rate the seriousness of the impact and then categorise each one as either social, economic, environmental or political. Using the information they have now gathered they write a response to Greta Thunberg’s quote using evidence from the lesson. We finish with a post-it plenary using a 2-mark question from the 2019 exam. In a nutshell lesson includes: Discussion starter over Greta Thunberg Quote Annotated diagram of the impacts on the UK A3 map task on the effects of climate change worldwide Video clips where appropriate GCSE-style question plenary Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1A: In this third lesson in the section we look at the human causes of climate change. We start with a retrieval practice grid which you can populate with your own questions. We then look at the greenhouse effect and how this works. The pupils will create an annotated diagram as the teacher goes through the stages. We then look at the three main greenhouse gases, carbon dioxide, methane and nitrous oxides. Taking each one in turn the pupils annotate around their hexagons what the human sources of these gases are. There are some video clips to support this. We finish with 9 mark GCSE-style question with the command word “to what extent”. the pupils have a suggested content and strictire guide to help them if they need it. In a nutshell lesson includes: Retrieval practice starter Annotated diagram task on the greenhouse effect Hexagon task on the greenhouse gases Video clips where appropriate GCSE-style question with guidance on suggested content Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1A: In this second lesson in the section we look at the natural causes of climate change. We start with a quick knowledge check on climate change with a quiz. We then look at orbital changes, sunspot activity and volcanic eruptions as mechanisms for causing climate change. The pupils will have a worksheet to fill in and there are information sheets for each mechanism. This could be done as a round the room activity or group work, it’s up to you. We use Tambora as an example of volcanic activity affecting climate. We finish with GCSE-style question with some suggested content if they need help. In a nutshell lesson includes: Climate change quiz starter Worksheet activity on mechanisms for natural climate change Video clips where appropriate GCSE-style question with guidance on suggested content. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1A: In this first lesson in the section we look at what the evidence is for climate change. We start with a picture interpretation around frost fairs on the River Thames and how this might be evidence for climate change. We then look at the graphs that scientists have composed that show how our climate has fluctuated over the years. The pupils will have a large A3 activity sheet to fill in as the lesson progresses. The second section looks at ice cores and how they have helped the scientists formulate records of past climates. We then look at the impacts of global climate change and how they might also be evidence for climate change too. The pupils will write down their own ideas then elaborate with the help of the slides and some video clips. We finish with GCSE-style question with some suggested content if they need help. In a nutshell lesson includes: Picture interpretation starter A3 activity sheet on the evidence for climate change Video clips where appropriate GCSE-style question with guidance on suggested content. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer