An Ordnance Survey themed retrieval practice starter slide. With differing levels of question difficulty according to the contour lines and various map symbols for the pupils to try to recall. Please feel free to download and adapt. https://www.tes.com/teaching-resources/shop/markthegeographer

A worksheet/revision activity on the structure of the rainforest and plant adaptations. Aimed at GCSE but would work for KS3 aswell. Mixture of questions and colouring to be done too. Hope you find it useful. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE geography resource. This is a revision sheet for pupils studying London as part of the Urban Change in the UK section in Unit 2. The rules for the revision are:- Use your class notes, textbooks and/or the Internet to answer questions on your way across London. Write the answers on a separate sheet of paper. Once you have answered the question, colour in the corresponding borough on the map. Move onto the next borough on your journey to the finish. You must answer the question in the City of London on your journey. Choose a starting borough from blue (easiest), orange (medium) or red (hard). Hope proves useful. https://www.tes.com/teaching-resources/shop/markthegeographer

I use this for revision after teaching the Hot Deserts topic in the AQA GCSE Geography Spec (1B). Hope you find it useful. https://www.tes.com/teaching-resources/shop/markthegeographer

A research sheet that is best printed out in A3 for the pupils to find out about a chosen megacity. Please feel free to download and adapt to suit your needs. https://www.tes.com/teaching-resources/shop/markthegeographer

Another retrieval practice slide that is fully editable so please feel free to download and adapt. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at the environmental challenges facing Lagos. Air pollution, waste management, traffic congestion and water supply/pollution. We start with a simple true or false retrieval practice quiz. We then look at the environmental issues facing Lagos one at a time. The pupils have an A3 sheet with all 4 challenges in sections divided into problems and solutions. The pupils work their way through the sheet using video clips and photos to help them guided by the teacher. We finish with a GCSE-style question with guidance should the pupils need it. In a nutshell lesson includes: True/false starter Activities on the environmental challenges and potential solutions 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 from the Nigeria: A Newly Emerging Economy section. Second lesson in this unit of work. In this lesson we start by looking at the different environments in Nigeria and the pupils work to create an annotated map of the country. We then use information cards to complete a knowledge organiser. Looking at Nigeria’s social, political, cultural and environmental context the pupils fill out their organiser from the cards. We then move on to answer a GCSE style question and the pupils have some guidance on how to answer this sort of question. Included is: All the information cards Starter annotated map task on Nigeria’s environments Knowledge organiser task using info cards activity 4-mark GCSE style question with guidance. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

This is the first lesson on a Norman Conquest SOW. It gives the pupils an overview of what life was like in 1066 before the Death of Edward the Confessor and the Norman Conquest. All the resources are included. Lesson takes 1 hour. Included is: Bayeux Tapestry question starter. An overview of 11th century kings Differetiated tasks using an information sheet and a worksheet A writing task on who has the power in early 1066. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

GCSE Anglo Saxon and Norman England 1060-87 for the new specification 2016. This lesson looks at the four claimants to the throne. the pupils start with scenes from the Bayeux Tapestry which they then have to put in order. We then briefly look at the situation at the start of 1066 before considering the strengths and weaknesses of the four claimants. There is a brief video clip and the pupils then have time with a fact-file for each claimant. We finish the lesson by looking at an enquiry question “Who had the strongest claim the the throne”. The pupils have guidance on how to structure their answer. Hope this helps save you valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on the war at sea, the Germans use of U-boats and unrestricted U-boat warfare and America’s decision to enter the war. For the Conflict & Tension 1894-1918 unit. We start with a simple retrieval practice quiz. We then look at the U-boat threat in detail, firstly by looking at the design and function of the U-boats and then by watching a video clip where the pupils answer questions about how they were used. The pupils then consider how the British responded to the threat and what innovations were adopted. We then progress to look at the sinking of the Lusitania and the pupils complete a tensionometer to record the rising tensions between the USA and Germany. We look at a source “Destroy this Mad Brute” and the pupils answer questions. There are two plenary options to assess the impact or potential impact of America entering the war. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on the Hundred Days Offensive and the ending battles of WWI. We start with a simple ‘if this is the answer, what is the question?’ retrieval practice quiz. We then have a brief recap of the events of the failed Ludendorff Offensive and Germany’s precarious position. We then look at Foch’s plan for the offensive in a video clip and the pupils think about Germany’s preparedness for the offensive. We then follow events in a series of event slides. The pupils read the information on the board and record the German army’s level of control at that point on the Western Front. This could be done as a round the room or carousel activity. The pupils reflect on what the critical events were. We then use a source comparison question as consolidation and finish with the pupils writing a bio-poem to General Ludendorff. Hope you find this useful and it saves you some 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 the economic challenges in Lagos with special attention paid to the informal economy and the Olusosun Landfill site. We use elaborative questioning on a photo of rubbish collectors at Olusosun as a starter, the pupils may be able to work out that the rubbish tip employs informally, many people. We then look at the employment structure of Lagos, and how it compares with Nigeria. The pupils will be plotting their own pie charts and answering questions relating to them. We then look at the formal and informal economies. Focusing on the informal economy and the Olusosun landfill site, pupils look at the problems and benefits of working on the landfill site, there are 2 video clips to support this. We finish with a GCSE-style question with guidance should the pupils need it In a nutshell lesson includes: Photo interpretation starter Pie chart plotting activities Video clips from Olusosun. Problems and benefits of Olusosun. 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 how Lagos has grown in the last 50 years and why. We start with a population pyramid of Nigeria and the pupils can choose questions to answer as we explore the population structure of the country. We then look at the growth of Lagos through the pupils plotting the data onto a graph and answering questions about Lagos’ population growth. We then move onto the physical growth of the city. Here pupils use colours to make an isoline map and again there are questions for the pupils to answer. We then look at push & pull factors for rural-urban migration. The pupils create a graph as a visual tool to see which are the main pull and push factors. We finish with an emoji annotation plenary about the reasons for Lagos’ population growth. In a nutshell lesson includes: Population pyramid starter Video clip Graph plotting task with questions on population data. Isoline map task with questions. Push-pull factors bar chart. Annotating emojis plenary. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on the Third Battle of Ypres & The Battle of Passchendaele for the Conflict & Tension 1894-1918 unit. We start with a simple retrieval practice timeline quiz. We start by looking at the position of Ypres on the Western Front and it’s tactical significance. We then look at the fighting that had taken place at Ypres since the start of the war. The pupils watch a video clip and answer some questions. We then complete a text analysis of the build up to the Third Battle of Ypres and Passchendaele. The pupils highlighting allied successes and failures. We then look at the events of the battle itself, the pupils anticipate problems and also answer questions on a summary strip of the events. We then watch some clips about the battle and look at some photo sources of Passchendaele to give a sense of the battle. The pupils then complete a battle summary sheet using the information gained so far. We then compare the Somme and Passchendaele in a hexagon Venn diagram looking for similarities and differences in military tactics, outcomes, individuals involved. We finish with a to what extent type plenary, where we look at the impact the weather had on Passchendaele. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on how the major European powers took to re-armament before WWI. We start by looking at the British Empire at the end of the 19th Century. The pupils then complete a hexagon task on Britain’s status and position before the war. The pupils gather information on: The empire, Britain’s problems, British society, economic power, ruling Britain and military power. There are some info slides for this and could be taught as a gallery activity, round robin or timed notes etc. We then look at what ‘splendid isolation’ meant in terms of foreign policy. The pupils then rank the threats to Britain’s isolated status and explain what the main threats to Britain was at that time. We then look at a source of the signing of the Entente Cordiale before completing an extentometer activity on the cause of Britain’s abandonment of isolationism. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on the Battle of The Somme for the Conflict & Tension 1894-1918 unit. We start with a simple retrieval practice quiz. We then introduce Douglas Haig and his warning to British Politicians of the need to accept more losses in order to defeat the Germans. We then look at Rawlinson and Haig’s plan for July 1st. The pupils summarise the stages of the plan and write any concerns they might have about the tactics used. We then have a text analysis of the events of the battle with the pupils highlighting the successes and failures of the allied troops. We then look at the criticism of General Haig for the losses and how the soldiers felt about the offensive. We then complete a battle summary sheet before tackling an exam question. We finish with an Ode to Douglas Haig if there is time. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

Part of the Norman Conquest SOW. In this lesson we consider why Historians need to be careful about the reliability of sources. After some thinking exercises on the reliability of information and how people can have different views of the same events we look at a number of sources that document the death of Harold at Hastings and complete an activity of how reliable these sources are. We finish the lesson with a writing task which has a structure strip to support the pupils recording a good written response to the question “Explain, using evidence, what the most likely cause of Death was for Harold Godwinson at Hastings”. Included in the lesson is True or False retrieval starter thinking exercises around reliability and perception Source reliability task with information sheet and worksheet Video clips to support the source task. Fully supported written task using structure strip. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

The first lesson in a Key stage 3 unit of work on the Welfare State. The lesson introduces the conditions that the poor had to endure in the early 1900’s through the use of video clips and sources. The pupils complete a text analysis that summarises the political situation in regards to public health. We then look at the Liberal Reforms that were introduced by the Liberal Government in 1906 and then successive governments. The pupils complete an information hunt and complete a hexagon task in which they explain how the reforms help tackle poverty poor health. I hope that this proves useful and saves you some 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