AQA GCSE Geography lesson for Unit 2C: Resource Management. The lesson realistically takes over one hour, most likely two lessons. We start we a quiz on what percentage we use of our water for various domestic tasks. We then complete a data presentation activity where the pupils create a graph on our national demands on water and the pupils then complete some questions. The next task involves the pupils creating two shaded maps of population density and rainfall to work out where the areas of water stress are in the UK. We then look at water stress and highlight an extract to explore the benefits and drawbacks. The pupils then create a diagram on the work of the Environment Agency in managing water supplies The pupils look for solutions to improving water quality and challenges to improving water quality. We finally tackle a GCSE-style 6 mark question on water transfer. At a glance lesson includes: Starter quiz on domestic water use Data presentation activity on national water use Map shading activity to work out areas of water stress Extract highlighting activity Environment Agency diagram activity 6 mark practice question with guidance and timer. Hope this helps. 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

GCSE Anglo Saxon and Norman England 1060-87 for the new specification 2016. In this lesson we look at the growth of towns after the conquest and what towns were like to live in. We start with a quick retrieval practice starter. We then look at how the towns developed into market towns, the pupils answer questions from a video clip. We then complete a text analysis where the pupils highlight the reasons for the growth of towns during Norman times. We briefly look at burgesses before focusing on trade and the pupils complete a profitability scale to show which of the aspects of trade in medieval times produced the most money for the medieval town and why. We finish with a to what extent 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 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 This lesson requires the Oxford GCSE Geography for the AQA specification This lesson includes a number of activities including photograph interpretation, a worksheet to help the students with an evaluation question and further skills such as map and graph interpretation. The actvities are based around the Oxford GCSE Geography for AQA. Thanks, and hope it helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson on reducing the development gap in Malaysia. ****You will need the Oxford GCSE Geography textbook for AQA. This lesson contains a differentiated a3 worksheet for the pupils to workthrough using the textbook. There is a variety of tasks that the pupils can choose from and some video clips on Jamaica to give the pupils a brief insight into the island. Included are:- Starter activity Video Clips Differentiated Worksheet. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

This is a lesson for AQA GCSE Geography on development opportunities in hot deserts and uses the Thar Desert in India and Pakistan as an example. The lesson is fully resourced, no need for a text book. The lesson includes: Starter recap. Questioning section Video clip Information gathering activity GCSE question with guidance on content and structure. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at squatter settlements in Lagos, in particular Makoko. We start with a photo interpretation stater where students can create their own questions and answer them based on a series of command words… We then look at the location of squatter settlements in Lagos The pupils are given a map of lagos and the six figure grid references for the squatter settlements to plot on the map, we then consider why they are located where they are. The pupils then look at some statistics for Makoko and annotate the table to suggest problems that residents of Makoko face, they also create a field sketch with some annotations on. We finish with GCSE-style questions on a squatter settlement with some guidance on how they should answer the question. In a nutshell lesson includes: Photo interpretation starter Plotting squatter settlements activity Table annotation task Drawing from a photograph task 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 2A: In this lesson we look at the social challenges in Lagos of education. healthcare, water supply and energy. We start with a retrieval practice stater, which you can edit for suitable questions to match your recent teaching. We then look at the the social challenges that Lagos faces due to rapid urban population growth. The pupils will work on an A3 worksheet to consider 4 types of social challenges , that of education. health care, water supply and energy. Each challenge has its own introduction and has video clips and resources to support the pupils learning. Each section has different activities. We finish with a GCSE-style question with guidance should the pupils need it In a nutshell lesson includes: Retrieval practice starter Video clips A3 worksheet with a variety of tasks. 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 urban planning and how it can solve three challenges: squatter settlements, traffic congestion and an uncertain future. We start with a “which statements are true?” grid based on the Lagos unit of work with sound effects as well. We then look at urban planning and how it can solve Lagos’ challenges. Firstly squatter settlements. We view two clips of the floating school and communities in Makoko and the pupils annotate a diagram to explain how the floating school can help solve the challenges of urban slums in Lagos and provide a sustainable solution to education. We then look at traffic. The pupils use hexagons again to explain how each solution would potentially provide better quality of life for the residents. We finish by looking at the future challenges Lagos faces. The pupils then rank each challenge based on their seriousness and explain why they have ranked them in such a way. We finish with GCSE-style question on urban planning in an LIC or NEE and a plenary on floating communities. In a nutshell lesson includes: Which statements are correct starter Diagram annotation task on the floating school Hexagon task for traffic management Thermometer task for the future challenges Lagos faces 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 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 for the new specification Unit 2A: In this lesson we look at how London’s transport strategy and urban greening have improved the quality of life for people living in London. We start with a retrieval practice grid based on previous learning from this section. We then look at the green transport strategies London is adopting. Using an information sheet the pupils fill in sections on an A3 worksheet. We next look at Crossrail, the pupils consider the reasons why Crossrail was needed and the arguments for and against Crossrail before answering some questions on how it will improve quality of life in London. We move onto urban greening, using a video clip we consider the benefits of urban greening and then the pupils create a “London Eye” pie chart which they annotate to show how London is a green city and how it is continuing its urban greening. Once we have completed the diagram we tackle a 6-mark question on how environmental change have led to an increase in the quality of life for people 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: Retrieval practice starter A3 worksheet on transport in London and Crossrail Two urban greening activities. 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 2B: In this lesson we introduce the economy and how it has changed over time and why. The lesson starts with a quick retrieval practice quiz. We then introduce the idea of the economy with the pupils completing a Frayer model, we then look at where the UK is in international standings currently and where it might be in the future. We then look at the structure of the economy, we remind ourselves of the different sectors with a sorting task and then look at how the UK’s economy has changed over time. The pupils complete a worksheet and complete a pie chart. We then look at the main drivers in this change and the pupils use information sheets/slides to complete a worksheet. We then finish with a GCSE-style practice question with some 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 introduce Lagos as a case study for a city in an NEE. We start with the pupils looking at a variety of photo’s trying to work out where the photos might be taken. They are all of Lagos of course, this is to introduce the pupils to the variety, and inequality in the city. We then look an introductory video to Lagos to gauge the pupils first impressions. The pupils then go on to describe to location of Lagos. I use the C>L>O>C>K formula but this can be changed to whatever you like. We then look at some key facts or indicators about Lagos. We compare this to the same key facts as London. the pupils use this information to explain what Lagos is like and what challenges it may have. This allows the pupils to understand how it compares to a city they may well be familiar with. We finish with a GCSE style question on the importance both regionally and internationally of Lagos. In a nutshell lesson includes: Photo starter Video clip Describing the location of Lagos task. Worksheet on key facts and indicators of Lagos. Comparison of London 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 2B: In this lesson we look at the changing transport infrastructure of the UK. The lesson starts with a retrieval practice task. We then briefly consider what infrastructure means before looking at what the problems with the UK’s existing infrastructure is. The pupils create a mind map for this. We then look at projects that the UK is undertaking or has recently undertaken to improve transport connections. The pupils have a map of the UK to annotate using information slides that can be placed around the room, on tables or in groups. We look at a short video clip on Crossrail and the pupils answer questions about the impacts the project being over schedule and over budget has had on local people and the economy. There is a consolidation task which gives pupils a choice or questions to answer. We finish with a 6-mark practice question with some 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 2B: In this lesson we look at the environmental impacts of quarrying in the UK. The lesson starts with a quick true or false retrieval practice quiz with sound effects. We then look at a photo of a quarry and the pupils think about all the impacts the quarry may be having on the physical environment. There are possible answers on the next slide. We then look at ways that industry might be able to become more sustainable. The pupils have hexes and are asked to develop the points further by explaining their potential impacts. There are suggestions on the following slide. We then look at quarrying and Torr Quarry as an example. The pupils have an info sheet and a knowledge organiser to complete with questions relating to Torr Quarry and Quarrying. There is also a video clip on quarry restoration to help with this section. We finish with a 4-mark practice question with some 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 Nigeria: A Newly Emerging Economy unit. The lesson is at lest one hour long, but is easily extended into two lessons. The lesson begins with a photo interpretation starter to introduce the pupils to some of the poverty in Nigeria. We then look at two families in Nigeria, the pupils investigate their living conditions and access to safe water, sanitation and electricity before deciding if the family would benefit from aid and if they represent the majority of Nigerian families. We the look at the benefits of International Aid and the reaons why aid may not be used effectively. We use a GCSE-style question to investigate the latter. Included in the lesson is: Photo interpretation starter Families task: comparing living standards (how will aid benefit them?) Hexagon factor task explaining how aid benefits Nigeria. GCSE style question on how aid might not be used effectively. Hope this helps. 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 1C: In this lesson we look at depositional features found in the lower course of a river. The starter is a a countdown retrieval practice quiz with dramatic countdown music! We start by looking at natural levees and how they are formed. The pupils create a sequence of diagrams to show their formation based on information on the board. They are provided with outline drawings to start with to save time. We then look at the formation of floodplains. The pupils create a diagram based on the instructions on the board without actually seeing the diagram, but there is an example if they are struggling and they are given an outline floodplain to start with. We then look at the formation of estuaries. The pupils annotate a photograph to show the different features of the estuary formed by deposition. We finish on a 4 mark question on the formation of floodplains that was in an exam in 2017. I usually model the answer after the pupils have had a go. In a nutshell lesson includes: Retrieval practice grid starter. Formation of levees sequential diagram. Formation and features of a floodplain diagram activity with outline. Photo annotation for estuaries. 4-mark GCSE question with guidance. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer