AQA GCSE Geography lesson for Unit 2C: Water Management section. This lesson requires the AQA GCSE Oxford textbook In this lesson the pupils look at the Lesotho Highland Water Project. The pupil’s using the textbook complete a number of tasks to become familiar with the example such as constructing a climate graph, describing places, finding the meaning of facts and figures, creating a map, defining key words, categorising impacts. The sheets need printing out on A3 paper ideally. We then tackle a question on large-scale water transfer schemes. The pupils have guidance should they need it on how to answer the question and can use their sheet to help them. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson for The Power & The People thematic unit. In this lesson we look at the long and short term causes of the American Revolution. We start with a retrieval practice instagram themed starter on the Peasants Revolt, but works with any historical event. We then look at the set-up of the colonies in America in the mid 1700’s. We then look at the overall causes of the colonists grievances and arguments for independence with a card sort categorising task. We then look at some of the important legislation and acts that were passed in the British Parliament that were detrimental to the colonists and contributed the the revolution. the pupils rate the possible reactions of the colonists and then rank the acts on order of significance. We then complete an Iceberg analysis of the causes. The short term trigger events are above water, the longer term causes are below water. We then finish on some questions and a countdown plenary complete with pressurising music. I hope that 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 spits and bars together with the processes that lead to their formation. The starter is a true or false type quiz where the pupils have to find the landforms and processes associated with erosion. We have a brief reminder of what longshore drift and deposition are. We have a quiz around a photo of Spurn Head and then watch a video clip. The pupils then create annotated diagrams of spits, bars and tombolos. This is usually teacher led in my lessons, but would work as an info hunt/share. We then draw an annotated field sketch from a photograph of Dawlish Warren Spit. The pupils then label the feature of the spit and fill in the blanks on the paragraph. We finish with a 6 mark GCSE-style question: “Explain how the processes of deposition lead to the formation of distinctive landforms”. The pupils have some guidance in answering this. In a nutshell lesson includes: Retrieval practice true or false starter Video clip Annotated diagrams on formation of spits, bars and tombolos. Features of a field sketch from photograph with an example. 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 history lesson on how the assassination of Franz Ferdinand start a chain reaction of declarations of war in 1914. We start with a simple retrieval practice quiz. We then have a brief recap of the murder of Franz Ferdinand in Sarajevo. The pupils have a picture source to look at. We then look at Austria-Hungary’s demands of Serbia. The pupils record the demands and explain how acceptable the demands are to Serbia. We then look at the events of the July Crisis is a sequence of slides. The pupils will record the tension levels in Europe as the events progress by creating a bar chart until a pan-European war is declared. The pupils then revisit the alliance source (a threatening situation) and answer some questions based on the source. We finish with a 16 mark “To what extent” question with some guidance on what the pupils can write about. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

Key Stage 3 lesson looking at the murder of Thomas Beckett in 1170. The lesson has a focus on causation with the pupils looking at long-term, short-term and trigger causes of his murder. The lesson includes an image source starter with questions. We then watch a video clip and the pupils complete a question sheet. We then look at how to identify short-term, long-term and trigger events before applying this to the case of Thomas Beckett. We then complete an extended writing task where the pupils write a report to Pope Alexander detailing the causes of the event and who is ultimately reposnsible for Beckett’s death. Included is: Picture source starter Video clip with notes sheet Activities around causation in history Information sheet and reading activity Extended writing task with structured guidance. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson on the Nigeria: a Newly-emerging Economy unit. The lesson is approximately one hour long, but can be extended or shortened. In the lesson we look at What Nigeria’s economy looks like and how it has changed over time. The pupils will do some interpretation of pie charts. They will then create a graph to show Nigeria’s employment structure. We move on to create a diagram that is annotated to explain why Nigeria’s economy is developing, before looking at the growing manufacturing sector. The pupils will then answer a GCSE -style question using points for guidance. Included in the lesson is: Starter activity Pie Chart interpretation activity Graphical skills task Creating an annotated diagram task around Nigeria’s developing economy Answering a 6-mark GCSE-style question with guidance. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson from the Reform and Reformers section of the Power & The People unit. In this lesson we first look at why Britain got involved in the slave trade. The pupils then go on to learn about who the significant abolitionists were. The four we look at are William Wilberforce, Thomas Clarkson, Olaudah Equiano and Granville Sharp. The pupils complete a significance circles activity where they decide who the most significant abolitionists were and why. We then go onto a “How useful is…” source question with guidance on how to respond. Included is: Starter activity Video clips Activity on reasons for slavery Abolitionist character cards Significance circles activity source question. Hope this helps https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification, Unit 2c. The lesson starts with a retrieval practice quiz from the unit. We then locate where the Wakel Basin in Rajasthan is. The pupils then annotate a photograph to explore the issues are around the supply of water to the region. We then look at the Wakel River Basin Project. The pupils use a sheet to read the extract and complete the questions on the project, then they create diagrams and pictures of the water harvesting methods and the pats scheme. We finish with a GCSE-style question with some guidance on how to answer. In a nutshell the lesson includes: Retrieval practice starter Map and photo annotation tasks Work sheet with questions and diagrams to draw GCSE style question with a writing frame if needed. Hope this helps save you valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the latest specification Unit 1B: In this lesson we look at the processes of weathering, erosion, transportation and deposition in glacial environments. The starter is just a quick photo mystery around glacial deposits. We then look at the extent of the ice sheet during the Last Glacial Maximum (LGM). We introduce freeze-thaw weathering as the principle type of weathering in glacial environments as the pupils create a sequential diagram. The pupils are provided with a diagram to annotate for the processes of abrasion and plucking. We watch a video on the transportation of material by the glacier and the pupils create a diagram. They then construct a paragraph on transportation by guessing the missing words using the picture prompts. They also construct a paragraph on deposition based on sentence fragments. We finish with a 4 mark GCSE-style exam question with guidance on how to answer 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 2A: In this lesson we look at the what traffic management strategies are available to reduce congestion in urban areas and some examples of how this can be done. The lesson has a retrieval practice starter. We then introduce the problems of traffic congestion in urban areas. In the first task the pupils use hexagons to think about the impacts of traffic congestion. We then introduce ‘carrot’ and ‘stick’ stratgeies and the students go through a range of example strategies and categorise them into ‘carrot’ and ‘stick’ strategies, ranking them in order of effectiveness and explaining their top choices. We then look at two examples of cities (Singapore and Beijing) that have adopted both of these strategies. Using a variety of videos and information slides the pupils makes notes of whether they are ‘carrot’ or ‘stick’ stratagies. We finish with a GCSE-style practice question with some guidance and structure provided for the students. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for Unit 1A. We start with a simple retrieval quiz, before then looking at the situation of Naples and asking why such a large city has developed near a clear potential threat. We explore this by completing a photo challenge activity with differentiated questions. Pupils will then complete a question wheel about the different reasons why people would choose to live in areas of tectonic hazards. We move on to consider Iceland and the benefits that the country has experienced by living on a plate margin. We then tackle a GCSE-style question with some guidance on structure should the students need it. In a nutshell the lesson includes:- Retrieval starter Photo challenge differentiated activity on Naples and Vesuvius Question wheel for explaining reasons for living in a hazardous area. Video on Iceland’s geothermal energy. Activity exploring benefits for Iceland GCSE-style question with guidance I hope this saves you valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

Key Stage 3 lesson for a scheme of work on The Rise of The Dictators. In this lesson we look at how the Nazis used both terror and propaganda and censorship to indoctrinate & control the populace of Germany. We start with a simple retrieval practice quiz. We then look at how the Nazis used terror. the pupils look at both the SS and Gestapo, rating the different aspects of each for terror and intimidation, explaining as they go. We then look at Josef Goebbels and propaganda and censorship. The pupils read each method and rate their effectiveness before deciding which method was the most effective. We look at a propaganda poster from 1936 and answer a question around this, and finish with a to what extent style plenary where the pupils can either debate or write about whether terror or propaganda & censorship was the most effective method of gaining control over the people, I hope 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 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

Lesson on significant factors in the fight for women’s rights after the second world war. The lesson will probably cover two hour long lessons, but can easily be shortened. We start by looking at the Ford Dagenham strike in 1968, we look at why the strike happened and what it’s impact was. We them create a chart of importance using other significant events since WW2. The pupils then complete a Wheel of Life for all the lessons they have completed on women’s rights so far and finish by answering a question on which factors were the most significant using a writing frame to help them. Hope this helps. Included is: starter Activity on Ford Dagenham Strike in 1968 Video Clip on the strikes Chart of Importance activity Wheel of life for womens rights GCSe style question with structured guidance on how to answer. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson. The lesson is at least 1 hour, but can be shortened of lengthened easily. We start by looking at what desertification is and the semi-arid areas that are most at risk from it. We then look at both natural and human factors that causes desertification using factor hexagons. For our example we look at desertification in Badia, Jordan and pupils complete a table which requires them to explain why Badia is at risk. We finsish with a 6 mark exam-style question. Included in the lesson is: Photo interpretation starter Video clip on causes of desertification Activity on causes of desertification Example of Badia in Jordan activity. 6 mark GCSE exam question with guidance. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson for The Power & The People thematic unit. In this lesson we look at how Oliver Cromwell should be remembered. We start with a simple retrieval practice quiz ‘. We discuss the Commonwealth briefly before the pupils complete a text analysis using highlighters on events immediately after Charles’ execution. We then have a look at the evidence for Cromwell being either a hero or a dictator. We look at the Diggers and the Levellers as challenges to the Commonwealth with the aid of a video clip. We then briefly look at the Commonwealth’s end and the Restoration before finally considering several portrayals of oliver Cromwell from 4 different sources. The pupils complete a task called ‘The Gallery of Cromwell’ where they dissect the different interpretations of Cromwell and the reasons for this. I hope that 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

Needs the Oxford AQA GCSE Geography textbook AQA GCSE Geography lesson for Unit 2 © Resource Management. In this lesson we look at the global distribution of resources. We start with a cartoon interpretation starter before looking at the three main resources food, water and energy. The pupils complete a knowledge organiser. We then have a brief video clip activity where the pupils match the statistic to the descriptors before completing a differentiated map activity on the global pattern of malnutrition. We then look at water scarcity and the pupils work with another map answer questions, but then comaring with the malnutrition pattern. We conclude with a 4 mark GCSE-style question with guidance. Lesson includes following activities. Cartoon starter Knowledge organiser for food, energy and water distribution Match the statistic video activity two differentiated map tasks GCSE sty;e question with guidance should students need it. Hope this helps https://www.tes.com/teaching-resources/shop/markthegeographer

In this lesson we look at the role of women in WWI and ask the question “To what extent was women’s role in WWI responsible for them achieving the vote?”. Firsty we look at the Munitionettes and the dangerous work in the factories. We then consider other roles that were undertaken by women in WWI. We finally answer the question above by using a structured writing frame to help the students construct their answer. Included in the lesson is: Photo interpretation starter Video clips and video notes question sheet. Activity on womens roles in WWI Evaluation writing task with structure and content guidance. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

Key Stage 3 lesson on whether King John deserves the prenom “Bad” King John. The lesson is at least an hour long but can be easily extended into two lessons. We start by looking at an interpretation of John in the Disney movie, the pupils then use a speaking frame to explain what they can glean from the clip. We then move onto a categorising task. The pupils are presented with factual information about John, they have to categories into evidence a him being a good or bad king, they then further categorise into warfare, taxation, religion and role of the individual. The pupils then complete a school report for King John based on the information. We then finish with a question where pupils have to explain to what extent they agree with a statement. Included is: Disney interpretation speaking frame starter Differentiated categorisation task School report task Extended writing task Kingometer plenary. Hope this helps and saves planning time. https://www.tes.com/teaching-resources/shop/markthegeographer