2024 Statistics NASA night lights 2024 Interesting fun facts Gap fill with word bank Worksheet available for scaffolding Definitions of words in detail Lots of images Lots of assessment for learning Visual modelling with students possible Mind map Writing task (factors) Density calculation Numeracy included Challenges included Plenary: challenge both views Self-assess Helpsheets available Both SEN, low ability and high ability covered

A full 1 hour lesson. Lesson plan refers to 50 minutes but it is easily 1 hour or more depending on how much time you want to provide. I included this because you can understand each part. All sensitive information is removed. I have also included a section for a Plan B, in case the class does not go to plan. A brief starter about each season to assess their prior knowledge and the importance of knowing this information. E.g. Would you wear a warm coat in the summer? A merry-go-round activity with stations. This saves lots on resources as you only need 6 sheets. Depending on the level of your class, you can remove more information, and remove the bold font as hints. Depending on your student’s knowledge, you may want to explain some things first or change some information. For example, food chains/ webs.

These are designed for 1hour. 3 slightly different versions depending on your resources/ class behaviour/ student abilities. You can mix them up. There are some Pokemon themed sections which you can remove/ alter. All materials and helpsheets included. Lesson plans are not included due to confidential data. Gapfill also included for students to try answers. In seats, short task together, short independent task building towards main independent task. Pair work. Similar to a treasure hunt but using words, to decode a secret word. Main activity is fun: linking into science, survival in real life using minimal items such as a leaf or a puddle etc. Depending on which resources you want to use and environment, this can be adapted. In this scenario, it’s in the classroom so it uses a bowl. There are other ways of making a compass but this is the minimal as you want magnetic north to address the misconceptions that North is always in front of you like the maps say. If you happen to not have materials/ or it’s being used by the science department/ don’t have any at home or the budget… you can skip the making compass section and show with your compass/ your phone/ provide compasses (depending on resources). The main activity involves a team game where they have to the teacher from A to B using the classroom. For behaviour control, they can estimate the number of steps (assuming they have also not learnt scale/ distance yet), or if you have a behaved class you can allow one student per team to leave their seat to count steps (limits to about 6 students out their seats at a time for classroom management). The purpose of the lesson is compass directions so the other factors are not important in this class. Future classes will have these skills combined. 2 and 3 looks more into real-life survival skills and involves team activities. There are also extras included depending on the class speed/ lesson time. If you have a break in classes, you can use it to prepare materials/ set up teams to save time. My students know how to move the tables, who’s in their teams, who is the team leader for collecting items (classroom management), and complete it within 30 seconds with materials. You must model it well if it is your first time with such activities.

Update 2024: KS3, more creative, scaffolding, and materials added. Lots of visuals Poster task Student examples included as ideas. 1hour lesson Wheel of fortune sharing (built into PPT) Lesson 7.1: Year 7, first class of climate change (causes) Lesson plan (1 page bullet pointed each section) Powerpoint (to follow with the powerpoint) - leaflet/ writing task PPT has videos and built in timer to help you keep your time management. Alter as needed.

Powerpoint for a 1hour lesson on waterfall formation. Adjustable depending on students’ ability and lesson time. Each level gets harder for them to remember. Starter for students to think Mind map alone/ do together Label picture and explain/ students guess Match key terms and definition Video on formation What happened in the video (with image): explanation by students Storyboard explanation Fill in the blanks(1) Complete the order (2) Team activity: spot the mistakes/ correct Team activity: summarise formation/ feedback Plenary: checking understanding of key terms by labelling the waterfall Homework: learning the definitions for pop quiz (literacy skills) Includes an optional worksheet as homework to reineforce formation

Updated: Great lesson that I completed in several schools. It can fit in 1 hour, or easily be 2 hours. Starter - differences in words Differentiated reading variety: less options from easy to hard (polar bear has missing information for higher ability to think of answers). Full options provide a range of animals if you wanted to provide more variety, have a longer lesson etc. Images and maps included Endangered > Extinct line with examples included for understanding (helps lower ability a lot) Mind map - with examples Definitions included - break down of words (included in the lesson plan for how to do this) Reading information - highlighting (make sure those with polar bears know they don’t have the 2nd highlighter which is prompted on PPT but depending on your students’ ability you may need to tell them). The original reading can be changed to beginning if the school runs reading session routines, this will make them more familiar with the text and ready for the task. Create a fact file. Success Criterion included. Challenge included. Fact file works better as students focus on writing (e.g. Yr 8s mixed ability did half a page in 5 minutes). I used this class in the best schools in Basingstoke. If you have more time, you may want to do a poster but ensure they do not spend ages designing, writing a title or drawing pictures as this shows no application of knowledge. Students present their work. Depending on time and resources, you may want a table (removed from PPT) for them to complete as students present. Otherwise just some simple notes for extra information, but their in depth information will be displayed in their animal/ work. Plenary. If time pair discussions, then class. In PPT, I’ve set as class vote due to time. Reading materials include pictures, graphs, maps, statistics etc. so they have to think about the information. Check students’ reading ages before you give them an animal. Easiest is turtle, then Panda. Majority of students like Panda level. Orangutan has the heavy text which should be given to those who enjoy reading and have a higher than average reading age. E.g. grammar stream students were given polar bear, elephants, orangutans (but kept some pandas for any students who may happen to struggle on this topic).

Updated version: Only English. Used with students for locational knowledge. Timer already set so you don’t need to press anything and check the students/ control behaviour. You can adjust timer settings. 40minutes - 1hr class: alter to suit your needs/ wants to adjust timing. This has PPT, an answer sheet for you, 1 page quiz worksheet (or they can write numbers and answers, depending on the ability of students or your resources), a video (which is already embedded in the PPT but you have this as an in case). Powerpoint is already timed, so you only need to get the class into groups, give them a worksheet and the slides will go through. I monitor the classroom and if they already answered, then I would forward it to next slide to provide more discussion time at end. Guess the country (flags made with their food) Name the colours of the flag Real or Fake flag Short video clip about flags: memory test At the end, you can mark answers by going through with students and having them swap their sheets with another group. You can even expand on each section/ answer by asking about the image which brings into cultural food and famous things of each country, or even some facts that students may know. You can decide how they get full marks. For example, correct spelling only etc. Literacy is important in UK schools and you gain points for correct spelling in exams so you might want to factor your lessons. I used this for English class where they had to translate it from their own language to English so I didn’t mark for spelling but gave them points for trying to spell (usually they would have the word in their langauge). Their geography level are good so I usually did forward the slides. I used this as a reward day which is fun, engaging and has competition between teams. You can give rewards to the winning team if you like, usually candy or in UK it would be commendations.

Full Lesson (observed by universities and other higher educational roles). Slightly different trade game. Learn about HIC, NEE, LIC - global trade imports, exports - inequalities - international events, etc. You may need a glossary or students may have some prior knowledge about development or globalisation. Reflection is most important. Includes 6 countries. Each countries equipment list included. Amendable. Borrow students’ equipment if needed. Added observer roles for high ability who (who can also act as referees to control behaviour if you have behaviour problems). Make sure they are rewarded. They watch the countries, report to you, and write up a report. A4 sheet with list of questions and prompts for them to complete. Note: You can make it clear if you are allowing or not allowing stealing. I only had one class steal a lot. This can link back to some History and Geography such as South Sudan. Remember to control physical fighting. After game, you have a discussion as they will probably have a lot to say or comment about. Cut it off at the appropriate time. Must calm back down with writing reflection notes. Reflection cards for them to answer prompt questions with challenges. This links to development (not X stole Y etc.) Observers will write their short report. You may have some share at end. I completed it with new classes - considered risktaking by most educators. E.g. Some schools and teachers have never done such a lesson. I’d recommend doing this if you know the class well enough, attempted some freedom lessons that you can trust them during this game, otherwise you need to have good behaviour management or plan B if you struggle to control. I’ve done this and other freedom lessons with new classes often with strict rules because every student are able enjoy and interact with the lessons (with any ability). I used this for observations and gave the “power” to strong/ high ability characters who were able to report everything to me (cheating) as the game went, as well as give rewards and consequences. Even my lowest abilities and SEND, EAL (no English), several behavioural students, all did AMAZING, including good use of key terminology. Honestly was really proud of them. They were able to make the link (maybe with prompts), and I did not need to call a high ability student to help. I only have 2 higher abilities in the class (and one was not in). This class were “successful” by several observers for passing placements and obtaining job offers. The best feedback was nobody attempts it for observation, and if they do - it is a disaster - so when I did this it was great (and the class isn’t a good ability class either)! I had 2 students run away over the fence just before class so they were noisy before class but they were perfect (address behaviour immediately as you need it for this class)

Animals in the Savanna - Lion King Remake of animals - Students well engaged and excited Learning objectives - command words - meanings Map of Savanna (students to add to their maps from previous lesson - Physical Geography of Africa). If you don’t have this, the maps (6 to a page) are also included if you wish to make this into an activity to shade in the biome and label the latitudes. Video about the Savanna - Notes about the biome Animal adaptation - I do (Lion), We do (Elephant), You do (Giraffe and Warthog). Challenges included. All students are able to complete giraffe, lower ability may struggle with warthog so I had them think more about the giraffe. Remind them of Pumba from Lion King. Answers on board - Students to add 3 more to their animals. Handouts available for students who can’t read, lower ability/ SEND to assist them. My students did not stick them in, they used it as help. YOU ARE A GEOGRAPHER (Science advanced and you create your own animal!) Choose 3 characteristics (timer them). Explain why those three and how they adapt to the Savanna. Criteria and levels (on the board I have 5 and 6). On paper (handouts or printouts or you can adapt depending on your class/ student) I have level 3-7 success criteria. Key words on the board, connectives on the board, challenges on the board, examples (sentences and images) on the board. Sentence builders (shared between students) allows every student able to complete the task. Higher abilities will not use it but have it as a reference. Students will be working at different paces due to ability. My higher ability asked to do more characteristics but only because they completed it. My lower ability/ SEND I expected at least 3 sentences (this is because this is in their assessment so they need to have this). Students who finished are able to sketch their animal. Higher rewards given as motivation. Peer assessing. Students peer assess the presenter (visualiser if you have). We used fingers due to time, but if you have longer lessons or extend another class they can use the peer assessment handouts where students assess themselves, and then peer assess. They can then improve upon feedback. Many students loved the task, wanted to share and spend their 15 minutes break continuing.

This is for Year 12 mixed ability. I recommend printing the worksheets file as A3, and the rest can be as A4. It involves resources e.g. books, but also plenty of up-to-date/ live information which will need to be accessed with internet. E.g. computers, phones, or teacher can print them out from the website. The exam board are aware of these A-level textbooks having older data, but students can infer information as years have gone by. Add information/ own knowledge, their knowledge when looking at boroughs and images. Bring the lesson alive. E.g. One student mentioned the Green Bridge that was unsuccessful, has a similar one built in Manchester instead. Pages are included in the PPT. The aim from the AQA spec: Case studies of two contrasting urban areas to illustrate and analyse key themes set out. This includes: patterns of economic and social well-being the nature and impact of physical environmental conditions with particular reference to the implications for environmental sustainability, the character of the study areas and the experience and attitudes of their populations. Helpful materials: Dictionary - expected key terminology for A level and above white (fourth edition) Hodder A Level textbook - used in this lesson but I have attached a double sided page of information which can be used instead or in addition cool geography

3 hour lesson Exam question included (9 marks) Structures and example answers to scaffold Level examples (aiming high) Examples of case studies 1 main case study worksheet Class feedback for self-marking and improving Challenges included Easily amendable Answers included

Lots of activities Lots of images to prompt thinking Graph reading Gapfill graph reading Address misconceptions Challenge included (with answers) - history Definitions using gapfill and image prompts. Built in timer Population increase/ decrease/ steady discussion Gap fill with word bank to scaffold Birth rate and death rate factors Lots of factors to choose from Challenge included Ranking/ guessing countries rates using a diamond sort (using their knowledge of factors) Work together through equation of growth rate (they guess it) Calculators for low ability Handouts available Challenge included Plenary using factors to create population growth 1-2 hour lesson

2024 Statistics on screen Population density statistics handout for students absent before/ unaware of stats (extras) Lots of visuals Different versions: Easy, Normal, Hard Can be used differently, e.g. explained for visuals vs. real map vs. less data etc. Choropleth map (2 versions for difficulty) Answers (for low ability to use for TEA) TEA answers usin gap fill/ sentence starters Definitions on screen Population Tennis Game (interactive and fun discussion) Images for prompts Table of factors that increase or decrease population All answers available Plenary debate (fun discussions) Video of UK history with its population rates increasing / decreasing (5minutes) 2 versions, an easier one for lower ability There is a lot of content and discussions about the world for learning. 1 hour lesson (my students (many SEN and class dynamics) are trained) Classes with distractions or not hard-working are likely to need 2 lessons.

Theory (involves using whiteboard/ interactive board to explain or get answers) Notes provided for off powerpoint actions Label graphs Interpreting graphs Tasks on reading graphs Includes interesting history knowledge Plotting a graph DTM challenge (KS3) DTM included (GCSE) Video included to summarise Handouts available Scale provided for scaffolding (to print) Develops into DTM stages, conversations on ageing population, policies, developing countries, history (that they mentioned from previous lessons) 2-3 hour lesson.