Continues from the first lesson a couple of weeks ago. Asks students to look back at their predictions to see how the virus has increased, calculate the cases per million of the population and then the fatality rate. Students will then think about why the fatality rate varies in different countries and come up with a prediction of how the number of deaths will change over the next few weeks. There is a KS3 and KS5 version of this lesson also available and I hope to write a third lesson about coronavirus hotspots in the UK over the next couple of weeks.

10 Marks worth of exam questions on development indicators to use as part of revision. No mark scheme as (hopefully) the questions should be fairly straightforward to mark.

Lesson 3 for KS3 unit of work on food. I have adapted this resource from someone else. Excellent activity based on the ‘hunger games’. Students will have to try and solve world hunger by cutting out bananas. Cards will be given to either help or hinder their production, based on real life scenarios facing farmers overseas.

An introduction to epidemiology. Asks students to place certain events on a timeline to show how the disease has spread, locate 4 countries and then complete a line graph to show the number of cases in these countries. Students will then describe their graphs, create a prediction as to what will happen next and think about how social distancing will affect their predictions. There is a KS4 and KS5 version of this lesson also available and I hope to write a follow up lesson over the Easter Holidays.

This is the third lesson in the coronavirus series. This lesson looks at 4 risk factors for the disease and explores the reasons behind these risk factors (Ethnicity, Poverty, Health and Age). Students will then look at maps to show the distribution of these risk factors across the country and make predictions as to where they think the death toll will be highest. They will then compare their predictions to a death map created by the ONS and comment on which of the risk factors provided the most/least accurate prediction. There is a key stage 3 version of this lesson which uses slightly easier terminology, but there isn’t a large difference in these lessons.

Doesn't contain all of the lessons, but most of them. Scheme of Work to use with A Level AQA Geography.

This is the third lesson in the coronavirus series. This lesson looks at 4 risk factors for the disease and explores the reasons behind these risk factors (Ethnicity, Poverty, Health and Age). Students will then look at maps to show the distribution of these risk factors across the country and make predictions as to where they think the death toll will be highest. They will then compare their predictions to a death map created by the ONS and comment on which of the risk factors provided the most/least accurate prediction. There is a key stage 4 version of this lesson which uses slightly more tricky terminology, but there isn’t a large difference in these lessons.

I’ve planned a revision timetable for year 11 which includes the topics we teach at GCSE (AQA Geography) broken down into manageable chunks. Each week, students have topics to revise, suggested ways to revise and an exam question to do the following lesson. There are 2 options for the exam question, 1 without annotations and another that has the questions annotated and scaffolded to help. There is also a detailed mark scheme, including example answers for the longer questions. Questions range from 1 mark to 9+3 SPaG. I’ll be adding more of these as I plan them so that our entire course is covered. Hopefully this will be easy to edit if you use different case studies, or sub-topics. This is a sample set which includes questions on: -small scale ecosystem you have studied -post industrial economy -UK North/South divide

Students have £100 per group to bid on real or fake coastal images. The aim is to get as many authentic ones as possible. Starter or plenary idea to revise coastal features and coastal management

Pupils have to select, from a range of points, how best to develop the initial idea. This particular example is for Storm Desmond, but could easily be adapted for a different question. The aim is to help pupils to move beyond simple statements and to model a Level 3 paragraph for AQA 9-1 GCSE.

Continues from the first lesson a couple of weeks ago. Asks students to look back at their predictions to see how the virus has increased, calculate the cases per million of the population and then the fatality rate. Students will then think about why the fatality rate varies in different countries and come up with a prediction of how the number of deaths will change over the next few weeks. There is a KS3 and KS5 version of this lesson also available and I hope to write a third lesson about coronavirus hotspots in the UK over the next couple of weeks.

2 starters which follow the same format to try and help pupils to improve their SPAG. Addresses common mistakes that I’ve come across whilst teaching.