LESSON COVERS: Urbanisation, rates of urbanisation, push and pull factors, rural urban migration and natural increase. POSSIBLE DOUBLE LESSON LESSON INVOLVES: main features include key word activities exploring and applying the definition of HIC, LIC, NEE, Push and Pull factor. A timed activity where student have 90 seconds to view an image and decide if it is is a push or a pull factor and explain (it is slide 7 - once on the slide click to start the clock, it should go through each image automatically - you can remove the animations if you prefer). This is followed by an activity using the Brandt line map and a topological style map identifying urbanised countries. The last big activity is a categorising activity for rural-urban migration vs. natural change. RESOURCES: copies of the relevant text book pages, along with shading sheets for urbanisation causes, and gap fill support activity for the demonstrate task. NOTES: the construct activity slide for identifying push or pull factors is on an automatic timer. Open the animation pane on the slide to remove if you wish. Please review with any feedback :-)

LESSON COVERS: an introduction to Bristol's location, it's importance as a city, why it has become so big and what migration means for the city. LESSON INVOLVES: whole lesson creative activity - the creation of a welcome to Bristol mat, to be populated with differentiated info from the slides, and or/supporting photocopy. RESOURCES: welcome mat should be printed out on A3. NOTES: The info slides are on timers and will change every 13 minutes - this can be easily adjusted on the transition settings, or overridden manually. To access the youtube video put the powerpoint in slide show mode and click on the video screen grab. Please review with any feedback :-)

LESSON COVERS: Social opportunties for people in Bristol, broken down into cultural, economic/employment and leisure LESSON INVOLVES: students create a perfect city pie, with slices made up of specific information on different types of social opportunities. Once the slices are made up they than designed a packaging label to sell the advantages of the opportunities they have selected. The students are encouraged to select the opportunities that would make Bristol the perfect city for them. RESOURCES: there are 2 differentiated pie templates: one with three slices, the other with 6. Social opportunity cards with details of 9 different opportunities (3 of each type). NOTES: I lay the opportunity cards out at the front of the class for them to come up and select from. Once they have finished with one, they come back and swap for another one. I usually print off the social opportunities on different coloured paper, to make the different categories obvious. Please review with any feedback :-)

LESSON COVERS: DOUBLE LESSON...the cause and result of urban industrial decline and the consequent urban regeneration, as well as the causes of urban sprawl and the advantages and disadvantages of commuter settlements. Case studies used are Bradley Stoke (commuter settlement) and Bristol Harbourside (urban regeneration). LESSON INVOLVES: looking at key terms: housing demand, greenfield site, urban sprawl, regeneration, brownfield site. Link to a video to find positives and negatives for developing both greenfield and brownfield sites, with back up photocopy resource. A verbal domino task gives the back story for industrial decline of Bristol's harbourside. Students then create their own dominoes with Q&As on the regeneration of the harbourside and the commuter settlement, Bradley Stoke. Bradely Stoke is explored more with a statement match up task before finishing with an exam question. RESOURCES: There are dominoes templates of two different sizes for students who write in different levels of detail/size of handwriting. The case study sheets are saved separately as HIGHER files for more able students, and a DIFFERENTIATED version in simpler text. NOTES: probably a double lesson. Youtube video link can be accessed by clicking on the video screen grab while in slide show mode. Dominoes for industrial decline can be handed out and read out for the whol class to hear, or can be given out in pairs or groups. Please review with any feedback :-)

LESSON COVERS: reviews all elements of the LIC city part of the urban unit, including: urbanisation, megacities, social challenges and opportunities, environmental challenges and opportunities, health and education vs. crime and unemployment and opportunities for economic development. LESSON INVOLVES: starts with a "find somebody who" 9 question review activity, followed by a key word sheet completion activity (the extension task for which can be used for the following mini plenary (take some sample dominoes from a student and distributed them around the class and then play verbal dominoes)). then the main task of the lesson is to complete a unit review sheet on which students rate their confidence on different aspects of the topic then use their previous work to make notes/visual reminders. lesson ends with a class-made quiz. RESOURCES: review sheet should be printed A3 if possible. The screen grab on the slide of the "find somebody who" sheet does not match the actual sheet (just in case you get confused). NOTES; this lesson is designed to be very un-teacher led.

LESSON COVERS: strategies used in London to overcome congestion, including: the London Underground, the Emirates skyline, the buses and the Santander hire bikes. LESSON INVOLVES: starts with exploring some facts about congestion identifying the trend that congestion is increasing. A video highlighting congestion issues in London is a precursor to a task where student look at different congestion strategies, rating them on a diamond graph with 4 axis, explaining how they've rated them, and looking for a pattern that shows the most effective strategy. Lesson ends with an exam question. RESOURCES: The diamond graph can be drawn from scratch by higher ability students, but there is a ready made copy if support is required. The video is accessed by putting the powerpoint in slide show mode and clicking on the screen grab. The strategy sheets can be printed (double sided) on different colour paper to enable them to be more identified, equally they can be put up on the board for students to work through altogether. Text on the strategy cards is differentiated. NOTES: Blank boxes on slides 4 and 7 are for the teacher to type in ideas as students are contributing them. Please review with any feedback :-)

LESSON COVERS: looking at why some areas of the UK became heavily populated in the past, and why some areas are heavily populated now (looking at job availability, economic opportunities, culture, etc) LESSON INVOLVES: identifying key words (location, distribution and settlement), using clues about urban growth to identify major cities on a map. Students annotate and draw arrows onto a map to show how urban areas and populations are changing now, identifying influencing factors and making predictions, and looking for similarities between influencing factors in the past and now. Lesson ends with an exam question. RESOURCES: there are two maps with this lesson, the "Who am I maps" have the options for the clues on them, the "So now..." maps are for the annotation task. There is also a bonus clues sheet for those struggling with the Who am I task, as well as a partially complete table for those student who may need it. NOTES: the annotating map task will require prior knowledge of reasons why people migrate. If you haven't studied that in this unit yet you can teach or tweak the lesson accordingly. Please review with any feedback :-)

LESSON COVERS: different elements of the Favela Barrio project and it is improving quality of life for favela residents. LESSON INVOLVES: the main task is a round-the-room differentiated info hunt activity, followed by a differentiated before-and-after annotation activity. RESOURCES: the info hunt posters should be put up around your room, or alternatively can be printed off as slide show handouts and used while students are sat at their desks. The before and after sheet has a differentiated version with sentences starters (see page 2). Please review with any feedback :-)

LESSON COVERS: opportunities for people migrating to Rio, push/pull factors, causes of rural urban migration and urbanisation. LESSON INVOLVES: the mayor of Rio reaching out to persuade people to migrate to the colourful city. First students use an exam style question to identify population trends in Rio. Then they matching different types of people on profile cards to different opportunities cards, then creating a visual representation of this, followed by a practice exam question. RESOURCES: opportunity and people cards to sort/match/shade as you wish. An optional fact sheet for inclusion of L3 specific information for higher ability

LESSON COVERS: why Rio was able to host the world cup and the economic opportunities available to it as a result. includes positives and negatives. LESSON INVOLVES: Main task involves students using a tourist map of Rio, and their grid referencing skills to locate and find features of the city that can give rise to economic development (depending on quality of printer - you may need to work through and point some out on the board). They then use an info sheet to annotate those places with detail and facts. They first look at the positives, then a video and a further back up info sheet helps them understand the negatives. The lesson ends with an exam question. (There is also an opportunity to review grid referencing skills before the main task) RESOURCES: A3 map sheet with grid referencing table. HA (higher ability) and MA (middle ability) info sheets, with negatives sheet. NOTES; the link to the video is embedded, just put in slide show mode and click on the video image. The keys represent key words. It is sometimes easier to put the big map up on the screen, it depends on the quality of your print out as to whether or not they can locate the places.

For the person that messaged me to say it wasn’t attached to the lesson :-)

LESSON COVERS How the Fairtrade process works, the positive impacts for producers, and an overview of product pricing. LESSON INVOLVES Starter asks students to think about and list where they may have seen the Fairtrade logo. The concept of Fairtrade is then introduced (key indicates key word). Main task uses an infographic of how Fairtrade profits and premium are spent to improve quality of life. Students either answer questions (target 4-5) or create flow charts (target 6+) to indicate how Fairtrade can reduce the development gap. The challenge version of this task gives students the option to create a flow chart with option boxes. Following this students evaluate product price comparisons – Fairtrade vs. other products. The lesson ends with an exam question with an example answer that is fully editable to suit the techniques you teach. LESSON RESOURCES Videos are hyperlinked to the word “video” on the slide. Put into slide show mode and then click on them. Please review with any feedback or if you spot any weevils in the lesson :-)

LESSON COVERS How goats can be bought through Oxfam, Goat Aid operating countries, benefits of goats for reducing the development gap, as well as possible negatives. LESSON SUMMARY Students are initially presented with an image of a goat and asked for ideas on the advantages of goat ownership. This is followed by a 3 mark map-based exam question. Main concept is presented through 3 short videos. Students are then required to shade advantages and disadvantages of the scheme on a sheet with a challenge task for more able students to write the advantages and disadvantages from the sheet as paragraphs. Following this students then create a visual representation of the positive impacts, and knock-on positive impacts of goat ownership, with higher ability students asked to analyse the value of these benefits. Finally there is a 6 mark exam question. LESSON RESOURCES The videos are all hyperlinked into the word “video” which can be clicked on in slideshow mode. The “goat benefits tree” example document can be edited or used for scaffolding/for lower ability students. If you’d rather not print the shading sheet students can copy comments down into a table instead.

Differentiated revision sheets for 9-1 AQA GCSE Geography…. AQA UNITS COVERED: (resources are fully editable if you teach different units) PAPER 1: Natural Hazards – Living World – UK Physical Landscapes PAPER 2: Urban Issues and challenges – Changing Economic World – Resource Management RESOURCE CODE: HA = HIGHER ABILITY, MA = MIDDLE ABILITY Topic checklists break the topic down into mini-topics then provide space for notes/diagrams and key words/facts. The MA checklists use visual prompts in the notes/diagrams section – again these can be changed if you prefer to use an image more specific to what you have taught. Document is fully editable. I print double sided on A3 to provide more room for student notes, but can can be used on A4

FULLY EDITABLE…… These packs, one for higher ability on one for middle ability, are fully editable to adapt to your topics, or specific case studies. We give them to students as a one-stop-shop for everything we have taught them and as a point of reference to check revision guide content against. Content can be easily edited but as they are they currently cover: UK Physical Landscapes, Natural Hazards, Living world (with cold environment), and Changing Economic World, Urban Issues and Challenges, Resource management (energy focus). Each pack (which can be printed as a large booklet) contains: space on the front page for students to record target exam tips the exam question numbers SPaG guidance command words exam tips (can be removed if they don’t fall in line with your own guidance) mind map pages for each topic topic break down sheets where each topic is broken down into smaller parts, with space for making revision notes, writing down key words or facts. (HA = higher ability as leaves space for notes, MA = middle ability and has prompt images in the note spaces, which can be deleted if preferred) key word lists with space for definitions (HA includes more words than MA) The pack can equally be broken down, key word lists, topic sheets can be copied and pasted out to be printed/edited separately.

LESSON COVERS: The environmental impacts of development (rapid urbanisation, deforestation, oil extraction) juxtaposed against the improvements in quality of life. LESSON INVOLVES: Students start off by matching images to facts and then to explanations of the environmental issue identified above. They then annotate these images with what they have learned. They then add sketches/doodles to a sketch of a Nigerian person to outline their improvements in quality of life. The final task is to create a proportional symbols map to demonstrate the impacts vs. improvement, leading the students to make a judgement over whether the development is actually worth it. RESOURCES: There is the picture to cut out and annotate, as well as the template of a person to trace (or print and cut out). There is also a map of Nigeria for their proportional symbols task, and the proportional symbols to either cut out or trace. IMPORTANT: For one of the tasks the challenge extension and additional (but not crucial) support material refers to the Oxford GCSE Geography text book (blue cover) if you don’t use this these elements can be deleted or changed. The lesson also includes a 5 minute “Review Previous Learning” task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)

LESSON COVERS the major changes in the UKs economy including deindustrialisation, the post industrial economy and the move towards service industries, science and business parks. LESSON INVOLES the majority of the lesson is taken up by the creation of a timeline (differentiated by target)- first looking at what happened and when, then using different colours to explain why the things happened/are happening or will happen. The final task is to put these pieces together into a short story supported by mixed up sentences. LESSON RESOURCES the timeline activity is supported by some information sheets that are intrinsically differentiated (some info boxes are easier to read, some more complex). The lesson also includes a 5 minute "Review Previous Learning" task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)

LESSON COVERS: discovering what sinkholes are, why they happen and the dangers they pose for humans LESSON INVOLVES: students form questions about a sinkhole photo to start the lesson - they then come back and answer these questions at the end. A video introduces the concept and then definition and key words are explored. A map is used to explore and describe where they occur. Another video then explains how they occur, students then explain in their own terms through annotated diagrams. To end there is a writing exercise where students imagine they are the brother of a man swallowed by a sink hole. SKILLS: -Map skills with direction and continent and country location. -Diagram drawing and annotations RESOURCES: the lesson includes link to videos. If you put the lesson in slide show mode and click on the screen grab of the video it will take you to the video itself. Or you can click on the image and go to insert>hyperlink across the top and copy and paste the link out of the box. NOTES: most activities are differentiated and/or have challenge and support options Please review with any feedback/improvements required :-)

LESSON COVERS The evidence of and strategies for addressing the social and economic North South Divide. LESSON INVOLVES Starter involves adding economic data to a UK map. The primary teaching task requires students to note down key terms and numbers and then to watch a video do discover what those key terms mean in the context of a North South divide. The main task provides the students with timed slides (7 minutes each) with information about three strategies to address the North South divide: HS2, Enterprise Zones and LEPs (local enterprise partnerships) and are asked the record the information of the slides in specific ways according to target grade. Students then colour code the strategies to link it to the information learned earlier in the video, evaluating the strategies, matching them to specific issues. The final plenary uses a video. It has a bad word in it – my students can handle that but feel free to omit if wish! LESSON RESOURCES Videos are hyperlinked to the video screen shots. Simply put into slide show mode and then click on them. The lesson also includes a 5 minute “Review Previous Learning” task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)

Here are differentiated key word sheets for the below AQA units. Each word has a space for students to write definitions. AQA UNITS COVERED: (sheets are fully editable if you teach different units) PAPER 1: Natural Hazards – Living World – UK Physical Landscapes PAPER 2: Urban Issues and challenges – Economic World – Resource Management RESOURCE CODE: HA = HIGHER ABILITY, MA = MIDDLE ABILITY