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Thomas Molloy's Shop

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I'm a Head of Geography at a 11-16 secondary school in Leicestershire, UK. I enjoy creating lessons that students enjoy - so you will not find reams of text on the board for them to read or for you to transmit. I believe in a range of engaging activities per lesson.

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I'm a Head of Geography at a 11-16 secondary school in Leicestershire, UK. I enjoy creating lessons that students enjoy - so you will not find reams of text on the board for them to read or for you to transmit. I believe in a range of engaging activities per lesson.
12. Why is the population of the Middle East so diverse?
tmm1979tmm1979

12. Why is the population of the Middle East so diverse?

(0)
This lesson examines ethincity and the development of faiths in the region, including the Sunni/Shia divide and the impacts this has today. A compound bar chart activity is used to examine faith groups in each country in the region. This is a part of a fully-resourced unit with a range of styles of activity and unashamedly embracing aspects of thinking skills (they still work) and dual coding. The unit was designed for Y9 and synoptically revises their KS3 course whilst using skills and concepts from their KS4 Geography studies (specifically, for Eduqas Geography B but relevant to all boards).
9. How has Dubai been affected by migration?
tmm1979tmm1979

9. How has Dubai been affected by migration?

(0)
This lesson introduces the scale and types of migration to Dubai and pupils complete a flow-line (desire line) map activity. The Kafala system of migration to Dubai is also discussed. This is a part of a fully-resourced unit with a range of styles of activity and unashamedly embracing aspects of thinking skills (they still work) and dual coding. The unit was designed for Y9 and synoptically revises their KS3 course whilst using skills and concepts from their KS4 Geography studies (specifically, for Eduqas Geography B but relevant to all boards).
Where is Mumbai and how has it grown?
tmm1979tmm1979

Where is Mumbai and how has it grown?

(0)
This is a triple-lesson introducing students to Mumbai before using a variety of graphicacy techniques to understand how Mumbai has grown over time. Students will complete a pictograph, a choropleth map and located bar charts and will then examine a scatter graph, choropleth map, flow-line map, bar chart and compound line graph. They will consider the role of natural increase in Mumbai’s growth together with the impact of rural-to-urban migration. These lessons are fully resourced and students are provided with a worksheet to help them to develop their conclusions. Includes a homework (living graph) and a selection of graphs electronically for students to complete Lesson 3 if required.
2. What is the physical geography of the Middle East?
tmm1979tmm1979

2. What is the physical geography of the Middle East?

(0)
This lesson uses maps and atlases to examine the physical geography of the region. This is a part of a fully-resourced unit with a range of styles of activity and unashamedly embracing aspects of thinking skills (they still work) and dual coding. The unit was designed for Y9 and synoptically revises their KS3 course whilst using skills and concepts from their KS4 Geography studies (specifically, for Eduqas Geography B but relevant to all boards).
Migration to Mumbai
tmm1979tmm1979

Migration to Mumbai

(0)
A fully-resourced GCSE Geography lesson exploring the push and pull factors leading to the growth of Mumbai. Pupils complete a classification activity to identify push, pull, obstructions and problems for Mumbai factors. There is an extension/homework activity where students create a scatter graph to test a hypothesis about rural poverty driving migration to Mumbai. Part of a wider unit but a standalone lesson.
Blockbusters - fully animated with sound
tmm1979tmm1979

Blockbusters - fully animated with sound

(0)
This is a fun starter or plenary activity based upon the Blockbusters TV show. Two teams (usually boys vs girls) complete to win hexagons by answering questions. The winning team makes a complete chain of hexagons across the board. This is a very dynamic version of this classic activity and can be edited to change all questions. The questions animate in with the intro theme and this has proven to encourage pupils to work on recall before they have even answered the questions. This is ideal for an observed lesson.
Geography learning journey roadmap
tmm1979tmm1979

Geography learning journey roadmap

(0)
Produced in Microsoft Publisher, this editable document shows the roadmap for our Geography course at KS3 and KS4 (Eduqas B, but can be altered to suit). The icons are from the Noun Project - sign up at the website for a free account to swap the provided icons for your own. To decouple the icons from the circles or change the circle border colour, click ‘Ungroup’ on the ribbon once you have selected them. Only supplied in Publisher format, if you do not have access to Publisher please do not purchase.
KS3 Africa L1: Physical Geography of Africa
tmm1979tmm1979

KS3 Africa L1: Physical Geography of Africa

(0)
A lesson designed for our Y9 Africa KS3 unit. This lesson introduces the location of Africa, alongside reinforcing the location of other major global physical features and lines of latitude, and then examines the location of the major physical features and geography of Africa. The lesson ends with an modelled description of this.
Africa L6: Solutions to desertification
tmm1979tmm1979

Africa L6: Solutions to desertification

(0)
The third lesson in the Y9 Africa unit, this lesson introduces pupils to a range of solutions to desertification (magic stones, drip irrigation, rainwater harvesting, etc) and asks pupils to learn about and then present this information to the class.
Glaciation L2: What biomes exist in Russia?
tmm1979tmm1979

Glaciation L2: What biomes exist in Russia?

(0)
A lesson which introduces the biomes of Russia, including steppe, tundra, taiga and temperate forest. Pupils examine each biome and look at adaptations. Progress in KS3 textbook (Hodder) required for the last part of the lesson
Glaciation and Cold Environments Bundle
tmm1979tmm1979

Glaciation and Cold Environments Bundle

8 Resources
A bundle of lessons that introduce a range of cold environments (taiga, tundra, steppe, temperate forest, polar, mountain biome), adaptations and climate, etc. A good look at glacial processes and landforms but in an accessible way - this unit does not have lesson after lesson on landform diagrams, deliberately. Pupils look at how humans use cold environments and the impacts of this, ending with a natural hazard (avalanche). Some lessons have elements that require the Progress in KS3 textbook (Hodder) but not all. Otherwise all fully resourced lessons with a range of engaging activities.
Glaciation L3: Mountain biomes
tmm1979tmm1979

Glaciation L3: Mountain biomes

(0)
This lesson introduces the mountain biome, climate and adaptations. It examines how humans are affecting the mountain biome by examining deforestation in the Himalayas, and the consequences of this. Progress in KS3 Geography required for the final part of this lesson
5. Causes-consequences-solutions of war
tmm1979tmm1979

5. Causes-consequences-solutions of war

(0)
Intended forY9, this is a fully-resourced synoptic unit about international relations designed to support pupils as they move towards GCSE Geography. The unit examines international relations and the factors that affect these, superpowers, alliances, trade, hard- and soft-power, Belt and Road Initiative/debt-trap diplomacy, the causes, consequences and solutions of war and the role and efficacy of the UN. There is an optional final series of lessons to allow pupils to watch Hotel Rwanda to support their learning and provide a but of light relief at the very end of the year - the film is not provided and you should be sure to examine the accompanying PowerPoint that explains the premise to pupils and also states the exact time where the “N” word is used in the film so you can mute it. Pupils examine the main causes of war before investigating the positive and negative outcomes that arise from it. There is an engaging activity designed to promote their use of chains-of-reasoning (ready for GCSE Geography) to elaborate these points. Finally, the environmental impact of conflict is introduced.
7. Why is there a development gap between North and South Korea?
tmm1979tmm1979

7. Why is there a development gap between North and South Korea?

(0)
Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson briefly introduces the history of conflict between the two Koreas and moves on rapidly to examine the impacts of this in terms of development indicators. Pupils they become familiar with the concept of an authoritarian dictatorship and personality cult. The role of internment camps is examined in some detail to hook pupils’ interest. Pupils examine if NK is indeed a communist country.
1. What factors affect international relations?
tmm1979tmm1979

1. What factors affect international relations?

(0)
Intended forY9, this is a fully-resourced synoptic unit about international relations designed to support pupils as they move towards GCSE Geography. The unit examines international relations and the factors that affect these, superpowers, alliances, trade, hard- and soft-power, Belt and Road Initiative/debt-trap diplomacy, the causes, consequences and solutions of war and the role and efficacy of the UN. There is an optional final series of lessons to allow pupils to watch Hotel Rwanda to support their learning and provide a but of light relief at the very end of the year - the film is not provided and you should be sure to examine the accompanying PowerPoint that explains the premise to pupils and also states the exact time where the “N” word is used in the film so you can mute it. This lesson examines the factors affecting international relations and asks pupils to map the major geopolitical alliances of the world.
10. Why is the coast of Vietnam eroding?
tmm1979tmm1979

10. Why is the coast of Vietnam eroding?

(0)
Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson examines the impact of climate change, sea-level rise, mangrove deforestation, unintended outcomes from coastal defences, etc, upon the erosion of Vietnam’s coast, together with strategies of how Vietnam intends to address this.