WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 11- Assessed Test

WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 11- Assessed Test

This is the assessed test for the 6th Theme of the WJEC/WJEC Eduqas 2016 Specification for geography. This assessment contains a range of different knowledge and skills based questions from a range of different exam boards. The assessed test is set out like the exam paper so pupils can get familiar with how/ what their exam paper will be like. The markscheme is detailed which will help you as teachers to be able to mark the assessed test with ease. Their is also a cover sheet to attach to the marked test papers to help you to provide detailed feedback. Any feedback on this lesson would be a great help for future lessons uploaded onto here. JPMathsandGeography
Pedley123
WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 10- UK's North-South Divide and Assessed Homework

WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 10- UK's North-South Divide and Assessed Homework

This lesson is the 10th lesson in the sixth theme of the WJEC/ WJEC Eduqas 2016 specification for geography. This lesson looks at the North-South Divide that exists within the UK. It looks at the social and economic reasons for it and the effects of the divide. The lesson also covers the case study of deindustrialisation of Sheffield. This lesson also contains an assessed homework which is used to help students revise for their test but also used as another form of assessment. The markscheme is detailed which will help you as teachers to be able to mark the assessed homework with ease. Any feedback on this lesson would be a great help for future lessons uploaded onto here. JPMathsandGeography
Pedley123
WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 9- Regional Economic Development

WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 9- Regional Economic Development

This lesson is the 9th lesson in the sixth theme of the WJEC/ WJEC Eduqas 2016 specification for geography. This lesson looks at the regional inequality in India. It covers an example/ case study that students can use in their exam and covers everything that they need to know. Any feedback on this lesson would be a great help for future lessons uploaded onto here. JPMathsandGeography
Pedley123
WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 8- India's Water Issue

WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 8- India's Water Issue

This lesson is the 8th lesson in the sixth theme of the WJEC/ WJEC Eduqas 2016 specification for geography. This lesson looks at the ways that India can help solve its water issue. The lesson contains an exam question and a range of different tasks which helps to develop pupils understanding of the topic. Any feedback on this lesson would be a great help for future lessons uploaded onto here. JPMathsandGeography
Pedley123
Revision Notes on Regenerating Places (A Level Edexcel Geography)

Revision Notes on Regenerating Places (A Level Edexcel Geography)

Comprehensive Revision Notes that Covers: How and Why Do Places Vary - Economics, Function and Characteristics of Places, Past and Present Connections, Why Might Regeneration Be Needed? - Economic and Social Inequalities, Engagement and Experience of a Place, The Lived Experience and Attachment of Places Varies, Evaluating the Need for Regeneration, How is Regeneration Managed? - The Role of UK Government Policies, Local Government Policies, Changing Public Perception, How Successful is Regeneration? - Measuring Success, Employment, Urban Regeneration and Urban Stakeholders, Rural Regeneration and Rural Stakeholders, Changing Public Perception, How Successful is Regeneration? - Measuring Success, Urban Regeneration and Urban Stakeholders alongside Rural Regeneration and Rural Stakeholders.
jh081326
WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 7- Demand for Water

WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 7- Demand for Water

This lesson is the 7th lesson in the sixth theme of the WJEC/ WJEC Eduqas 2016 specification for geography. This lesson looks at why global water demand has increased, what we use the water for, how we can we manage the increasing demand for water. Any feedback on this lesson would be a great help for future lessons uploaded onto here. JPMathsandGeography
Pedley123
WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 3- Nike in Vietnam

WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 3- Nike in Vietnam

This lesson is the 3rd lesson in the sixth theme of the WJEC/ WJEC Eduqas 2016 specification for geography. This lesson looks at how companies such as Nike operate in NICs and LICs and why they operate in these countries. The lesson also looks at the positives and negatives of these companies in countries such as Vietnam. Any feedback on this lesson would be a great help for future lessons uploaded onto here. JPMathsandGeography
Pedley123
WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 2- Globalisation

WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 2- Globalisation

This lesson is the 2nd lesson in the sixth theme of the WJEC/ WJEC Eduqas 2016 specification for geography. This lesson looks at what globalisation is, the factors that drive globalisation, how has NICs such as India benefited from globalisation and the advantages and disadvantages of companies such as Nike investing in countries such as Vietnam. Any feedback on this lesson would be a great help for future lessons uploaded onto here. JPMathsandGeography
Pedley123
WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 1- The Development Gap

WJEC/ WJEC Eduqas 2016 SPEC- Theme 6- Lesson 1- The Development Gap

This lesson is the 1st lesson in the sixth theme of the WJEC/ WJEC Eduqas 2016 specification for geography. This lesson looks at what the development gap is, the map that was created to show the development gap and the different indicators that we look at to measure development. This lesson contains a starter, main task, plenary and homework. Any feedback on this lesson would be a great help for future lessons uploaded onto here. JPMathsandGeography
Pedley123
HDI SNAKES AND LADDERS

HDI SNAKES AND LADDERS

Based on the classic game Players move around the board trying to develop their country Move up the ladders and down the snakes according to geographical events Squares based on real countries and their 2018 HDI scores Took the idea from geographypods.com and made my own version (Suggest board is printed A4 and laminated)
pompey_rich
KS3 Development unit of work

KS3 Development unit of work

A unit of work consisting of 13 lessons covering the topic of development. The unit looks at Brandt line, the reasons for global inequality, indicators of development including population and economic factors. The unit also explains the reasons for population change and introduces the DTM and population pyramids. Later lessons include work on employment structures, globalisation, exploitation of workers in LEDC, the role of transnational corporations, third world debt and sustainability projects. The unit has an assessment lesson on the role of tourism in the development of Gambia. Lessons include lesson launch activities, success criteria, a variety of activities, games and hyperlinks to relevant video clips.
fourstripe
Measuring Development GCSE Geography

Measuring Development GCSE Geography

A lesson to introduce Development as a GCSE Geography topic. This lesson focuses on different development indicators, how countries are classified in terms of development and the divide between countries around the world. Worksheets included to get students to think about different types of development indicators, and how these may vary around the world. Differentiated learning objectives, starter and plenary all included.
Capell6
Conserving Nature: KS4 - Uganda Case Study

Conserving Nature: KS4 - Uganda Case Study

Economic development in low income countries leads to significant social, environmental and cultural change. One scheme in Uganda is to increase electricity generation by building more hydroelectric dams. The work of researchers at The University of Oxford’s Interdisciplinary Centre for Conservation Science (ICCS) aims to ensure that new developments such as this not only ‘do no harm’, but actively bring benefit to both the environment and local communities. In this activity students use a range of resources to build a case study about the positive and negative impacts of this scheme. Learning Outcomes: Students learn about the environmental and social effects of an economic development initiative in a LIC. Students write a case study looking at the positive and negative impacts
OxfordUniversity
Conserving Nature: KS4 - Conservation Conundrum

Conserving Nature: KS4 - Conservation Conundrum

Technological development in low income countries such as Uganda is important for improving the economy and providing a better quality of life for its population. However, quite often these developments carry a risk of negatively affecting the environment and the lives of local people. The work of researchers at The University of Oxford’s Interdisciplinary Centre for Conservation Science (ICCS) aims to ensure that new developments not only ‘do no harm’, but actively bring benefit to both biodiversity and local communities. In this activity students look at the positive and negative impacts of building more hydroelectric dams on Ugandan rivers. They use this information to write a balanced argument. Learning Outcomes: Students learn what conservation is and how it can protect biodiversity loss Students write a balanced argument, considering environmental, economic and social issues
OxfordUniversity
Conserving Nature: KS3 - Dam Dilemma

Conserving Nature: KS3 - Dam Dilemma

Technological development in low income countries such as Uganda is important for improving the economy and providing a better quality of life for its population. However, quite often these developments carry a risk of negatively affecting the environment and the lives of local people. The work of researchers at The University of Oxford’s Interdisciplinary Centre for Conservation Science (ICCS) aims to ensure that new developments not only ‘do no harm’, but actively bring benefit to both biodiversity and local communities. In this activity students look at the positive and negative impacts of building more hydroelectric dams on Ugandan rivers. They use this information to write a balanced argument. Learning outcomes: Students learn what conservation is and how it can protect biodiversity loss Students learn to write a balanced argument, considering environmental, economic and social issues See more at: https://www.oxfordsparks.ox.ac.uk/content/conserving-nature
OxfordUniversity
Revision Notes on Edexcel A Level Geography

Revision Notes on Edexcel A Level Geography

Comprehensive Revision Notes that Cover: Globalisation, Tectonic Processes and Hazards, Superpowers, the Water Cycle and Water Insecurity, Migration, Identity and Sovereignty, Diverse Places, Regenerating Places as well as Coastal Landscapes and Change.
jh081326
The development of China

The development of China

The development of China Learning objective/WALT (We are learning to): WALT: use a range of sources of evidence. categories information. draw conclusions using evidence. This lesson has knowledge checks. The main lesson is on Smart Notebook and resources are in PPT format or word. Resources for the lesson saved in the attachment section (paper clip) on the SNB. This lesson is differentiated using hard, harder, hardest tasks
carolinemcleggan5
Dubai a coastal area development and location

Dubai a coastal area development and location

Dubai a coastal area This is a lesson used to map and describe th geographical location of Dubai but also to discover why they have managed to develop so quickly. My students are a bit obsesed with Dubai and loved this lesson. There are some exam style comprehension tasks also. Learning objective/WALT (We are learning to) : WALT: Describe the attraction to a coastal city. Explain how areas change over time. Present information graphically The main lesson is on Smart Notebook and resources are in PPT format or word.
carolinemcleggan5
Solution to water shortages-speech and language day.

Solution to water shortages-speech and language day.

Solution to water shortages-speech and language day. Main lesson is in smart notebook Strong oracy focus with set roles such as builder, clarifier, instigator… The use of group work and development indicators is a strong focus. Heavily differentiated with writing frames, examples, different roles, organisation of ideas grid…
carolinemcleggan5
Paper 2 Human 1-9 AQA Geography revision booster

Paper 2 Human 1-9 AQA Geography revision booster

This is a revision booster lesson for AQA GCSE students. It has examiners tips, case studies and skills. I used this with my year 11s on the lead up to the exams and they loved it. They found it REALLY helpful. You could print it as a revision guide, go through it with students to check understanding, print every other page for students to fill in as you go through the PPT…
carolinemcleggan5
Economic development and quality of life

Economic development and quality of life

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. The scheme will require approximately 11 hours of teaching time. This series of lessons investigates how development is measured. The effectiveness of the various development indicators are scrutinised, in order to gain an accurate insight into the true development of a country. The demographic transition model is studied to show how and why populations change, as a country develops. Students are then taught to relate these ideas to population pyramids, and learn to interpret the shapes of population structures. The scheme analyses why some areas of the world struggle to develop, while others prosper. Finally, the effect of this uneven development is considered.
gy07lc
Reducing the development gap

Reducing the development gap

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The package constitutes part of the ‘The changing economic world’ module. This series of lessons attempts to evaluate the various strategies used to reduce the development gap. The bundle overviews the following: investment, industrial development and tourism, aid, using intermediate technology, fair trade, debt relief and micro-finance loans . The package includes instructional footnotes on how to deliver each lesson, as well as factual information to assist staff.
gy07lc
How can AID reduce the development gap, Is all AID effective AID

How can AID reduce the development gap, Is all AID effective AID

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. In this 1-2 HOUR lesson, pupils evaluate the effectiveness of AID provision. The students are familiarised with the different types of AID through a kinesthetic game. Discussion groups are then used to consider both the benefits and problems of different forms of AID. Two examples of intermediate technology are provided, to show how grass roots development AID is a much more effective at reducing the development gap.
gy07lc
Revision Notes on AQA A Level Geography

Revision Notes on AQA A Level Geography

Comprehensive Revision Notes that Cover: Ecosystems Under Stress, Water and Carbon Cycles, Hot Desert Systems and Landscapes, Population, Coastal Systems and Landscapes and The Environment alongside Contemporary Urban Environments.
jh081326
How can debt relief help reduce the development gap

How can debt relief help reduce the development gap

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. This resource will not last an hour teaching session, however aims to provided a concise overview of why some nations are in debt. Students are taught where the heavily indebted nations are, and made aware of two potential solutions, including micro finance and debt relief.
gy07lc
How can industry and investment reduce the development gap?

How can industry and investment reduce the development gap?

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. This resource uses pupil led discussion tasks to encourage independent thinking. The session looks why TNC’s and developed nations choose to invest in LIC’s, and the advantages and disadvantages to this are considered. The economic stimulation created by industrial development is another key aspect of this resource. Challenging questions are provided as well as some model answer guidance.
gy07lc
How can tourism reduce the development gap, Reducing the development gap

How can tourism reduce the development gap, Reducing the development gap

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. This 3 HOUR lesson investigates how the growth of tourism in an LIC can help to reduce the development gap. The material focus on both Kenyan safaris and beach resorts. The advantages and disadvantages of tourism are scrutinised. A fun kinesthetic exercise is used to teach pupils about tourism activities in these two different environments. Pupils then learn about potential solutions to the problems tourism brings. They are then tested in an extended exam style question, for which a writing frame is provided. An optional link to a 1 hour investigation into mass tourism in Kenya is also included, to help with pupil understanding.
gy07lc
How can fair trade reduce the development gap, Reducing the development gap,  Fair trade

How can fair trade reduce the development gap, Reducing the development gap, Fair trade

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. This 2 hour resource uses a role play exercise to illustrate the inequalities in global trade chains. Pupils are taught to empathise with plantation workers and are required to provide their own opinions on exploitation. The lesson aims to assess the effectiveness of fair trade in reducing the development gap. Pupils record notes from a short video documentary in order to attempt this question.
gy07lc
Consequences of uneven development,  Global wealth and health inequality, The development gap

Consequences of uneven development, Global wealth and health inequality, The development gap

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. At the start of this lesson powerful cartoon images are used stimulate discussion. An interactive true or false statement exercise is used to overview the extent of the problem. Pupils are taught how to gain full marks on skill based graph questions. Model answers and tips are also provided. A card sort exercise is used to highlight the different health issues experience in HIC’s compared to LIC’s. Finally pupils have a deeper look into malaria as a disease of poverty.
gy07lc
Consequences of uneven development, Economic migrants VS asylum seekers,

Consequences of uneven development, Economic migrants VS asylum seekers,

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. This 2 HOUR lesson starts by investigating at the economic migration of polish migrants to the UK. Students are taught this through a card sort exercise in which the emphasis is on reasons for this migration. The lessons then investigates the 2015 Syrian refugee crisis. Pupils are required to create a newspaper article on the crisis, using video sources.
gy07lc
Causes of uneven development, Reasons for the development gap

Causes of uneven development, Reasons for the development gap

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. This 1 HOUR resource investigates the physical, economic and historical reasons for uneven development. The lesson is pupil led, through student discussion groups. A video is provided that overviews issues restricting development. Prompt images are then provided to each group who must link the image to development, before feeding back the class.
gy07lc