Students will be able to describe how our climate has changed over time, why it has changed over time and interpret graphs that link CO2 to temperature to sea-level rise. Then students will identify the natural causes of climate change and the human causes of climate change. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: On whiteboards come up with theories about how we know the climate has changed in the past. Task 3: Using the worksheet, students evaluate which is the most accurate/ best proxy for climate reconstruction and place them in a diamond 9. Task 4: Main Task: Students to describe how we know our climate is changing through evaluation of proxies. Task 5: Plenary: What do we think our planet was like during the last Ice Age? Lesson contains PowerPoint and worksheet

A fully resourced and up to date lesson on hygiene during puberty and how to stay clean, students will learn the importance of hygiene and what routines they should keep in order to stay hygienic. Task 1: Starter - Create a definition of what hygiene is and examples of hygiene. Task 2: To label on an image areas that could end up unhygienic if not looked after. Task 3: Put hygiene options in order of importance to keep hygienic and clean Task 4: Main Task - Complete their own hygiene plan to ensure that students know what routines they need to do to stay hygienic Task 5: Plenary - Quiz about how to stay clean and tidy. **Download contains PowerPoint and worksheet for the lesson. **

Students will be able to locate Bangladesh and identify the two main impacts of climate change. The students will be able to evaluate which effect is more impactful, floods or extreme weather. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: Describe the location of Bangladesh Task 3: Read through the following statement on extreme weather and flooding and evaluate which is worse and why. Task 4: Main Task: Evaluate the effects of climate change on Bangladesh Task 5: Plenary: Using a map, identify what countries would be impacted if the sea level rose by 1 m. The lesson contains PowerPoint and worksheet

A fully resourced and up to date lesson on plate tectonics, plate boundaries and the different features and hazards found at each boundary Task 1: Starter: Knowledge recall on previous topic (Coasts) Task 2: Draw a diagram and label it on destructive plate margins, fill in information and features found here. Task 3: Draw a diagram and label it on constructive plate margins, fill in information and features found here. Task 4: Watch the video to recap what they have just learnt. Task 5: Exam question: “using a diagram, explain what happens at a constructive boundary (4 marks)” Task 6: Plenary- Revision on how a sea stack is formed. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on comparing the 2010 Haiti earthquake with the 2011 New Zealand quake. This lesson is the last in the series and works really well with the others in the series. Students recap the effects and impacts of the quakes and then identify to what extent they agree with the statement “The effects of tectonic hazards are worse in LICs.” This 9 mark question has high levels of scaffolding that allow students of all abilities to access to question and work through each section with sentence starters and key words on each. Task 1: Starter: Recall on each type of graph and revision of coast topic. Task 2: Recap quiz on plate tectonics to see how confident they are on the lessons. Task 3: Identify the relevant differences in the quake between the two locations. Task 4: The effects of tectonic hazards are worse in LICs. To what extent do you agree? (9 marks +3 Spag) Task 6: Peer Feedback **Download contains PowerPoint and worksheet for the lesson. **

Students will be able to use key terms such as dense, sparse and distribution then describe the distribution and density for different countries in Africa. Students will then be given key terms with population such as birth rate, death rate, life expectancy and infant mortality rate. Then students will be introduced to population pyramids and asked to compare the three different areas of Africa that have these population pyramids. Finally using factors used in HDI students will compare which is the best country to live in Africa according to statistics and why. Starter: Knowledge Retention of previous learning Task 1: Describe the density and distribution of populations of a football match, then the countries in Africa Task 2: Join the key word with the definition. Task 3: Explain the population pyramid for the continent of Africa, then describe the population pyramids between Uganda, Botswana and Tunisia. Task 4: Using the profile of Africa you have built up over the lesson, describe which of the three countries in Africa would be the best place to live currently and why. Lesson contains one powerpoint and one worksheet.

Students will understand the definition of geopolitics, along with identifying the features of Russia’s soft power then finally explaining how Russia uses its power to influence politics. Task 1: Located and describe Russia Task 2: Overview of Russian history and Soviet Union Task 3: Video of Ukraine Russia conflict Task 4: Write a news report about conflict and its impact on peoples lives. Lesson 7 out of 9

Students will be able to define what a glacial and interglacial period is along with the conditions of each. They will also interpret graphs to show the glacial/interglacial cycle on Earth and describe the extent of ice during the last Ice Age. Students will then investigate the causes of the Ice Age and how humans survived the conditions. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: Students describe the Earth’s climate over the past 450,000 years by interpreting a graph. Task 3: Using the map of Earth students are to describe the extent of ice during the Ice Age. Task 4: Main Task: Students to describe the last Ice Age and its effects on Earth, using success criteria. Task 5: Plenary: Why is our planet not able to enter an Ice Age currently? Would we adapt now to an Ice Age? How would we adapt? The lesson contains PowerPoint and worksheet

A fully resourced and up to date lesson on the weather of the UK, with background on ocean currents, distance from the equator, altitude and prevailing winds. This will help students to understand the many reasons we have a temperate climate in the UK. Task 1: Starter - Answer true and false questions about previous learning Task 2: Students to watch a video on why the UK climate varies, and divide the UK into four sections, describing the summer and winter of each section. Task 3: Explain why convectional rainfall is common in the southeast of England during the summer (4 marks) Task 4: Read through the sheet and justify which weather condition the UK faces is most impactful and why. Task 5: Main Task - Exam question practice, “Which extreme weather condition impacts the UK most significantly. Justify your opinion.” (6 marks) Task 6: Plenary - How can the UK prepare for extreme weather conditions? **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on the natural causes of climate change through Earth’s history. Task 1: Starter - 5 Quick Questions- students to recap on previously learnt information. Task 2: Students to write out how temperature has changed through time and make the link to CO2. Task 3: Students to watch the video in PowerPoint and make notes on the worksheet about the 4 causes of natural climate change. Task 4: Main Task - Practice exam questions- Complete two exam questions “Using figure 3 which one of the following statements is true” “Give one nature cause of changes in global temperatures” Task 5: Plenary - Which natural cause of climate change do you think is most impactful and why. **Download contains PowerPoint and worksheet for the lesson. **

Students will compile what they have learnt over the past 9 lessons to understand how people in the UK affect conflicts, how conflict affects us and then evaluate the effect of conflict. Task 1: Starter/ recall of knowledge Task 2: How do we personally affect conflicts?- Fill in the sheet Task 3: Evaluate the effects of conflict Lesson 9 of 9

A fully resourced and up to date lesson on body image and body dysmorphia, an introduction into what body image is, what social media can do. Task 1: Starter - Knowledge recap on what students previously learnt about hygiene. Task 2: Create a spider diagram about what is body image using prompts on the board. Task 3: Using example of filters, students have to identify what has changed and why that person may have changed it. Task 4: What can be done to promote body positivity? Task 5: Plenary - On whiteboards, students to give ideas on how to reduce inequality. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on how to use a compass, why we use compass directions and then how to apply compass directions to find places. This lesson also comes with an assessment at the end to test student’s knowledge of previous skills lessons. Task 1: Starter -Recap the previous lessons and answer questions about them. Task 2: Identity which students know the four-point compass directions and then the eight-point compass to stretch students. Task 3: Discussion on why we use north orientated maps instead of other orientations. Task 4: Complete a worksheet using compass directions and identifying what characters they end up at. Task 5: Main Task - Secondary Assessment- using an atlas to answer all the questions on the worksheet, this puts all the skills students have previously acquired and puts them to use identifying places in an atlas. Task 6: Plenary **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on an introduction to OS maps, how to read map symbols and why we use map symbols on maps Task 1: Starter - Recap over the last 3 lessons Task 2: Students identify the different symbols on the map Task 3: Students to explain why we use symbols on maps Task 4: Students identify all the symbols and what they mean. Task 5: Main Task - Describe why we use symbols on a map and when would we use them Task 6: Plenary - Map symbol bingo **Download contains PowerPoint and worksheet for the lesson. **

Students will be able to locate the Maldives and evaluate the impacts of climate change in the Maldives, then evaluate if they are adapting well enough to climate change. Then students will complete a secondary assessment about the past 5 lessons they have learnt about. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: Describe the location of the Maldives Task 3: Read through the impacts of climate change in the Maldives and evaluate which is the most significant. Task 4: Then evaluate which is the best strategy to combat climate change. Task 5: Main Task: Secondary Assessment - Evaluate the impacts of climate change globally (9 marks) Task 6: Plenary: How can the school can reduce its contribution to climate change. The lesson contains PowerPoint and worksheet

A fully resourced and up to date lesson on the 2010 Haiti earthquake, this lesson establishes what an earthquake is. Where Haiti is located globally and background on what happened during the earthquake, and the effects including, social, economic and environmental effects. Then students finish off by looking at the long-term and short-term effects of the quake. Task 1: Starter: Knowledge recall on previous topic (Coasts) Task 2: Describe the location of Haiti Task 3: Identify the primary and secondary effects then place them into social, economic and environmental. Task 4: Watch the news video about the Haiti quake. Task 5: Exam question: Exam question: “Earthquakes are another example of tectonic activity.” Using an example, describe the primary and secondary effects of an earthquake. (6 marks) Task 6: Peer Feedback Task 7: Using a volcanic eruption or an earthquake you have studied, describe the short-term responses to the disaster. (4 marks) Task 8: Peer Feedback **Download contains PowerPoint and worksheet for the lesson. **

Students will be able to describe the land and sea routes that migrants take to get into Europe using geographical terms. They will be able to describe the location of Calais and the issues that boat crossings cause including migrant deaths and the dangers of crossing with identification of graphs. Finally students will condense the text of a news article about the migrant crisis and identify the stakeholders points of view. Students will be asked to demonstrate their learning by creating a profile for each of the stakeholder groups. Starter: Knowledge Retention of previous learning. Task 1: Describe the routes that migrants take to get into Europe Task 2: Using the bar graph describe the dangers of boats crossing into Europe. Task 3: Condense the newspaper article about the dangers of migrant crossings. Task 4: Main Task: Create a stakeholder profile about each of the stakeholders and why they might feel that way. Task 5: Plenary: Using the red and green planner sheets students are to show true or false answers. Lesson contains one powerpoint and one worksheet.