Lesson 1 of a Distant Place study on Detroit- using the Oxford textbook. There are 8 lessons in this Scheme (including assessment). This lesson looks at the background of Detroit introducing it as the distant place study and beginning to think about the rise and fall of the city. **Key Idea ** How are places constructed - how does this change? What factors have influenced the Detroit’s history and place making process? How do a range of data sources represent a place (qualitative and quantitative)? Location tasks Timeline of key events How/ when did Detroit “boom?” Exogenous and Endogenous factors Analysis of Demographic breakdown. PowerPoint - Lesson - Worksheets - Exam Q - MODELLED WORK

Lesson 10 of the scheme -Rebranding and reimaging with various examples for the Changing places unit - this could be adapted for local areas or use as a case study: Key idea 2.5 Are places all socially constructed? Different forces of change have both current and historical impacts Starter - working through model answer in regards to last lesson (L9 Clone towns). Keyword and introduction of rebranding and reimaging What are the pros and cons and different examples? Mini case study - Mandarin names in GB Sports led, consumer led etc. *HOMEWORK - Revision task (PLC included). PowerPoint - Lesson - Worksheets - Model Answer.

Lesson b of a Place study on The East End of London- this is used as an assessment and “mid unit” of the Changing places place studies where we are applying this local/distant place to various questions. Assessment (41 marks - 1 hour) Feedback sheet

Lesson 7 of a Place study on The East End of London- this could be your distant or home study (depending on location). There are 8 lessons in this Scheme (including assessment). This is a review lesson with consolidates the previous 6 lessons on the place study - here students work collaboratively to create a review and summary of the Place study and the different sources used. **Key Idea ** How are places constructed - how does this change? What factors have influenced the East End’s history and place making process? How do a range of data sources represent a place (qualitative and quantitative)? Source recap - Qualitative and Quantitative Lesson recap from previous on New era Estate. Collating task (with complete answers) Evidence task for exam Qs. HWK - Revision PowerPoint - Lesson - Worksheets - Exam Q (Modelled answer).

Lesson 6 of a Place study on The East End of London- this could be your distant or home study (depending on location). There are 8 lessons in this Scheme (including assessment). This lesson looks contrasts to the previous and looks at local people and their involvement in the place making process in the East End of London. **Key Idea ** How are places constructed - how does this change? What factors have influenced the East End’s history and place making process? How do a range of data sources represent a place (qualitative and quantitative)? Recall Starter from previous lesson Introduce the New Era Estate case study Look at what happpened and whether is worked? Exam Practice - Modelled answer, essay plane. *Review possibility for HWK PowerPoint - Lesson - Worksheets - Exam Q - MODELLED WORK

Lesson 4 of a Place study on The East End of London- this could be your distant or home study (depending on location). There are 8 lessons in this Scheme (including assessment). This lesson looks at the East End’s character and factors (Exogenous and Endogenous) and how they have changed and how this has influenced place. **Key Idea ** How are places constructed - how does this change? What factors have influenced the East End’s history and place making process? How do a range of data sources represent a place (qualitative and quantitative)? EXAM Q starter from previous lesson + Model Answer work Reacp - Exogenous and endogenous factors. The changes in the Factors in the EE and a Card sort Photo analysis in relation to changes in character of place Research Homework. PowerPoint - Lesson - Worksheets - Exam Q - MODELLED WORK

Lesson 3 of a Place study on The East End of London- this could be your distant or home study (depending on location). There are 8 lessons in this Scheme (including assessment). This lesson looks at how the East End is represented or has been represented - the influence and opinion this gives to both insiders and outsiders. **Key Idea ** How are places constructed - how does this change? What factors have influenced the East End’s history and place making process? How do a range of data sources represent a place (qualitative and quantitative)? Recall starter Various Qualitative and Quantitative sources to analyse (considering provenance). Opinion timeline Exam Question with Mark scheme and modelled answer. HWK - REvision Resource PowerPoint - Lesson - Worksheets - Exam Q - MODELLED WORK

Lesson 2 of a Place study on The East End of London- this could be your distant or home study (depending on location). There are 8 lessons in this Scheme (including assessment). This lesson Looks at the pros and cons of living in the East End and the influence on place. **Key Idea ** How are places constructed - how does this change? What factors have influenced the East End’s history and place making process? How do a range of data sources represent a place (qualitative and quantitative)? Recall Starter from previous lesson How has the East End changed? CARD SORT - Positives and negatives of living there; the located. Population Pyramid Analysis (Analysis help sheet included). Index of Multiple Deprivation (IMD) HWK - Source collection. PowerPoint - Lesson - Worksheets - Exam Q - MODELLED

Lesson 1 of a Place study on The East End of London- this could be your distant or home study (depending on location). There are 8 lessons in this Scheme (including assessment). This lesson looks at a brief introduction of the East End, what some sources begin to say about it and the demography/ economics of the region. **Key Idea ** How are places constructed - how does this change? What factors have influenced the East End’s history and place making process? How do a range of data sources represent a place (qualitative and quantitative)? Introduce and locate the place study of the East End What are the overall opinions? Sources analysis of choropleths using census data, Shine Census data analysis and Oliver Twist extract. HWK - Timeline of the East end PowerPoint - Lesson - Worksheets - MODELLED WORK

Whole lesson on how to govern the Global common Antarctica and it’s threats in the AQA Globalisation and Global governance. IT RESEARCH BASED LESSON - following on from the introduction to Antarctica and then to be used when looking at the Antarctica treaty in the following lesson. KEY IDEA 1.17 Antarctica threats including fishing and whaling, tourism, climate change and the search for minerals. PowerPoint - Lesson Plans - Worksheets

This lesson was used following Mock feedback, the group were struggling with the analsye questions so this was used to boost their understanding. PowerPoint Question activities Model answers Analysis step by step and help sheet Can be used at A-Level or adapted for GCSE.

This was framed as a lesson for a “recap” on the key readings following lockdown lessons; it included the background reading to work alongside the AQA Changing Places Unit. These readings where to help introduce the ideas of place and how they vary, looking at the key concepts. Includes the following: Tim Cresswell Edward Relph Yi-Fu Tuan Doreen Massey PowerPoint - Lesson - Shortened Readings (Printable) - Quiz - Answers

7th lesson in the GCSE Living world topic - This is designed to me completed at home via distance learning. **Topic: Managing the Tropical Rainforest ** We use Taman Negara as a case study - but could be adapted to suit the school and structure could be used. WORKBOOK - POWERPOINT - ANSWER BOOKLET To be used with GCSE Geography AQA Student Book (GCSE Geography AQA 2016) by Simon Ross and Nick Rowles **LESSON PLAN ** How can people use the rainforest without the negative impacts? Think about this on your own first. Then follow the link to the BBC clip to help you further and compete the bubble on the note sheet. Use this clip to help you understand about sustainable methods of cutting down trees - IT ISN’T ALL BAD! Start working your way through the PP. Fill in the definitions on the note sheet from PP Watch the clips on the PP and start filling in the methods of managing the TRF from this as well as scan pgs 65 to 67 Watch clip to find out what ecotourism is. Also mass tourism. Add definitions to sheet from PP Most likely to…sort this into statements for ecotourism and those for Mass tourism. Ecotourism is one way of managing the TRF well. Watch the clips on the PP Then use the Taman Negara information sheet to help you fill in the Case study Table. Exam Question 9 markers.

6th lesson in the GCSE Living world topic - This is designed to me completed at home via distance learning. **Topic: Tropical Rainforest Case study ** We use Malaysia as a case study - but could be adapted to suit the school and structure could be used. WORKBOOK - POWERPOINT - ANSWER BOOKLET To be used with GCSE Geography AQA Student Book (GCSE Geography AQA 2016) by Simon Ross and Nick Rowles **LESSON PLAN ** Definition of deforestation from PP. Describe the location of this rainforest using the map. (See PP for how to do this) Why are rainforests important? From PP and last lesson go through and note in appropriate section. Watch deforestation clip on PP and make notes into workbook. Threats and Impacts to the Rainforest in Malaysia from pg 61 Oxford books on scan file. Highlight each statement into threats and impacts. Have a go at the exam question using the PP to help you.

5th lesson in the GCSE Living world topic - This is designed to me completed at home via distance learning. **Topic: Tropical Rainforests ** WORKBOOK - POWERPOINT - ANSWER BOOKLET To be used with GCSE Geography AQA Student Book (GCSE Geography AQA 2016) by Simon Ross and Nick Rowles **LESSON PLAN ** Read through the different slides about where are the tropical rainforests. Watch the video and make a few notes in the workbook about the Amazon rainforest - don’t need to write down everything! Complete the climate graph for Manaus in the Amazon Rainforest in Brazil. This is just a line graph and a bar graph - you should have done them in year 8/9. If you havent, then there is help in the PowerPoint and you can use the outline of the graph. Answer the 2 questions using the Climate graph to help you. Think about what happens if we take out something in the rainforest and it ruins the imbalance. Use the boxes on slide 8 to complete the diagram in your workbooklet (or copy out if you can’t print). Linking back to last week - look at the adaptations of plants and animals and assign the right label to the right picture. Watch the video and make notes about the different threats to the Amazon Rainforest.

4th lesson in the GCSE Living world topic - This is designed to me completed at home via distance learning. Topic: Global Biomes WORKBOOK - POWERPOINT - ANSWER BOOKLET To be used with GCSE Geography AQA Student Book (GCSE Geography AQA 2016) by Simon Ross and Nick Rowles **LESSON PLAN: ** Review Questions - these look at last week’s work. Try and answer these (on paper) WITHOUT looking at your notes first to test your knowledge and then use your notes to answer. Work your way through slides watching clips and reading. What is a Biome? Write definition in work book. The PP goes through the main biomes with some clips which help you to remember the biome and the notes on each slide. You need to start filling in the information sheet using these slides. First, identify label and locate each picture with an arrow to the map in the middle. You will need to use Text book pg 57 or computers if available the following information about each. (also on PP). Climate, Threats, Vegetation, Important animals, Threats, Human Impact. Study the map of the biomes. What do you notice? In workbook describe where each Biome is in the world. We will look at the Tropical Rainforest Biome first in more detail. Can we think of any animals and plants from the rainforest? Can you use the pictures to fill in the correct spot on the food web diagram in the workbook. IN PENCIL* Structure of the rainforest. Complete diagram using books and labels from PP, Watch clips to get definitions for the different layers

3rd lesson in the GCSE Living world topic - This is designed to me completed at home via distance learning. **Topic: Local Ecosystem Case Study ** This is for Landguard Point, Felixstowe but lesson structure could be adapted to locality. WORKBOOK - POWERPOINT - ANSWER BOOKLET To be used with GCSE Geography AQA Student Book (GCSE Geography AQA 2016) by Simon Ross and Nick Rowles **LESSON PLAN: ** Review Questions - these look at last week’s work. Try and answer these (on paper) WITHOUT looking at your notes first to test your knowledge and then use your notes to answer. Landguard is a nature reserve in Felixstowe. It is an actual example of how changes can effect an ecosystem. At GCSE we call these case studies. These are really important because the 9 mark questions are where you need to know about them. Use your booklet and the internet to add notes to the location map of Landguard. Build up the table on the structure of Landguard’s ecosystem using PP. Look at the species table and see if you can find some food chains, colour code. How could the ecosystem at Landguard change? Look at each image and come up with ideas. Then use card sort to fill in the spaces on the diagram sheet Threats to Landguards ecosystem card sort and add to table. Application 6 mark question on changes - use thew help to answer it!

First lesson in the GCSE Living world topic - This is designed to me completed at home via distance learning. **Topic: Introduction to Ecosystems ** WORKBOOK - POWERPOINT - ANSWER BOOKLET To be used with GCSE Geography AQA Student Book (GCSE Geography AQA 2016) by Simon Ross and Nick Rowles LESSON PLAN: Starter : Spider-gram of everything you can remember about ecosystems form year 8. Add this to the bubble in the workbook. Fill in the definitions table on the workbook from what you can remember and use Google to help you. Watch the film clip on the PP to help you and give you an introduction to how an ecosystem works. Fill in a couple of food chains from the clip or your prior knowledge in the workbook. See if you can match up a red meaning with a black definition. You may need to google ones you are not sure of. Also use the PP to help you. Biotic and Abiotic. Write the definitions from the PP in your workbook. Look at the bubble sheet of the major components of an ecosystem and think about their role and their links with other components. On the bubble sheet make some links by drawing arrows between components and write on the arrow what the link is. Have a read about what trophic levels are from PP. Complete the set of questions on the “food web in a temperate forest” Look at an ecosystem as a system and try to find examples of inputs processes and outputs. Complete the food web diagram for a woodland ecosystem. Plenary : What terminology can you remember? Test yourself.

Second lesson in the GCSE Living world topic - This is designed to me completed at home via distance learning. **Topic: Changes to Ecosystems ** WORKBOOK - POWERPOINT - ANSWER BOOKLET To be used with GCSE Geography AQA Student Book (GCSE Geography AQA 2016) by Simon Ross and Nick Rowles **LESSON PLAN: ** STARTER – Review questions and multiple choice question. Definition of Adaptation, Equilibrium, Biodiversity from PP Watch the video clips and jot down a few notes in your work booklet. Watch clip and jot down human and natural changes to help. Watch clip on natural changes. Watch clips on human changes. What happens to the ecosystem when changes occur? Look at the images on the PP to help you complete the sheet in the booklet. Annotate the pictures of adaptations. Have a go first then use PP to help you. So if ecosystems change what happens as a result? Study Image of a farmed area. What things are happening that will change the ecosystem. Use pg 54 to help and add annotations to the image. 3 changes in first box. What happens to the ecosystem if changes occur? They move elsewhere and over populate another ecosystem or they adapt to the changing conditions. Have a go at the exam question on the PP.