This resource looks at some of the social, environmental and economic consequences of hosting the World Cup. It looks specifically at the economic and social benefits and problems associated with running the event. It considers whether it is a safe place to travel to and whether supporters will be looked after. One activity challenges students to imagine they had an older brother who had decided to go to Kaliningrad for the match - would they advice against it or tell him to go? Why?

This lesson considers the impact of Typhoon Haiyan, specifically on the city of Tacloban in the Philippines. It makes the distinction between primary and secondary impacts of the disaster and looks at the response both locally and globally. Criticisms of the response are also explored. Tasks include sketch mapping, empathy and more ‘traditional’ questions and activities. This resource is tailored to the requirements of AQA’s 9-1 GCSE Geography syllabus.

This resource is an opportunity to introduce basic correlation techniques in Key Stage 3. It looks at all the countries that made the final of the World Cup since 1950 along with their current population and HDI. It challenges students to explain anomalies in data (e.g. how come Uruguay did so well when its still a small, less economically developed country) and shows them how to draw their own scatter diagram to explore whether more socio-economically developed countries have more success (as measured by HDI).

This resource examines the location of the FIFA World Cup in Russia. It looks at where Russia is, generally, then at the locations chosen for the England training camp and the matches in the group stages. It explores the practicality of getting around the place, coping with five different time zones etc. The challenge is to devise Gary Lineker’s travel schedule for him!

This resource looks at the pros and cons of building huge stadiums for global sporting events. It examines what is good and bad about stadiums, looks at some health and safety problems with the stadium at Ekaterinberg. It challenges students to write to the organisers of the World Cup expressing concerns about health and safety at the venues and to think about legacy issues. After showing them what happened to the Olympic stadiums in Athens and Montreal it asks students to examine the proposal that the 2030 World Cup might be stages in Argentina and that several new stadiums should be built. Hopefully, they won’t fall for it!

This resource describes the formation of a flood plain and levees. It explains sequential deposition. It looks at how estuaries form and how they are used. There are a number of tasks and activities on the slides. The Exxon Valdez disaster is mentioned as the tanker run aground on a sandbank off the coast of Alaska.

This lesson begins with a graphic that sets out what US citizens perceive to be the greatest threat to the USA and its interests. It then considers the evidence for climate change, citing both physical and human causes and impacts. The plenary activity is all about ‘sharing out’ the blame for global warming, i.e. who or what is responsible for these changes?

This presentation covers all the common glacial landforms of deposition including drumlins and erratics. It contains some interesting pictures of examples of these features and gets students to consider how these features came to be formed. There is a practical activity included in this lesson which involves making a model of a glaciated valley in a shoe box -not for the faint-hearted!

This presentation examines the formation of aretes, pyramidal peaks, hanging valleys, truncated spurs, ribbon lakes and so on. There are plenty of photographs to help explain the formation of these features and several questions based on a map extract of the area around Helvellyn to help students to identify these features on a 1:25 000 map.

This presentation explores the kinds of activities that are on offer in Snowdonia National Park. It considers the advantages and disadvantages of having many thousands of people on the mountains at once, many of whom are unprepared. It focuses particularly on the issue of second home ownership and there is a map showing the distribution of second homes in the National Park. There are a number of engaging tasks and pictures to focus students of all abilities.

This presentation covers the distribution, formation and structure of tropical storms. It begins with a mock examination question about the distribution of these storms around the world and goes on to describe how they develop over the oceans in tropical latitudes. Students are encouraged to draw and label a diagram of a cross-section of a storm.

This presentation looks at changes in the structure of the UK economy between 1960 and 2010. It identifies globalisation and deindustrialisation as the two main forces that have brought about these changes. It defines both terms and looks at reasons why the changes have happened. Finally, it considers the kind of economy that the UK is aspiring to in the 21st century. Complete with relevant graphics, tasks and other stimuli, this resource is ideal for introducing economic change in the UK as required by the AQA 9-1 GCSE Geography syllabus.

This presentation covers the formation of glaciers and the location of the ice sheets in the UK at the time of the most recent glacial event. It then goes on to look at glacial processes, covering erosion, transportation and deposition. Students get the opportunity to draw a sketch from a photograph of a glaciated region on the Isle of Skye.

This presentation allows students to become familiar with some real features of both glacial landforms of erosion and deposition in a UK case study. It locates the study area and includes photographs of five specific features, enabling candidates to refer to them by name and, potentially, draw photo sketches in an examination. There is a mapwork exercise as part of this presentation. The 1:25 000 map extract is provided on a slide, which would best be supported by a paper copy.

This lesson takes a look at issues of globalisation and sustainability by considering the 50,000 mile supply chain of the Slazenger tennis balls used for The Championships in Wimbledon. Students have to , first, identify the raw materials (rubber, glue, felt etc.) before going on to look at where they are found and why Slazenger makes balls for a tournament in London 10,000km in Bataan in the Phillippines. The lesson concludes with a variety of differentiated written tasks.

This presentation covers the different types of soft engineering that are used to minimise the impact of flooding in the UK. It covers washlands and river monitoring, education and floodplain zoning. There is a group work/GIS exercise in this presentation and a feature that I have called ‘Fieldwork Focus’ in which students are encouraged to consider why Uttoxeter might be vulnerable to flooding and what they recommend is done about it. The presentation features some striking images and straightforward tasks and questions, too.

This resource is a re-working of the one that was here before and which went by the same name. This time it's done in the 'house style' which was only just emerging when I devised these lessons. This presentation goes right back to basics about the Global Circulation and gets as far as identifying the three cells that comprise the global circulation. There is a diagram included on the last slide which teachers will need to print off and photocopy for their classes. There is also a short video presented by an American with a nauseous accent!

This lesson explores how managing climate change involves both mitigation (slowing it down) and adaptation (coping with the change). Students look at carbon capture as a mitigation strategy, at international agreements and at attempts to combat rising sea levels. There are a number of striking images in this presentation that prompt discussion and various tasks for students to attempt, including discussions in groups.

This presentation looks at the different ways in which development can be measured. It discusses how single measures of economic development can hide inequality and, therefore, not show us the whole pictures. It considers the circumstances in which development can be held back (e.g. Syrian conflict) and looks at the example of global patterns of literacy. There are a number of engaging tasks and thought-provoking images throughout the presentation, which is aimed at the AQA 9-1 Geography syllabus.

This presentation invites students to think about the connection between development and changing economic structure. It looks at the example of South Africa, which is one of the BRICS, and challenges students to think about how the changes in employment structure have made development possible. The presentation touches on the effect of apartheid on the economy and includes some thought-provoking tasks and images.