This presentation gets students thinking about how hard it might be to make a living in an environment such as Snowdonia or the Lake District National Park. It looks at the challenges of two activities in particular: sheep farming in the Welsh Hills, where the physical landscape is the main issue and forestry in Cumbria where conflict between ramblers, mountain bikers and horse riders has to be managed. There are, as ever, a number of tasks for groups and individuals and a review from a rather angry walker who let rip on Trip Adviser to which students must respond as if they were a warden at Winlatter Forest.

This presentation looks at the management of National Parks on a large and small scale. It considers the aims of National Parks and looks specifically at what the Snowdonia NPA is doing. It also includes a case study of a small eco-friendly guest house in North Wales where sustainability is taken to the limit. Students are asked to consider whether it is necessary to go to such extremes!

This presentation covers the long profile of a river, using the River Lune in South Cumbria / North Lancashire as its example. There are photographs of the river at different stages along its journey to the sea at Plover Scar. There are also diagrams to illustrate the long profile of the river, its changing cross profile as it nears its mouth and the Bradshaw Model. There are numerous tasks and activities. This presentation is also designed to be used in Pocket Point format. For more information, search for Pocket Point Resources on Facebook.

This is another Pocket Point resource. It covers the formation of V-shaped valleys, waterfalls and gorges in a river’s upper course. Please consider liking my page on Facebook or reviewing a resource on this website. Pocket Point resources are at https://www.facebook.com/pocketpointresources/ .

This presentation gives students the opportunity to think about the threat that Russia's armed forces and nuclear missiles pose to the world. There is some information about the extent of Russia's military might, some information about the Cold War and a task in which students are encouraged to explore the capability of Russia's nuclear weapons, specifically the rather scarily-named SS-16 Satan missile, that can travel 16,000km and obliterate an area the size of several US states. With string to represent the range of the missiles and counters to illustrate the extent of the blast, students construct a map and can get a feel for what it would be like to have access to the Red Button!

This lesson introduces students to river hydrographs. It covers all the key ideas such as peak discharge, lag time, storm flow, rising and falling limbs etc. It includes some questions on an example hydrograph and a check list to allow students to identify exactly what they have and have not understood.

This resource starts where the previous lesson left off, by getting students to recall what they learned about the global circulation. It then goes into detail about the Hadley, Ferrel and Polar cells with some cultural references that will appeal to teachers born in the 1970s who listened to Spandau Ballet ("Tony Hadley was not a meteorologist") and watched 'Victoria Wood as Seen on TV'. Go on, you know you want to buy it and inject a bit of humour into your lesson.

This is presentation Number Two in the unit 'Migration and Identity'. It explores the difference between voluntary and forced migration with unusual examples. It talks about push factors and pull factors and relates them to New Orleans (Hurricane Katrina, 2005) and Australia ('Ten Pound Poms', 1951). Students are encouraged to consider the push and pull factors at play in both these examples. There are several striking images (e.g. Serbian migrants queueing up in a snowstorm for free food) and has a number of activities aimed at students of different abilities.

This presentation looks at hard engineering strategies for managing rivers. It uses Digley and Bilberry Dams in Yorkshire as examples of dams, the River Cuckmere as an example of channel straightening, the Thames Embankment as an example of an embankment and the Exeter Flood Relief Channel as an example of a flood relief channel. There are large colourful photographs, clear text and a number of questions linked to the text. There is an element of OS 1:50 000 map work in this resource.

This presentation looks at the various strategies that have been adopted by LEDCs to improve their prospects when it comes to economic development. It considers foreign investment (sugar and tourism in Mauritius), microfinance (Kenya) and debt relief (Bolivia) as ways of promoting economic progress. Students are asked to consider whether just 'throwing money' at the poor is ever going to work in the long term. There are a number of thought-provoking images and questions for group discussion as well as tasks for students to complete independently.

This presentation explores the pros and cons of the massive quarry at Glensanda. It looks at the damage done to the landscape by the quarrying and how local people respond to the threat. Tasks require students to undertake SWOT analysis, describe locations and explore the challenge of working in a remote location. There are a variety of questions to challenge students of differing abilities and some useful images.

This resource looks at the harm done by a rainy day at Wimbledon. It explores the impact of bad weather at The Championships, invites students to examine a complex climate graph, explains orographic (relief), frontal and convectional rainfall. There are also rainfall radar images to interpret and a microforecast specifically for Wimbledon. Students are challenged to consider the question "No one should have to pay for a weather forecast. DIscuss.’ in an extension task.

This resource looks at the factors that influence the likelihood of flooding in any given area. It considers precipitation, geology, relief and land use and invites students to try to explain the distribution of areas of the UK that are considered to be at high risk of flooding. There are activities on the slides and a series of questions at the end of the presentation.

This presentation covers the nuts and bolts of fluvial erosion (hydraulic action, abrasion, attrition and solution), transportation (traction, saltation, suspension and solution) and deposition. It includes some tasks and activities. This is the first of what could be many hundreds of presentations in PocketPoint format, that is to say that if you print the slides off in landscape format, you should be able with the help of your friendly reprographics assistant, to create an A5 booklet in landscape which can be used in class and given to students to keep … a bit like those recipe cards that your grandma had in a box in the kitchen. Enjoy.

This presentation looks at global variations in economic development and quality of life. It explores the Brandt Line (1981), the work of Alfred Sauvy ('First World, Second World ....', 1952), the Happiness Index and the Human Development Index as ways of measuring human development. Students are encouraged to think critically about the strengths and weaknesses of each model and to attempt to draw a Brandt Line for the 21st Century - yes, we know it's impossible; that's the point! This matches up with the bit in the syllabus where it says there are "Different ways of classifying parts of the world according to their level of economic development and quality of life."

This presentation asks students to consider whether trade in its current form is ever going to close the gap between the rich and the poor. It looks at traffic across our oceans and current patterns of world trade, getting students to think about how Mombasa and Tilbury docks might be different. It explains the concept of a balance of trade, a trade deficit and a trade surplus; tariffs, quotas and trading blocs. Finally it looks at trade shock. There are numerous tasks and engaging pictures in the presentation.

This presentation explores the reasons why levels of development can vary between areas of the same country using Malawi as an example. It looks at patterns of poverty across the country, comparing urban areas with rural ones and considers projections for population growth and malnourishment. It looks at squatter settlements on the urban fringe such as Chatata and at the plight of masses of young unemployed who are resorting to working in the informal sector selling, among other things, biscuits, phone cards and cooking oil.

This presentation introduces the benefits and drawbacks that come from promoting foreign investment in order to speed up the process of development. There is a little quiz that relates to TNC logos; the lesson then goes on to consider how countries can benefit from working together using the examples of Chinese and British investment in South Africa over the years. The lesson is aimed specifically at students doing the GCSE AQA Geography course, most of whom will be 14-16 years old. There are suitably pitched tasks and engaging pictures.

This presentation looks at different types of aid and asks whether, on some occasions, donor countries are really being as generous as it first seems! It presents a table of the different types of aid with examples before going on to look at one long-term aid project in greater detail - the Nurturing Change Project in Narok County in South-West Kenya. Students are asked to consider the benefits of the project, specifically how it might help to close the Development Gap across Kenya. The presentation also features a WorldMapper map showing global patterns of maternal mortality. There are a number of tasks and useful images in this presentation.

This lesson is an introduction to economic geography that uses the Wimbledon Championships as a case study. Students get to consider the costs and benefits of running the tournament and draw up a simple balance sheet. The lesson covers different types of work (seasonal, temporary, paid, voluntary etc.) and gets students thinking about who the producers and consumers of the services are at the tournament. There is a role play exercise in which two people argue about the cost of going to the tournament and some longer essay questions to extend more able learners and provide homework opportunties.