This group discussion activity uses the jigsaw method of cooperative learning developed by Elliot Aronson to promote effective peer learning and thinking skills. The activity is suited to learners in the 14-16 and 16+ age groups who are studying case studies of urban environments and issues e.g. for GCSE or National 5/ Higher in Scotland. The discussion is based on evaluating approaches to redeveloping the slums in Dharavi in Mumbai, India and uses a range of viewpoints. A PowerPoint presentation is provided with viewpoint cards for up to 6 learners in a group. There is also a group evaluation sheet to conclude the activity. The steps for using the jigsaw method in group discussion are shown on a poster/handout.

This pack is a series of progressively more challenging, active atlas tasks at CfE Level 2 and into Level 3 . The air travel themed flights explore features in Scotland and the UK, Europe, the world and the use of latitude and longitude, as far as locating countries. It includes an answer booklet, PowerPoint show with more Scottish challenges, teacher’s notes and planning grids.

Photographs are readily used in geographical enquiries by 16+ learners, but not always effectively. The presentation shows how to ensure that the photographs used add value to their report or findings. It demonstrates how asking thinking questions of a photograph can improve the quality of annotations and can lead to more in depth analysis. The 6 Photo Analysis Activities provide practice for the learner in answering and creating analysis questions, using photographs of physical, rural upland and urban landscapes. All photographs have a map link and annotated notes.

This pack shows learners at Key Stages 3 into 4 or CfE Levels 3 into 4 how to create their own thinking questions for enquiries, based on the 2001 Revision of Bloom’s Taxonomy. In the Ask Tasks, they identify and create lower order and higher order thinking questions in various contexts. The key technique is the question shower. In a group, they generate and prioritise their own HOT question(s), supported by question starters. A generic version is included, suited to interdisciplinary work.

This PowerPoint Show explains the importance of thinking questions in Geography and demonstrates levels of thinking based on the 2001 Revision of Bloom’s Taxonomy. It exemplifies lower and higher order thinking questions and how these can be used in geographical enquiries using a question shower technique. It supports the pack “Create your own thinking questions in Geography.”

The CAVE Criteria can be used by learners to critically evaluate Internet sources with viewpoints about geographical issues. The questioning approach to this higher order thinking skill is suited to 16+ learners doing research, debating issues or completing work for Qualifications. The CAVE Criteria are explained in the PowerPoint show and the Resource Sheets. These also show learners how to create or select questions to judge their sources. Sample web links related to population and climate change issues are provided. Resource 5 is a generic version of The CAVE Criteria.

This local fieldwork resource is suited to learners in the 14-16 years age group studying urban and transport themes and to younger learners who are developing their investigating skills. There are 4 fieldwork techniques. Access to a local urban area is needed. Learners may require some direction to locate houses from different time periods. The resource is presented as a complete home investigation but it could be separated into parts to suit the learner. Results could also be collated.

These resources aim to develop literacy skills within geographical investigations for learners at CfE Levels 2, 3 and 4. They combine Experiences and Outcomes from Literacy with those from People, Place and Environment to develop skills in finding, organising and using information to create texts. The Literacy Target Charts show a progression of skills. These targets are incorporated into the Investigation Guides. The Guides also contain report writing templates. Learners at Levels 2 and 3 can investigate the 2017 floods in Texas brought by Hurricane Harvey and at Level 4, the 2017 floods in SE Asia and climate change. Blank Investigation Guides which include report writing templates are provided for use with any Social Studies investigation.

These OS map based activities aim to develop decision making and map analysis skills. They are relevant to learners in the 14-16 and 16+ age groups who are considering the impact of developments in the rural-urban fringe of urban areas. The Decision Making Matrix will help them to choose the best site on a map for a housing estate, retail park and industrial estate, using location factors and map evidence. The activities are based on OS 1:50,000 Map Extracts or any OS map of any urban area. A generic version of the OS Decision Making Matrix is provided. More advanced learners can choose their own possible sites for a new development and create relevant location factors.

This resource is suited to learners at Key Stage 3 or cfe Level 3. The task relates to climate change and its impact on cities as they go carbon neutral. Learners are asked to design a carbon neutral city centre for any city in 2035. They can make a map or a labelled diagram. A case study of Glasgow is included. The PowerPoint show provides an introduction to the climate crisis and the UN climate conference, COP26, in Glasgow.

The command words describe and explain are often confused by learners in formal geography assessment. The table and activities are aimed at students developing assessment techniques e.g. for GCSE or National Qualifications in Scotland. The table is generic to all topics while the activities are based on a picture of land use in the Austrian Tyrol and the climate graph of Kolcutta. A simple model for writing an explanation is provided. Similar activities could be developed using other resources and practice assessment questions.

Problem solving is a key higher order thinking skill This resource allows learners in the 14-16 age group or beyond to use a problem solving process and to evaluate their solutions using a Geography “So What?” Test. The Test is an adapted SWOT analysis. The problem solving activities relate to responses to a tropical storm - Hurricane Matthew on Haiti in October 2016. These could apply to other natural hazards or to wider global and development issues. Templates are provided of the problem solving process and the “So What?” Test in checklist or open ended form, for more advanced learners.

This pack is a series of progressively more challenging, active atlas tasks at Key Stage 2. The air travel themed flights explore features in UK, Europe, the world including N. and S. America and the use of latitude and longitude. as far as locating countries. It includes an answer booklet, teacher’s notes and planning grids.

This resource is an active revision tool for senior students who are preparing for formal assessments and examinations. It is based on Bloom’s Taxonomy (revised). By creating their own LOT and HOT questions, students will be more engaged in their revision and aware of the thinking skills involved, going beyond knowing and memorising facts to using higher order thinking skills. This should deepen their understanding and their learning, leading to improved, well reasoned, answers. Exemplar question starters with command words are provided which can be adapted to suit specific subjects or curriculum areas.

Learners are asked to make and justify decisions about Development Areas that may reduce poverty in Malawi using the Diamond 9 method . This activity is suited to learners at Key Stage 3 or Curriculum for Excellence Level 3. They can work individually or in small groups and either suggest Development Areas or use the ones provided. The key features of poverty in Malawi are introduced in the Power Point slide show. Blank templates are also provided.

Radio 4’s talking game “Just a Minute” has been adapted for GCSE or National 5 students. The aim is to improve their explanations of the formation of glacial/coastal/river landforms. It assumes prior knowledge of these landforms. Players talk to the class for 60 seconds to explain the formation of a landform without an error, repetition or deviation. The talk time can be shortened to suit the class. Each landscape presentation has landforms to talk about and hints how to improve explanations. After the game, learners can write their own explanations. A generic version of the game is provided.

This activity is suitable for learners at Key Stage 3 or CfE Level 3. It can be completed from a window or in the garden. Instructions are provided. The record sheet could be printed or a table drawn up on paper. Using a thermometer is suggested. A television or Internet weather forecast will also provide the daily temperature. In the follow up activities the learner is asked to create a weather forecast and find out about air pressure and weather.

This resource is suited to Key Stage 3 or CfE Level 3 learners. It introduces physical processes i.e coastal and glacial erosion and how they shape landscapes. It is suited to remote, home learning and class work. Each photo is accompanied by explanatory text, questions and activities which involve observation and deduction. The virtual fieldwork presentation is in a pdf format.

This resource allows learners at Key Stage 3 or Level 3 or 4 In Scotland to become involved in evaluating the learning and teaching in their geography class. The template uses a list of features of effective practice which can be adapted or exemplified to suit the stage and needs of the learners. Learners can also suggest the types of learning and teaching that they find most enjoyable and engaging, as well as possible improvements. The evaluation can be completed by all learners in a class, in small groups or on a one to one interview with the teacher.

This resource is suited to learners at Key Stage 3 or older. It introduces rock types, geological timescales, plate tectonics and mountain building processes. It is suited to learning at home or in class. Each photo is accompanied by explanatory text, questions and activities which involve observation and deduction. The virtual fieldwork presentation is in a pdf format.