Students will recap the issues present in Kibera the slum that was previously investigated. Then they will choose which area they want to improve in their slums and why. Next they will categorise the solutions to slums into social, economic and environmental. Then students will evaluate which of the solutions have been the most successful rating them 1-8. Finally students have a silent debate where they write down which of the improvements has been the most successful and why, then pass the book around to debate the next point. Starter: Knowledge Retention of previous learning Task 1: Recap the issues of living in slums. Task 2: Explain which part of Kibera should be improved and why on whiteboards. Task 3: Categorise the solutions to slums into social, economic and environmental. Task 4: Evaluate which of the solutions have been the most successful rating them 1-8 Task 5: silent debate where they write down which of the improvements has been the most successful and why, then pass the book around to debate the next point… Lesson contains one powerpoint and one worksheet.

Students will be able asked to recap the layers of the Earth and their characteristics, then students will recap plate tectonic and locate the African plate, this will then quickly cover the 3 types of plate boundaries of constructive, destructive and conservative. Finally students will be asked to explain the formation of a rift valley and explain the two types of volcanoes that occur on these boundaries. Starter: Knowledge Retention of previous learning Task 1: Recap on structure of the Earth and plate tectonics Task 2: Recap on the three types of plate boundaries. Task 3: Describe the location of the Great African Rift Valley. Task 4: Main Task: Explain the formation of the East African Rift Valley and give one physical feature within. Task 5: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will start by identify what a slum mean, and related this to the favelas of Year 8 that they have learned about.Then students will locate Kibera, Kenya globally, nationally and locally. Then students will identify which of the effect of population growth is the worst for people living in slums and why. Finally students will attempt their first high tariff 6 mark question, this will be done in a writing frame with lots of teacher guidance for support. Starter: Knowledge Retention of previous learning Task 1: Identify the features of a slum and how it relates to favelas in Brazil. Task 2: Describe the location of Kibera, Kenya. Task 3: Explain the main challenges faced by those living in slums Task 4: Identify which is the biggest challenge and why. Task 5: Exam Question: Explain two issues you have studied in an urban settlement (6 marks) Lesson contains one powerpoint and one worksheet.

Students will be able to describe the location of the continent of Africa using longitude and latitude, then describe the physical features of Africa that are present. Finally students will log into laptops and use the worksheet provided to produce a GIS map of the different physical features of Africa along with annotations of their maps and what they see. Starter: Knowledge Retention of previous learning Task 1: Description of Africa using longitude and latitude. Task 2: Describing the physical features using compass points in Africa. Task 3: Main Task: Using GIS online students will create a map with different physical features present in Africa. Task 4: Plenary: Home Learning on the physical features of Africa (On last slide of powerpoint) Lesson contains one powerpoint and one worksheet.

Students will be able to describe where tropical rainforests are located globally using lines of latitude and other descriptors of location that students have learned. Then students will describe the location of the Amazon Rainforest in South America using the same skills as before. Next students will investigate why rainforests are in that area and how convectional rainfall occurs. After that students will learn about the layers of the rainforest and then describe what they have learnt about the Amazon Rainforest in their books. Starter: Knowledge Retention of previous learning Task 1: Describe where tropical rainforests are located globally Task 2: Describe where the Amazon Rainforest is located in South America Task 3: Create a comic about how convectional rainfall creates rainforests Task 4: Match the layers of the rainforest to its description. Task 5: Main Task: Describe your learning about tropical rainforests and their characteristics. Task 5: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will be able to locate Africa using the previous lessons learning and the map on screen, then students will investigate the misconceptions that they may hold about Africa. Next students learn what relief is and describe the areas of relief in Africa and then the river and climate of Africa, then the culture and religion of people in Africa. Starter: Knowledge Retention of previous learning Task 1: Describe the location of Africa Task 2: Describe the relief of areas in Africa using compass directions Task 3: Explain the rivers in Africa and their direction of flow. Task 4: Explain the vegetation zones in Africa Task 5: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

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.

Students will be able to describe the journey of a river from source to mouth. This is an introduction to rivers and should be used at the start of Year 7 to consolidate any information they have about them and then teaching from this point. Students will learn to use terms such as highland, lowland, low,middle and upper course as well as river bank and river bed. Finally students will consolidate their knowledge to describe the location of River Severn’s location. Starter: Knowledge Retention of previous lessons Task 1: Recap on the different countries that make up the UK Task 2: Describe the distribution of highland and lowlands in the UK Task 3: Annotate the diagram of the river with key words Task 4: Main Task: Describe the location of River Severn using the key terms learnt today. Task 5: Plenary: Home Learning reminder along with SPAG cleanup. Lesson contains one powerpoint and one worksheet.

Students will be able to describe the location of Leeds globally, continentally, country and county. Students will recap what social, economic and environmental issues are and then read information about the importance of Leeds and highlight the categories. Students will learn about the Burgess Model of cities and then identify examples of these in Leeds. Finally students will learn about the ethnic background of Leeds and the distributions of ethnic groups. Starter: Knowledge retention of previous learning. Task 1: Describe the location of Leeds using as much information as possible. Task 2: Identify the social, economic and environmental factors that make Leds important. Task 3: Draw the settlements onto the Burgess Model Task 4: Main Task: Describe the distribution of each ethnic group in relation to the Burgess Model. Task 5: Plenary: SPaG clean up. Lesson contains one powerpoint and one worksheet.

Students will be able to describe the difference between Primary and Secondary data as well as give examples for each type. Then students will investigate Quantitative versus Qualitative data and what types of data these represent. Finally students will explain why it is important to display data in different methods, specifically bar chart. This lesson was created to be part of a two lesson plan, so the previous lesson will be included in the download to help with planing. Starter: Knowledge Retention on previous learning Task 1: Testing the difference between primary and secondary data Task 2: Testing the difference between quantitative and qualitative Task 3: Why do we choose to present data in a certain way? Task 4: Main Task: Describe the quality of the environment at our school Lesson contains two powerpoints and one worksheet.

Students will recap on what human geography is and its features along with investigating what a human settlement is and what scales they come in. Then students will investigate where certain cities in the UK are located. Students will be introduced to the terms dense and sparse and asked to identify areas in the UK that are densely and sparsely populated. Finally students will be introduced to key aspects of human geography such as social, economic and environmental and then asked to identify those features on images of the Leeds city. Starter: Knowledge retention of previous learning Task 1: Describe what is human geography and its features. Task 2: What is a settlement and put the settlements in order of scale. Task 3: Fill in the cities of the UK on a blank map using an atlas Task 4: Describe the density and distribution of each football match, then areas in the UK. Task 5: Main Task:Identify social, economic and environmental human impacts in each image. Lesson contains one powerpoint and one worksheet.

Students will be able to describe what coastlines are, where they are located and a specific focus on the Holderness Coast. This lesson will cover features such as geology and features such as headland and bays. Finally this lesson will work on improving students OS map reading skills. Starter: Knowledge Retention of previous learning Task 1: Recap on what the coast is along with the closest coast to us. Task 2: Describe the location of the Holderness Coast Task 3: Describe the type of rock found on the Holderness coast and what features these create. Task 4: Main Task: Using an OS map, complete the sheet on OS map skills Task 5: Plenary: Home Learning on A3 research project. Lesson contains one powerpoint and one worksheet.

Students will be able to describe the main reasons why countries decide to join the EU initially, this includes free movement and the single market. Then students will identify the benefits and costs of membership. Then Brexit will be introduced to students, explaining what it is, the voting % and main figures along with a quick video about the positives and negative of the EU. Finally students identify the positives and negatives of the EU and then work on formulating a debate either for or against staying in the EU. Starter: Knowledge retention of previous learning Task 1: Recap of the terms free movement and single market, along with the benefits and drawbacks of EU membership Task 2: Introduction to what Brexit is and when it happened. Task 3: Identification of advantages and disadvantages of EU membership Task 4: Main Task: Choose a side for the debate, for or against the EU then be prepared to write an argument for it. Task 5: Plenary: Recap on learning and answer 6 quick questions. Lesson contains one powerpoint and one worksheet.

Students will be able to describe where the continent of Europe if located using hemisphere, lines of latitude and longitude. Then using an atlas students will located each country in Europe and its seas on the handout Starter: Knowledge retention about previous learning Task 1: Describe the location of Europe globally Task 2: Describe the location of Europe using latitude and longitude Task 3: Main Task: Identify the countries of Europe on the sheet as well as the seas, and Alps, and climate areas if possible. Task 4: Plenary: Recap of information. Lesson contains one powerpoint and one worksheet.

Students will be able to describe what the European Union is, when it formed and its purpose. INtroduction to the concepts of Freedom of Movement and Single Market. They will also be able to explain why it formed and its main countries that made up the EU. Starter: Knowledge retention from previous learning Task 1: Assessment for learning - Students to write down everything they know about the EU. Task 2: Explain the history of the EU and its formation through time. Task 3: Difference between the EU and Europe (geography misconception) Task 4: Main Task: Create a newspaper article for Newsround about what the EU is and what it does. Task 5: Plenary: Fill in the spider diagram from the start of the lesson with new learning about the EU. Lesson contains one powerpoint and one worksheet.

Students will be able to locate the Niger Delta using compass directions and also lines of latitude and longitude. Student will then be reminded of the key geographical terms such as confluence, tributaries and watershed. Then students will be asked to recap the water cycle and its key features. Finally students will identify what a delta is along with it key features and how it forms, including using transportation and deposition to explain how. Starter: Knowledge Retention of previous learning Task 1: Describe the location of the Niger Delta using compass direction and lines of latitude and longitude Task 2: Describe the key terms associated with rivers. Task 3: Recap on the key terms of the water cycle. Task 4: Label the correct definition of erosion and transportation on the sheet. Task 5: Explain the formation of the Niger Delta. Task 6: Plenary: Introduction of new home learning Lesson contains one powerpoint and one worksheet.

Students will be able to locate Sossusvlei, in Namibia Africa using the techniques used in the previous lesson. Then students will identify the physical features in Namibia and its human features. Next students will be asked to use data to find the mean median and mode of the data then process it into a bar graph. Now students will be asked to describe how a sand dune forms. Finally students will be asked to identify reasons why tourism is present at Sossusvlei. Starter: Knowledge Retention of previous learning Task 1: Describe the location of Sossusvlei, Namibia Task 2: Identify the mean, median and mode of the data then create a bar graph from the data. Task 3: Create a flow diagram showing the formation of a sand dune Task 4: Read through and identify features of tourism in Sossusvlei. Task 5: Main Task: Describe the formation of a sand dune at Sossusvlei, and explain what tourism they bring to the area. Task 6: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will start by recapping hydraulic action and abrasion then identify features using aerial photography of headlands and bays. Students then recap the types of weathering that is present and then describe the formation of a sea stack. Finally students will learn about the formation of a spit and using terms such as longshore drift, swash and backwash they will attempt at explaining its formation. Starter: Knowledge Retention of previous learning Task 1: Using aerial photography identify the feature on the African coast Task 2: Describe the types of weathering present along the coast Task 3: Explain the formation of a sea stack. Task 4: Describe the location of features of a spit. Task 5: Describe the formation of a spit. Task 6: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will be able to describe the location of the continent of South America using longitude and latitude, then describe the physical features of South America that are present. Finally students will log into laptops and use the worksheet provided to produce a GIS map of the different physical features of South America along with annotations of their maps and what they see. Starter: Knowledge Retention of previous learning Task 1: Description of South America using longitude and latitude. Task 2: Describing the physical features using compass points in South America Task 3: Main Task: Using GIS online students will create a map with different physical features present in South America Task 4: Plenary: Home Learning on the physical features of South America (On last slide of powerpoint) Lesson contains one powerpoint and one worksheet.

Students will be able to recap where tropical rainforests are located globally, then they should work on defining what deforestation is, then students should identify the trends of deforestation shown in the choropleth map. Then students investigate the reason why deforestation occurs due to economic reasons. Finally students weigh up the economic benefits with the environmental costs of deforestation. Starter: Knowledge Retention of previous learning Task 1: Describe the location of tropical rainforests globally. Task 2: Describe the trends shown in the choropleth map. Task 3: Describe the trends in the pie chart for reasons of deforestation Task 4: Main Task: Evaluate if the economic benefits of deforestation are worth the environmental cost Task 5: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.