This presentation deals with extreme weather in the UK. It outlines some recent extreme weather events (1987 Great Storm, 1976 Drought, 1963 Cold Winter) before looking at the 2010 Big Freeze. Students are asked to explain the causes of the Big Freeze and analyse its social, economic and environmental impact. There are activities including a plenary activity in which the class is invited to respond to a number of imaginary 'complaints' by members of the public during the Big Freeze.

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 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 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 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 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 looks at the different rates at which countries develop. It explores the physical, economic, social and political reasons why some countries speed along 'Development Road' in the fast lane while others remain 'broken down' on the hard shoulder. There are a number of striking images and statistics included in this presentation.

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 examines the case for Fair Trade as a means of closing the development gap. It shows how Fair Trade has helped a Colombian farmer to provide his son with an education and at how the Chilecito Schools Project, working with the La Riojana Co-operative, has brought learning to the remote valleys of Argentina and wine to the rest of the world. Students are also challenged to think about the limitations of fair trade. There are a number of tasks and striking images in the presentation to challenge students of all abilities.

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.

This presentation explores exactly what it is about traditional manufacturing that people concerned for the environment are worried about. It looks at a company called PTFS Europe as an example of good practice when it comes to sustainable and environmentally friendly business practices. Finally, it considers how roads, rail, ports and airports can be improved to accommodate the increasing volumes of raw and manufactured goods that are being exported all over the world. The presentation includes stimulating images and questions for pairs, small groups and individual work.

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 resource was used as part of a unit to cross the bridge between KS3 and GCSE. It aims to develop students' geographical skills. This lesson clarifies the difference between war and conflict. Students are then given a number of 'well-known' conflicts to look at in more detail, following which there is an exercise that involves looking at the parts of the world where there is the greatest tension.

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 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 lesson uses an image of a bombed-out street in Afghanistan to teach observation and photo-sketching skills. It includes guidance on how to go about drawing a sketch methodically - i.e. draw the horizon, outline key features, add meaningful labels and other details. The lesson was part of a skills unit designed to bridge the gap between KS3 and GCSE level study,

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 presentation starts by inviting students to consider how they would design a flower if they wanted it to have a chance of surviving in the tundra. It then explores the qualities that plants need to cope with this kind of environment, whether tiny flowers or huge pine trees. It examines why the tundra is threatened by climate change and asks what harm is being done to human settlements by changes to the tundra biome. The presentation has a number of tasks for individual and group work, some engaging pictures and begins with an unusual starter activity.