Welcome to my shop. My aim is to provide high quality teaching, learning and assessment resources. In the case of GCSE and A Level resources I am adding examination questions to my resources as more become available. Please come in and browse. Feel free to contact me about any of the resources that you buy or if you are looking for something in particular.
Welcome to my shop. My aim is to provide high quality teaching, learning and assessment resources. In the case of GCSE and A Level resources I am adding examination questions to my resources as more become available. Please come in and browse. Feel free to contact me about any of the resources that you buy or if you are looking for something in particular.
This lesson teaches students about India’s population policy, which aims to reduced the birth rate to below 3 children per women. I prefer to teach this to the one child policy as it is more factually based. It includes note taking sheets, modelled assessed paragraphs, mark schemes which can be adjusted.
This is a series of 3 lessons during which the students will research groups involved in rainforest exploitation and preservation. There are role play cards outlining the characters and a writing frame to support speech writing. There is a mark scheme which you can adapt to your schools Key Stage 3 assessment strategy. At the end there is an opinion line for pupil to consider their opinions about rainforest exploitation and preservation.
This resource gives the template to create a website on PowerPoint with hyperlinks between the different pages. Pupils can use this as a project over the course of 2-3 lessons in an ICT room
This lesson introduces the rainforest location, with a writing frame for locating the forest. It then uses a guided fantasy (story telling) to create a sense of place. There are diagrams and descriptions of the layers of the rainforest. Finally there is a plenary quiz.
Pupils are introduced to the concept of food webs and shown a range of diagrams. They are then split into groups. Each group is given a set of images of rainforest animals. They then need to use the internet to research what the animals eat and to classify them into herbivores, carnivores etc. before sticking them down and creating their own food web. There is a plenary bingo activity to tests the students understanding of the key terminology used in the lesson.
Students will learn about the rainforest climate. they will complete a climate graph and annotate its features. Pupils will summarise the characteristics before using a writing frame to describe the climate.
This lesson enables students to develop an understanding of how fold mountains are formed. It starts with asking students to locate on a world maps any fold mountains before teaching them about the fold mountains, how they are formed, and categorised. It incorporates a wide range of photos and diagrams. It also includes details about faulting including nappes, recumbent folds and isoclinal folds.
This lesson includes a range of maps, photos and facts which tell the story of the andesitic eruption in 1991. Pupils can take notes to build up their case study of the eruption.
This lesson includes opportunities to draw climate graphs, describe them and compare them. It also allows them to read about why climate varies and to apply this knowledge. The lesson was designed as a cover lesson and includes a lesson plan, worksheets to write on and a set of answers.
The lesson starts with a plate margin card sort and maps showing the location of earthquakes. Video clips explain how earthquakes occur. there are note taking sheets for pupils to complete about the nature of earthquakes at each plate margin. There are also details of exceptions - earthquakes that don’t occur on plate margins. The lesson also introduces the students to p and s waves.
This bundle includes a series of lessons that introduce the types of energy and how are energy use has changed since the 1950s. It then focus on energy future. This includes a fracking role play, decision making activity about nuclear energy including information about Hinckley Point and lessons on the development of wind energy. The lessons incorporate peer and self assessment, examination questions and mark schemes and differentiation.
The lesson uses photos, diagrams and video clips to enable students to learn about the causes effects and responses to the tsunami. There are gap fill activities, writing frames and plenary quiz.
The lesson starts with a video clip about how wind energy is produced followed by a map description activity. There are the two symbol / image cards one containing advantages and another disadvantages, both incorporating factual information. A PEE paragraph is modelled and then students are asked to produce their own. The next activity is a decision making activity using OS maps to choose where a wind farm should be located. the plenary consists of an examination question, with a mark scheme.
The lesson is designed to be used as a cover lesson. It includes a range of tasks form analysing the site to letter writing, graph drawing and analysis. All tasks are designed to be completed on worksheets, answers to the work sheets are included towards the end. A lesson plan is included.
Included are a series of lessons involving decision making and role play activities for use with 11-18 classes. They are designed to allow pupils to demonstrate higher level skills from Bloom's taxonomy but in a supported manner. As well as including role play cards and DME grids and resources, the lessons also incorporate a range of other strategies to increase engagement.
These two lessons build from describing each landform to explaining it’s formation, using photos, maps, animations and decision making activities toe build the student’s knowledge in layers. Incorporated in the lessons are feedforward comments to aid peer and self assessment. Also mark schemes and 2 OS map quizzes with answers.
This lesson starts with coastal terminology bingo. It then combines diagrams and photos to build up descriptions and explanations of the formation of spits, bars and tombolos. OS Maps, photos and satellite images of the different landforms are included. there is a word bank and a sequence chart to support he students in writing their explanations. There are also additional details about other climatic factors that may have formed the bars and tombolos in Dorset and Devon. At the end of the lesson is an exemplar 16 mark examination question and a plan for how to attempt it.
This river quiz is based on the Bethesda map (a copy of which is incorporated into the PowerPoint) It encourages the students to identify specific places to locate the watershed. It also asks them to identify features e.g. meanders, confluences, sources and tributaries, The pupils finally have to shade the map to show the area covered by the upper, middle and lower courses.
Firstly, students are given a set of axes and asked to complete a population pyramid for Ethiopia. They are then asked to use their knowledge of population pyramids to annotate the characteristics of the population e.g. birth rate, death rate, ageing/youthful. Next students are asked to estimate a range of population data for Ethiopia, they are given the UK data to give them a starting point. After that the students are introduced to employment structure and asked to classify a range of jobs into primary, secondary and tertiary. They are then asked to draw / interpret pie charts of employment structure data for Ethiopia and the UK. Next they need to write a comparison of the two pie charts. Finally there is a gap fill exercise describing and explaining the employment structure of Ethiopia. All resources are included at the end of the PowerPoint.
Firstly, the students are asked to use an atlas to locate a range of features into an outline map of Ethiopia. They are then asked to describe the location of Ethiopia. After that they are asked to use the atlases to create a fact file about Ethiopia. Next they are asked to interpret and describe a climate graph of Ethiopia. Then the students are introduced to the landscape, using photos to show the different physical features. They can locate this information on a map. After that the students are asked to identify the different ecosystems of Ethiopia. They could undertake map comparison to explain why different ecosystems occur in certain areas. All resources are included at the end of the PowerPoint.