Fully resourced lesson. Learning Objectives. To understand the pattern of climate zones and biomes across Africa. To understand some of the features of the savanna biome in Africa. Lots of activities to complete: Students add the biomes to their map of Africa and then answer questions about countries that have these biomes in Africa. Students then complete a climate chart and use the other two on the sheet to work out which biome it belongs to. Students then use the deskmat to complete a mini case study of the savanna biome.

A case study of population change for the Population and the environment topic. Powerpoint with all of the case study detail for Iran. Students complete the A3 sheet when going through the content on the ppt. 9 mark exam question at the end with top tips.

Three A3 revision sheets for students to complete on the distinctive landscapes section of Paper 1 - all areas of the specification covered including case studies. They fit nicely with the textbooks and CGP revision guide.

Student revision work booklet for the living world topic. Exam questions, case studies, activities and knowledge tests included. These booklets can be set for homework or used in class. PowerPoints for each section also included. Mark schemes and details of activities included on each.

Fully resourced lesson

Can people manage risk living in earthquake zones. Fully resourced lesson - students look at how Japan prepares for earthquakes by completing an information hunt. They then compare this to Nepals response to the 2015 earthquake. Follows the Hodder Progress in Geography book

7 lessons in total. Assessments and homework included

A revision quiz for students to complete individually or in pairs. Questions and answers included 30 marks available in total

Fully resourced lesson - case study sheet for students to complete, exam question, video, map task, newspaper article and sorting task

Two activities included: Evaluation of the Park model - Students sort the statements into the advantages and disadvantages and add evidence from case studies Park Model - which stage worksheet Students decide what stage of the model each statement fits and which case study it comes from - Haiti or 2011 Japanese earthquake

Student revision workbook with accompanying powerpoints. 2022 advance information and detailed revision notes for each element included. Exam questions and markschemes included. Case studies included. 8 revision lessons in total: Types of plate margins and the nature of vulcanicity Impacts and responses to volcanic hazards The nature of seismicity Impacts and responses to seismic events The nature of storm hazards Impacts and responses to storm hazards The nature of wildfires Characteristic human responses to wildfires

Complete revision guide covering all aspects of the AQA A-LEVEL Geography specification.

A PLC for students to complete after they have completed the paper 1 exam. Students RAG rate the sections based on their marks for each question.

Fluvial processes - fully resourced lesson

Floods in Bangladesh lesson

A comprehensive case study booklet for the Hazards and Coasts sections of Paper 1 - Physical Geography. Case studies included: Coastal systems and landscapes: • Case study(ies) of coastal environment(s) at a local scale to illustrate and analyse fundamental coastal processes, their landscape outcomes as set out above and engage with field data and challenges represented in their sustainable management. – Holderness Coastline • Case study of a contrasting coastal landscape beyond the UK to illustrate and analyse how it presents risks and opportunities for human occupation and development and evaluate human responses of resilience, mitigation and adaptation - Odisha Hazards: • Impacts and human responses as evidenced by a recent volcanic event – **Mt Etna ** • Impacts and human responses as evidenced by a recent seismic event – Japan (2011) • Impacts and human responses as evidenced by two recent tropical storms in contrasting areas of the world (Sandy and Winston) • Impact and human responses as evidenced by a recent wild fire event.(Alberta wildfires) • Case study of a multi-hazardous environment beyond the UK to illustrate and analyse the nature of the hazards and the social, economic and environmental risks presented, and how human qualities and responses such as resilience, adaptation, mitigation and management contribute to its continuing human occupation. (Haiti) • Case study at a local scale of a specified place in a hazardous setting to illustrate the physical nature of the hazard and analyse how the economic, social and political character of its community reflects the presence and impacts of the hazard and the community’s response to the risk - Montserrat

Written using the AQA specification content wording for the 2022 advance information. 28 question and answer revision cards covering the following: Outline the concept of a place. Explain the difference between a sense of place and place perception. Outline how places are important in human life and experience Outline how topography influences the character of a place Outline how physical geography influences the character of a place Outline how land use influences the character of a place Outline how economic characteristics influence the character of a place Outline how endogenous factors shape the character of a place Outline how shifting flows of people can lead to demographic change. Outline how shifting flows of ideas and resources can lead to demographic change. Outline how flows of money and investment can lead to changes in the economic characteristics of a place. Outline how changes in flows of people can influence social inequality . Outline how the characteristics of place are shaped at a regional scale. Outline how the characteristics of place are shaped at a national scale. 15.Outline how the characteristics of place are shaped at an international scale. Outline how past and present connections influence the character of a place. Outline how place marketing is used to change people’s perceptions of a place. 18.Outline how rebranding is used to change people’s perceptions of a place. Outline how re-imaging is used to change people’s perceptions of a place. 20.Outline how corporate bodies influence our perceptions of place. 21.Outline how community or local groups influence our perceptions of place. Outline the difference between a media place and an experienced place. Outline the difference between location and locale. Evaluate the use of census or statistical data in representing a places. Evaluate the use of cartography/maps in representing places. Outline how geospatial data can be used to present place characteristics. Evaluate the use of diverse media in representing place. ‘The changing character of a place over time is more effectively represented by statistical and cartographical sources than artistic sources such as painting, poetry and photography.’ With reference to either your local or distant place, critically assess the extent to which you agree with this statement.

Full revision guide for the Changing places topic.