I included an example of a fieldwork booklet.
It is adaptable and sections can be removed depending on how much time you have.
This school was huge and they walked around separately as we had 4 buses of students.
Since we walked, I was the guide and mentioned all the prices etc.
The school is deprived so you need to address misconceptions during evaluation on whether it was successful or not as the students will think these big shops are amazing/ or unaware due to their hometown being small.
With a different school, we did the boat tour instead so they were able to easily take photos to annotate, write a lot and complete a full booklet (different to this booklet). In that booklet, the main difference was we added a map of the locations the boat goes and labelled it. Students made notes on each part. The boat tour guide may know some things, otherwise I (and you) know the information already to share. On the boat tour, you’ll see the giant boat that Bristol paid millions to move a few yards down for “regeneration” of the food shops nearby. When walking, we never saw it.
Bristol has a lot of history and original butts, cranes etc. in the area which people may not know. Things like vegetation drainage, use of brown field sites etc. I included some information for you in case you are unaware, and some articles.
With other schools, they decided to not visit Bristol.
I’ve included lots of books and research that you need to read if you’re becoming a geography teacher.
I’ve also made summaries of some of them in case you didn’t want to read the whole thing.
The main book I made a bigger document, and in the book you can find a large table that separates sections well.
These will be useful towards your assignments.
My assignments were around 78 marks.
Simple template on Y7 tectonic plates (not fully completed)
GCSE completed SOW on coasts (from a very good Bristol school - they pay trainees to have 3x meals a day and actually pay you thousands of pounds for having them as a placement - of course your placements are chosen by your university provider).
Year 8 SOW (from private institutions)
If you would like others, feel free to leave the comment under reviews and I can update the files if I have them (History and Geography mainly).
Objectives:
Recognise that the continent of Africa is made up of 54 countries.
Describe the human and physical features of the continent.
Analyse data to understand the diversity of Africa.
Addresses misconceptions and stereotypes
CLOCC locations
Africa is diverse - exam type question
Writing PEE paragraph
Resources
PPT
Atlas (optional)
History sheets (optional)
Keywords
Africa
Asia
Migration
Colonisation
Independence
Prepare for Learning – Entry Activity
Silent reading for 10 minutes
Starter activity: Spot the odd one out images x2
Learning Intentions and Agree Learning Outcomes
Understand the causes of the English Civil War
• Describe the location of Africa
• Recognise the difference regions of Africa
• Explain how Africa has changed over time
Present New Information
Map skills with Africa/ continents
History of Africa (literacy reading)
History of Africa (10minute video – if time)
Construct Meaning – Learning by Doing
Map of Africa
Rank figures onto tables
Apply to Demonstrate Understanding – Opportunity
Identify regional scale in UK and compass regions in Africa
Find countries in different regions of Africa
PEE paragraph on how Africa changed over time
Review
Write down 3 things you found interesting
Additional Support (SEN support, EHCP, PP FSM, LAC)
Checking in
Examples
Word bank
Images
Colour and number coded
Answers on board
Stretch and Challenge
Challenge – using challenge key word bank
Full Lesson (observed by universities and other higher educational roles).
Trade Game - It is slightly different to the usual trade game. Amendable depending how long you will play for.
Learn about HIC, NEE, LIC - global trade imports, exports - inequalities - international events, etc. You may need a glossary or students may have some prior knowledge about development or globalisation (depends on what your students have learnt to correctly place this into your planning but the reflection is the most important part).
Includes 6 countries. Each countries equipment list included. Total equipment list. Amendable depending on your equipment. You may want to borrow students’ equipment if needed.
Added observer roles for high ability who (who can also act as referees to control behaviour if you have behaviour problems). Make sure they are rewarded. They watch the countries and write up a report. A4 sheet with list of questions and prompts for them to complete.
Note: You can make it clear if you are allowing or not allowing stealing. I usually say nothing and think they would do it but they don’t. I only had one class do it - which is not against the rules. This can link back to some History and Geography such as South Sudan.
After game, you have a discussion as they will probably have a lot to say or comment about. Cut it off at the appropriate time. Included reflection cards for them to answer prompt questions with challenges. They are able to express what they wanted to say through writing. Observers will write their short report.
You may have some share at end. Usually, I get lots of hands up as the low ability are able to do this, and the ones who really want to express themselves.
I completed it with new classes - considered risktaking by most educators. E.g. Some schools and teachers have never done such a lesson.
I’d recommend doing this if you know the class well enough, attempted some freedom lessons that you can trust them during this game, otherwise you need to have good behaviour management or plan B if you struggle to control. I’ve done this and other freedom lessons with new classes often with strict rules because every student are able enjoy and interact with the lessons (with any ability).
Starter - crime in London vs. your town
Objectives
Key terms - challenge included
Crime rates calculation - handouts and modelling examples - available on PPT - challenge included
Answers available on PPT (also handouts for slow students to keep pace)
Description paragraphs (gap fills), using the data as examples - challenge included
Choropleth map - instructions - modelling examples - challenge included
Peer assessing (with marks and WWW/ HTI) - deeper assessment - Thinking box included
Describe crime in books questions (using data) - challenge included
Review objectives
1hr lesson, can easily be 2 depending on ability/ pace you want to go
This is for Year 12 mixed ability. I recommend printing the worksheets file as A3, and the rest can be as A4. It involves resources e.g. books, but also plenty of up-to-date/ live information which will need to be accessed with internet. E.g. computers, phones, or teacher can print them out from the website.
The exam board are aware of these A-level textbooks having older data, but students can infer information as years have gone by. Add information/ own knowledge, their knowledge when looking at boroughs and images. Bring the lesson alive. E.g. One student mentioned the Green Bridge that was unsuccessful, has a similar one built in Manchester instead.
Pages are included in the PPT.
The aim from the AQA spec: Case studies of two contrasting urban areas to illustrate and analyse key themes set out.
This includes:
patterns of economic and social well-being
the nature and impact of physical environmental conditions
with particular reference to the implications for environmental sustainability, the character of the study areas and the experience and attitudes of their populations.
Helpful materials:
Dictionary - expected key terminology for A level and above
white (fourth edition) Hodder A Level textbook - used in this lesson but I have attached a double sided page of information which can be used instead or in addition
cool geography - https://www.coolgeography.co.uk/advanced/contemporary.php
AQA spec for this unit https://www.aqa.org.uk/subjects/geography/as-and-a-level/geography-7037/subject-content/human-geography/contemporary-urban-environments
Resources: PPT, Graph paper, Help sheets, Templates
Keywords: Hypothesis, Perception, Crime, Analysis, Conclusion
Starter activity: Where would you like to live? (from reading newspaper headlines)
• Describe different peoples’ perceptions towards crimes
• Identify patterns in crime perceptions
• Explain why there are differences in perceptions of crime
Key terms
Data
Hypothesis
Bar chart
Peer assess
Description paragraph
Conclusion
Review
Group sharing
Examples
Modelling on board
Colour coded
Help sheet to scaffold/ help
Template available for those who are struggling a lot
Prompt questions
Challenge – How might someone’s perception of crime be affected?
I use to live and teach in rural Tanzania for a bit so I wanted to share culture about it to the students in an engaging way
Starter: images guessing where
Objectives
Images and storytelling (short)
Information sheets - around the room task for engagement - up to date info 2024
Tourism posters
Examples
Plenary sharing
1hr lesson
Guess the country images and flag
Describe the location - Atlas use and map
Video - fact information
A3 poster in pairs promoting tourism in airports
Success criteria included - slogans, pictures, facts
Images/ Montage of ideas
Peer assess (group swaps)
Plenary
1hr lesson - TEEP model
Images - odd one out and why. Challenge included.
Definitions
Biomes
Animals - information collecting. Challenge included.
Short story on your daily life (as one of the animals)
Sharing
3, 2, 1 plenary
1hr lesson
PPT step by step answers, images, colour coded, for low ability/ consistency in answers.
Guess where - images and flag
Prior knowledge check
World map handout
Describe location
Video
Information search (around the room/ sheets)
Fill in sheets
Lonely planet introduction writing task
Peer assessing
National Graphic Magazine task
Identity
Key words
Google Earth - or consider Atlas - depending on students’ locational knowledge and skills
Video with a few comprehension questions - AFL
Images, Atlas, Split, Latitude images/ information available - explanation available if needed.
South Sudan - questions about placement etc. (in lesson plan)
Timeline reading
Mind map ideas - from timeline prompts - you may want to explain, draw etc.
I used Iraq as an example (about the war and religion) - and linking it to humanities - affecting this independence and conflict etc.
Design your own country - questions to ask to check understanding
Include prompt questions in instructions – e.g., do you want the capital city to be in the mountains or near the river? Why?/ do you want them to speak the same language or something different and why?
Questions about their new country - students to justify
They label their country
Challenges included
Random sharing - wheel of fortune included in PPT. Adjust names.
Updated: Loved lesson by schools. Focuses on literacy. I included emotions helpsheet in this for SEMH students.
Starter: Life expectancy game using 2024 statistics
Graph - students interpret or you explain
Definition
UK discussion topic - if you have more time - add in a maths question using the numbers (to include numeracy skills in your list)
Graph with lots of prompt questions. Depending on ability and past topics you can decide whether you go through this part together or in pairs/ alone.
Next slides - if they are quite low ability, do address how it links for understanding. Otherwise, it is easily understandable but check in with lower abilities by having them answer/ share (privately or in class depending how supportive the class is and if you manage behaviour well).
Articles, videos included - depending on time and ability you can choose whether to include all. I usually do the summarised slide and a video for lower ability to understand it.
Please address misconceptions that NOT every eldery does this.
Instructions with success criterion
Example which helps a lot
Template provided (print out versions available if you have students who aren’t able to write)
Challenge included
Peer assess - more positives than negatives.
Notes:
I mentioned TA but she just chills at the back of the room most of the time.
High ability (above top set) - if needed - I added lots of information about other countries with videos and personal knowledge (not included in PPT) but I found any of this difficult to fit and engage with average ability as they are only familiar with UK and still lack knowledge on that so I skipped them.