This is a test of map skills, best suited to KS3. It includes questions on map symbols, grid references, measuring distances, giving directions and following routes. To use it you will need a 1:50 000 map of Ipswich.

This is a test on China which is best suited to Key Stage 3 students. It has questions on population distribution, the One Child Policy, air pollution and development. It runs to six pages.

This crossword contains fifteen clues all of which relate to coasts. Ideal for use as a settling activity or to fill in the last few akward minutes at the end of a lesson. Includes a separate sheet with the answers on it.

This puzzle has fifteen clues, all of which relate to rivers. Ideal for use as a settling activity at the start of a lesson or to fill in a few awkward minutes at the end. Includes a separate sheet with the answers on it

This is an assessment for Year Eight students, though any KS3 student could probably attempt it. It consists of a question paper, a mark scheme and a resource sheet. The questions are about terminology, features of the upper course, formation of a waterfall, a meander in cross-section, water pollution and water treatment.

This presentation covers the long profile of a river, using the River Lune in South Cumbria / North Lancashire as its example. There are photographs of the river at different stages along its journey to the sea at Plover Scar. There are also diagrams to illustrate the long profile of the river, its changing cross profile as it nears its mouth and the Bradshaw Model. There are numerous tasks and activities. This presentation is also designed to be used in Pocket Point format. For more information, search for Pocket Point Resources on Facebook.

This presentation examines the formation of aretes, pyramidal peaks, hanging valleys, truncated spurs, ribbon lakes and so on. There are plenty of photographs to help explain the formation of these features and several questions based on a map extract of the area around Helvellyn to help students to identify these features on a 1:25 000 map.

This assessment broadly matches up with the unit In the Horn of Africa in the Geog.1 series. It consists of a question paper and a detailed mark scheme. The questions relate to knowledge of places, completing and reading a climate graph, the coffee trade, employment and development issues.

This is an assessment to test pupils' knowledge of the Superpowers Unit of Work. It includes questions on what makes a country influential, analysis of graphs, comprehension and the issues surrounding Mexican immigration to the USA.

This resource covers variations in the speed of flow within the river channel and the resulting landforms. It mentions slip-off slopes, river cliffs, helicoidal flow, the erosion of the bluff line and the formation of ox-bow lakes. There is a field sketching exercise that is integral to the lesson and some further activities.

These are the resources for our unit, Superpowers, which is what we teach our Year Eights at that crucial time when they are making their option choices - we are a two-year KS3 school. It contains everything you need to teach a seven lesson unit on some of the big issues in the USA, in China and in Russia including immigration, communism, the Cold War, population control, the fight to control the Arctic Ocean and so on. There is even a lesson on Donald Trumps Immigration Policy. There is an assessment available separately on this site.

This presentation looks at the different strategies that are used to manage the flood risk that is posed by the River Lune in Lancashire. It looks at why the Lune needs to be managed and the details of the Lune Catchment Flood Management Plan, which include building a limited amount of hard engineering structures, flood plain zoning, flood risk mapping, Operation Floodline and ways of raising public awareness. There are some images, including clear mapping of the Lune’s drainage basin and a series of tasks for students to complete.

This is presentation Number Two in the unit 'Migration and Identity'. It explores the difference between voluntary and forced migration with unusual examples. It talks about push factors and pull factors and relates them to New Orleans (Hurricane Katrina, 2005) and Australia ('Ten Pound Poms', 1951). Students are encouraged to consider the push and pull factors at play in both these examples. There are several striking images (e.g. Serbian migrants queueing up in a snowstorm for free food) and has a number of activities aimed at students of different abilities.

This presentation covers the distribution, formation and structure of tropical storms. It begins with a mock examination question about the distribution of these storms around the world and goes on to describe how they develop over the oceans in tropical latitudes. Students are encouraged to draw and label a diagram of a cross-section of a storm.

This resource looks at how extreme the weather has become in the UK. It examines the reasons for droughts and floods and looks at some of the causes of heatwaves. It encourages students to work independently, ideally on a PC, to research some of the impacts of water shortages. It also touches on the increased likelihood of storms in years ahead.

This is a set of over 60 lesson plans used to teach a previous AS Geography syllabus (AQA in the early 2000s). They’re a bit dated now but there are plenty of ideas here which could still be used - particularly for the new, more challenging GCSE syllabuses. The topics are Demographics, Hydrology, Economic Geography, Climatic Hazards and Settlement. I’m giving this one away for FREE so you can judge whether it’s worth your while paying for the Key Stage 3 schemes - a total of well over 100 lessons for £20. Why not check them out, too?

This is the first lesson in the series, ‘Food and the Future’. It looks at some of the diets that people used to eat in the past, comparing these to the ‘Eatwell Plate’ and students’ own diets. It describes and compares Stone Age, Roman, Elizabethan and Post WW2 Ration diets and includes both a sorting exercise and a task in which students have to justify how they would rank their own diet alongside these examples.