The fourth lesson in the Y9 Africa unit, this lesson introduces pupils to the savanna biome and its climate and adaptations. It focussing on the Sahel region of Africa and how it was traditionally used by humans (nomadic farming) and why this was sustainable.

The eighth lesson in the Y9 Africa unit examines how the growth in population has led to increased urbanisation. Pupils complete located bar charts to show population change in Africa’s ten fastest-growing cities **The final part of this lesson depends upon having access to the Progress in KS3 textbook (Hodder). **

The ninth lesson in the Y9 Africa unit supports pupils to understand the push and pull factors causing migration to urban areas, especially informal settlements, and the challenges and opportunities these areas provide. The final part of this lesson requires access to the Progress in KS3 textbook (Hodder)

A lesson designed for our Y9 Africa KS3 unit. This lesson introduces the location of Africa, alongside reinforcing the location of other major global physical features and lines of latitude, and then examines the location of the major physical features and geography of Africa. The lesson ends with an modelled description of this.

The fifth lesson in the Y9 Africa unit, this lesson leads pupils to understand how rainfall anomalies in the mid 20th century led to increased agricultural activity and population in the Sahel and the subsequent challenges this - and lower rainfall patterns - have caused that threaten the biome in the area (and the implications for humans)

The third lesson in the Y9 Africa unit, this lesson introduces pupils to a range of solutions to desertification (magic stones, drip irrigation, rainwater harvesting, etc) and asks pupils to learn about and then present this information to the class.

The seventh lesson in the Y9 Africa unit introduces pupils the the range of reasons why Africa’s population is booming and youthful, including decreased debt and increased investment in healthcare and education leading to higher life expectancy, control over HIV and AIDS, less conflict, etc. It includes a living graph of a selection of African nations so pupils can identify trends and impacts over time. It also reinforces learning about population pyramids.

This lesson focuses on glaciers as a system and their inputs, outputs and processes. Pupils thus examine the processes involved, such as ablation, accumultation, meltwater, erosion, transportation, etc. Pupils then look at the landforms created by glaciers - Arete, corrie, pyramidal peak, etc.

This lesson examined the Lake District and how humans use a post-glacial environment, then goes on to examine the impact of human use (tourism) - footpath erosion, traffic, pollution, fouling, etc.

The tenth lesson in the Africa unit focuses on water management in an international context, with the case study of the GERD in Ethiopia and the implications for Sudan and Egypt. It includes a short DME on how to manage the situation.

This lesson introduces the concepts of climate anomaly, glacial mass and the melting of glaciers. It then examines the impacts of glacial melt.

A lesson which introduces the biomes of Russia, including steppe, tundra, taiga and temperate forest. Pupils examine each biome and look at adaptations. Progress in KS3 textbook (Hodder) required for the last part of the lesson

An introduction to cold environments by looking at the polar biome, climate, climate graphs and adaptations. Fully resourced.

Examining the causes and complications of the 2012 Mt Saichan avalanche.

This lesson examines the formation and location of glaciers on Earth.

This lesson introduces the mountain biome, climate and adaptations. It examines how humans are affecting the mountain biome by examining deforestation in the Himalayas, and the consequences of this. Progress in KS3 Geography required for the final part of this lesson

Lesson 7 in my GCSE Geography unit - Mumbai. This lesson examines formal and informal employment in Mumbai. The lesson utilised hyperlinked videos, a sorting activity, graph analysis and photo reading to develop understanding. A homework is included that could also be an extension activity.

This is part of a fully resourced scheme of work for the Eduqas GCSE (9-1) Geography specification, although it is easily adaptable for other specifications. Each lesson has all materials provided (with YouTube links) and is ready to teach out-of-the-box. This lesson uses Nike as an example of a MNC, the issue of out-sourcing and the advantages/disadvantages of MNCs for the company, the worker and the host-country.

A lesson examining the advantages and disadvantages of three proposed solutions to the Israel-Palestine issue through a DME activity. This is a part of a fully-resourced unit with a range of styles of activity and unashamedly embracing aspects of thinking skills (they still work) and dual coding. The unit was designed for Y9 and synoptically revises their KS3 course whilst using skills and concepts from their KS4 Geography studies (specifically, for Eduqas Geography B but relevant to all boards).

A lesson that examines the sustainability of Dubai using Egan’s Wheel. This is a part of a fully-resourced unit with a range of styles of activity and unashamedly embracing aspects of thinking skills (they still work) and dual coding. The unit was designed for Y9 and synoptically revises their KS3 course whilst using skills and concepts from their KS4 Geography studies (specifically, for Eduqas Geography B but relevant to all boards).