The resources for topic 4 “Sustaining Ecosystems” from the OCR Geography B Paper 1 “Our Natural World” are attached. This unit also features four assessments in addition to a revision lesson. Some lessons will require to be supported with the Hodder textbooks. Overview: What are ecosystems? What biodiversity exists in tropical rainforests? Why are tropical rainforests being ‘exploited’ and how can this be managed sustainably? Case Study: Malaysian Tropical Rainforest What is it like in Antarctica and the Arctic? How are humans seeking a sustainable solution for polar environments? Case Studies: Antarctica Treaty and the Union Glacier Camp

The resources for topic 1 “Global Hazards” from the OCR Geography B Paper 1 “Our Natural World” are attached. This unit also features two assessments in addition to a revision lesson. Some lessons will require to be supported with the Hodder textbooks. Overview: Why do we have weather extremes? When does extreme weather become a hazard? Case Studies: Boscastle Floods, Australian Drought and Typhoon Haiyan What processes occur at plate boundaries? How can tectonic movement be hazardous? Case Study: Mount Etna How does technology have the potential to save lives in hazard zones?

Based on the OCR Geography B GCSE course, these resources act as personal learning checklists for students to make reference to in order to guide their revision. The four personal learning checklists include are: Whole course detailed personal learning checklist Abbreviated whole course personal learning checklist Paper 1 personal learning checklist Paper 2 personal learning checklist

A set of four crosswords designed to help embed case study specific detail across the following four Paper 1 topics: Global Hazards (Mount Etna, Australian Drought and Boscastle Floods). Rivers and Coasts (River Tees and Dorset Coast). Ecosystems (Malaysian Rainforest - Taman Negara Ecotourism Resort and Selective Logging). Climate Change (Global and UK impacts).

The ‘Biomes’ scheme of work is designed for KS3 geography students to develop a comprehensive understanding of the distinct biomes that are found on earth. This scheme of work also includes a revision lesson, an assessment in addition to assessment feedback lessons. The lessons cater for mixed ability through additional support in the form of writing frames, success criterion in addition to challenge tasks. Each lesson features resources that are either integrated within the powerpoint presentation or separate in the form of microsoft word documents. The scheme of work is comprised of the following lessons: What are biomes? What are the world’s biomes like and how are they unique? What are coral reefs? How important are coral reefs and why are they threatened? What is Antarctica like? How have animals adapted to life in the Polar Biome? How have flora and fauna adapted to the hot desert biome? Revision Assessment Assessment Feedback Grasslands documentary

The ‘Global Issues’ scheme of work is designed for KS3 geography students and addresses a wide range of contemporary challenges facing our planet. This scheme of work also includes a revision lesson, an assessment in addition to assessment feedback lessons. The lessons cater for mixed ability through additional support in the form of writing frames, success criterion in addition to challenge tasks. Each lesson features resources that are either integrated within the powerpoint presentation or separate in the form of microsoft word documents. The scheme of work is comprised of the following lessons: How is the Arctic changing? What are the consequences of the Arctic changing? Is development of the Arctic an opportunity or threat? Why do people migrate? What does the journey of a migrant look like? How is migration being managed in the U.K? Revision Assessment Assessment feedback How important is the Mekong River?

The ‘Climatic Hazards’ scheme of work is designed for KS3 geography students and addresses a wide range of climatic hazards faced by our world including: drought, tropical storms, desertification, tornadoes and flooding. This scheme of work also includes a revision lesson, an assessment in addition to assessment feedback lessons. The lessons cater for mixed ability through additional support in the form of writing frames, success criterion in addition to challenge tasks. Each lesson features resources that are either integrated within the powerpoint presentation or separate in the form of microsoft word documents. The scheme of work is comprised of the following lessons: What are climatic hazards? How is drought affecting South America? How is land across Sub-Saharan Africa changing? What are the consequences of land changing across Sub-Saharan Africa? What are tornadoes and where do we find them? Hurricane Katrina - decision making exercise lesson. Where and why do tropical storms form? Why do rivers flood? How can we reduce the threat from flooding? Revision Assessment Assessment feedback

The resources for Section A “Challenge of Natural Hazards” from the AQA Paper 1 “Living with the physical environment” are attached. Introduction to Natural Hazards and Tectonic Hazards: Introduction. Earth’s structure. Physical processes and plate margins. Case studies: L’Aquila (Italy) and Gorkha (Nepal) earthquake. Why do people live in tectonic regions. Weather Hazards Global ATmospheric circulation. Structure of tropical storms. Case Study: Typhoon Haiyan. Reducing impacts from tropical storms. UK Weather Hazards Case studies: Beast from the East and Somerset Levels. Climate Change: Natural and human causes. Evidence of climate change. Impacts of climate change. Managing climate change.

The resources for Section A “The Living World” from the AQA Paper 1 “Living with the physical environment” are attached. Some lessons will require to be supported buy either the Oxford or Hodder textbooks. Ecosystems: What is an ecosystem? Where are the world’s ecosystems? Tropical Rainforests: Characteristics. Plant and animal adaptations. Value. Deforestation. Management. Hot Deserts: Characteristics. Plant and animal adaptations. Opportunities and challenges. Desertification. Management.

The ‘Rivers’ scheme of work is designed for KS3 geography students to develop a holistic understanding of the formation of rivers, the creation of their distinctive landscapes as well as how human’s are impacting river processes. This scheme of work also includes a revision lesson, an assessment in addition to assessment feedback lessons. The lessons cater for mixed ability through additional support in the form of writing frames, success criterion in addition to challenge tasks. Each lesson features resources that are either integrated within the powerpoint presentation or separate in the form of microsoft word documents. The scheme of work is comprised of the following lessons: How does water move around our planet? (water cycle) How does water flow from the land? (drainage basin) How do rivers change downstream? How do rivers shape the land? (waterfalls, meanders and oxbow lakes) How do rivers shape the land? (stop motion clay modelling) How are rivers changing? (river pollution) Revision Assessment Assessment feedback

The ‘Earthquakes and Volcanoes’ scheme of work is designed for KS3 geography students to understand the geological processes which cause tectonic hazards whilst exploring the consequences they have. This scheme of work also includes a revision lesson, an assessment in addition to assessment feedback lessons. The lessons cater for mixed ability through additional support in the form of writing frames, success criterion in addition to challenge tasks. Each lesson features resources that are either integrated within the powerpoint presentation or separate in the form of microsoft word documents. The scheme of work is comprised of the following lessons: Where are earthquakes and volcanoes found? How do plates move? What happens at plate boundaries 1? What happens at plate boundaries 2? What happens at earthquakes? Japan Tsunami - Decision making exercise Japan Documentary 1 Japan Documentary 2 Why does Iceland have volcanoes? Does Iceland benefit from its volcanoes? Revision Assessment Assessment Feedback Designing earthquakes proof buildings

The resources for Section B “Changing Economic World” from the AQA Paper 2 “Challenges of the human environment” are attached. Some lessons will require to be supported buy either the Oxford or Hodder textbooks. Overview: What makes a country developed? How are social and economic indicators limited? What is the Demographic Transition Model? Why are some coutnries more developed than others? What are the consequences of uneven development? How can we reduce the development gap? How can tourism reduce the development gap? Nigeria: Where is Nigeria and why is it important? What are the geographical aspects of Nigeria? How is the economy of Nigeria changing? What impact has economic change had on the environment of Nigeria? How have Nigeria’s political and trading relationships changed? How is aid impacting Nigeria? What impact has economic change had on Nigeria’s development? UK: What have been the causes of economic change in the UK? What is the post-industrial economy and which places are best placed to benefit? How is industry becoming more sustainable? How is the economy of rural areas changing in the UK? What is the UK’s North-South divide? How will transport and infrastructure help to reduce the North-South divide? What is the role of the UK in the wider world?

The resources for Section A “Urban Issues and Challenges” from the AQA Paper 2 “Challenges of the human environment” are attached. Some lessons will require to be supported buy either the Oxford or Hodder textbooks. Overview: How is the world’s urban population changing? Will Mumbai overtake Tokyo by 2050? Rio Where is Rio and why is it important? What are the social challenges facing Rio? How is the growth of Rio leading to environmental challenges? How is Rio improving life in the favelas? London Location and importance of London. How has migration changed the character of London? How has urban change created opportunities in London? What challenges are created in London due to urban change? Why was Stratford in need of regeneration? What has been the legacy of the London Olympics on Stratford? How is London making its transport sustainable? Oslo How are urban areas becoming more sustainable - a case study of Oslo

The ‘Population’ scheme of work is designed to develop ks3 students’ understanding through China’s one child policy. The unit firstly looks at global population change before uncovering the original reasons for the policy, what it entailed and the legacy of it. This scheme of work also includes a revision lesson, an assessment in addition to assessment feedback lessons. The lessons cater for mixed ability through additional support in the form of writing frames, success criterion in addition to challenge tasks. Each lesson features resources that are either integrated within the powerpoint presentation or separate in the form of microsoft word documents. The scheme of work is comprised of the following lessons: How has the global population changed? Why is the global population growing? Can the world cope with more people? How are cities challenged by population growth? Why did China introduce the One Child Policy? Was the One Child Policy successful? Why did China get rid of its One Child Policy? Why is China concerned about an ageing population? What is causing China’s rapid urbanisation? How am I linked to urbanisation in China? Revision Assessment Assessment Feedback City of the future - Shenzen

The ‘African Adventures’ scheme of work is designed for KS3 geography students and actively tackles misconceptions in addition to contemporary issues facing the continent. The lessons cater for mixed ability through additional support in the form of writing frames, success criterion in addition to challenge tasks. Each lesson features resources that are either integrated within the powerpoint presentation or separate in the form of microsoft word documents. The scheme of work is comprised of the following lessons: What is a typical day in Uganda? How is food produced in Kenya? Why is the River Nile a source of conflict? Something in the water? (Piracy and Somalia) How has conflict impacted Libya? What is the influence of tourism in Tunisia? How is Morocco’s land threatened? How is Africa tackling poverty? Revision.

The ‘Energy and Sustainability’ scheme of work is designed for KS3 geography students to examine how exisiting energy generation presents varying challenges to our planet in addition to exploring alternative future solutions. This scheme of work also includes a revision lesson, an assessment in addition to assessment feedback lessons. The lessons cater for mixed ability through additional support in the form of writing frames, success criterion in addition to challenge tasks. Each lesson features resources that are either integrated within the powerpoint presentation or separate in the form of microsoft word documents. The scheme of work is comprised of the following lessons: What are fossil fuels? How much energy is the world using? How do fossil fuels contribute to the enhanced greenhouse effect? What are the issues created by the enhanced greenhouse effect? What issues are associated with global warming? What other issues do fossil fuels create? How much energy do I use? How can the UK achieve net zero energy use 1? How can the UK achieve net zero energy use 2? Revision Assessment Assessment feedback

The resources for Section C “The challenge of resource management” from the AQA Paper 2 “Challenges of the human environment” are attached. Some lessons will require to be supported buy either the Oxford or Hodder textbooks. Overview: Global inequalities of food. Global inequalities of water. Global inequalities of energy. UK Food - How is the demand for food changing in the U.K? UK Water - How is the demand for water changing in the U.K? UK Energy - How is the demand for energy changing in the U.K? Food: What are the impacts of food security? How can we increased food supply? Is large-scale agricultural development a solution to global food insecurity? How can we reduce our food waste? How can we make food production more sustainable? Sustainable food LIC example - Rice-fish culture, Bangladesh.