I created a practice paper with **all new questions ** for students to practice during the countdown to the exam. I used the specification and all past papers to work out what hasn’t come up yet. It includes areas of the most difficult parts of the specification. I also produced a mark scheme with ideas for answers. Hazards, coasts and carbon and water cycle. Optional theme of coasts is included. No glaciers section. Edexcel A Level Geography prediction paper, Paper 1, mark scheme included. Practice questions.

I have now analysed all Edexcel Paper 2 past papers (specimen through to 2023) and pinpointed areas of the spec that have either not come up before or not been focused on in recent years. This time, I have done questions for ALL topics - Globalisation, Superpowers, Regeneration, Diverse Places, Human health/human rights, and finally Migration. So this resource should be useful to all. I have also created a rough mark scheme to provide you with ideas. I have purposefully tried to give more detail on questions that I perceive as being more difficult. Please message me if you have any questions. Thanks!

AQA A Level Geography 2024 Prediction Paper Please note this only contains questions on: Water, Carbon, Coasts and Hazards topics. I create these papers through taking the specification and colour coding what has come up before. I then look for patterns, what hasn’t come up, and tricky parts of the spec that they might sneak in. I teach AQA presently, have previously taught Eduqas, and I tutor Edexcel. This wide ranging knowledge of different exam boards gives me the ability to have a good grasp on the range and style of Geography A Level questions. It’s just a prediction, so see what you think! At present there is no mark scheme as I wanted to get this up and out before the exam.

AQA GCSE Geography lesson for the new specification Unit 1B: In this lesson we look at what the physical characteristics of tropical rainforests are. The lesson has a retrieval practice starter quiz on rivers to begin with. We then look at what it is like to be in the rainforest with a short video clip of walking through the forest. We then look at the location of tropical rainforests and the students have a map with some questions of differing difficulty to answer. The students are provided with a worksheet to draw a climate graph of the rainforest with some additional skills questions to answer (works well with a visualiser). The students complete an annotated profile of the rainforest latosol soil, describing and explaining its characteristics. We then look at the nutrient cycle and the students annotate a diagram making sure they eliminate the incorrect word from the annotation. We finish with a GCSE-style practice question with some guidance and structure provided for the students. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1B: In this lesson we examine the distribution of the global ecosystems or biomes. The lesson has an ordnance survey map skills retrieval practice starter quiz. We then look at what a global ecosystem or biome is and what the general pattern of their distribution is. The students complete a cloze exercise and write a paragraph introducing the concept of global ecosystems. The students then complete a colouring by numbers worksheet to familiarise them with the distribution of the global ecosystems. They then complete a worksheet on where these ecosystems can be found, using atlases to give named examples of countries that feature those particular biomes. There is another extension to this where the students create a diagram to show the importance of latitude in the distribution of global ecosystems. We finish with a GCSE-style practice question with some sentence starters and a mark scheme provided for the students. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at depositional features found in the lower course of a river. The starter is a a countdown retrieval practice quiz with dramatic countdown music! We start by looking at natural levees and how they are formed. The pupils create a sequence of diagrams to show their formation based on information on the board. They are provided with outline drawings to start with to save time. We then look at the formation of floodplains. The pupils create a diagram based on the instructions on the board without actually seeing the diagram, but there is an example if they are struggling and they are given an outline floodplain to start with. We then look at the formation of estuaries. The pupils annotate a photograph to show the different features of the estuary formed by deposition. We finish on a 4 mark question on the formation of floodplains that was in an exam in 2017. I usually model the answer after the pupils have had a go. In a nutshell lesson includes: Retrieval practice grid starter. Formation of levees sequential diagram. Formation and features of a floodplain diagram activity with outline. Photo annotation for estuaries. 4-mark GCSE question with guidance. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

Lessons are arranged in the order of the specification: 7.1 Superpower characteristics 7.2 Timelines of Power and Mechanisms of control 7.3 Emerging Powers 7.4 IGOs, TNCs and Cultural Power 7.5 International Decision Making 7.6 Superpowers and the physical environment 7.7 Conflicts between superpowers 7.8 Changing Superpower Relationships 7.9 Costs of Military Superpowers

AQA GCSE Geography lesson for the new specification Unit 1B: In this lesson we look at what valuable commodities and services the rainforest provides. The lesson has a rainforest themed retrieval practice starter. We look at what value the rainforest has to indigenous peoples and why these people may be at threat. Focusing on the Achua tribe we look at a video and complete some guided reading with the students completing some questions relating to the text. We then look at the valuable medicines that come from the rainforest, the students have to complete an annotated ‘rainforest cabinet’ using information from the slide. We then look at essential services. The students read the information on the various services the rainforest provides and rate them according to how important they are and explain why they think this. We finish with a GCSE-style practice question with some guidance and structure provided for the students. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the 2016 specification Unit 1C: In this lesson we look at soft engineering methods of flood management. We start with a retrieval practice grid game based around the work we have undertaken in the rivers unit of work so far. The students then complete a cloze exercise to create a definition of what soft engineering is. The students then investigate flood warnings as issued by the Environment Agency and preparations by completing a guided reading exercise. We then look at three soft engineering strategies in turn: River restoration, flood plain zoning and afforestation. For each method, the students write a description, sort out the advantages and disadvantages and complete a task involving a diagram. There is a short video task on rover restoration. We finish with a 6-mark GCSE style question and there is some guidance for students who need it on how to answer it. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at waterfalls and gorges and how they are formed through the processes of erosion. The starter is a retrieval practice grid filled in for the rivers work so far, but it’s editable. We then look at how underlying geology plays and important part in the formation of waterfalls, the pupils have some questions to answer and I sometimes get a pupil to teach this bit. We then look at how waterfalls develop, after some teacher exposition the pupils will have an outline diagram of a waterfall with some tasks to complete on the diagram. We then look at the formation of gorges and how they relate to waterfalls. This time the pupils use the diagram on the board to create one themselves. We finish with a sketch from photograph of High Force. After we have introduced the waterfall and given some detail on its formation the pupils will create a field sketch either in a blank box, or using a feint outline, which they can draw over the top of. They then label features etc. We finish with a 6-mark question similar to the 2019 May exam on physical processes and waterfalls/gorges. There is advice and guidance should the pupils need it. In a nutshell lesson includes: Retrieval practice grid starter. Question answer session on how a waterfall starts to form. Blank outline actvity on the development of waterfalls over time. Diagram activity on the formation of a gorge. Worksheet activty on sketching High Force from a photograph. 6-mark GCSE question with guidance. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

Lessons are arranged in the order of the specification: 3.1 Introduction to Globalisation and Development 3.2 Key Players and Organisations in Globalisation 3.3 The Role of TNCs and Those Switched Off 3.4 Costs and Benefits of Globalisation Deindustrialisation 3.5 Global Economic Migration 3.6 Cultural Diffusion and Anti-Globalisation 3.7 Data in Globalisation 3.8 Controlling and Managing Globalisation 3.9 Localism and Ethical Consumption

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at how both meanders and ox-bow lakes are formed by both erosion and deposition. The starter is a retrieval practice grid filled in for the rivers work so far, but it’s editable. We then look at a diagram of the Mississippi flood plain and the pupils answer some questions about the archaic meanders that can be seen plotted on the diagram and how they might be formed. We then watch a short video clip on how river meanders get started. We then look at the cross section of a meander and its various features. The pupils get an outline drawing of a meander for them to colour in by numbers to start with, then label the various features on the cross section. The pupils seem to love this colourful neat diagram. The next thing we consider is riffles and pools, after discussing how they are formed the pupils create a diagram in their books for this one. We then watch a video clip on meander formation and there are some colourful diagrams to help teacher explanation. The pupils have a strip to stick in their books, there is a feint outline of the original meander to help them in their drawings. They then explain the process. We finish with a 6-mark question on the formation of ox-bow lakes with some guidance. In a nutshell lesson includes: Retrieval practice grid starter. Question answer session on old Mississippi meanders diagram. Colour by numbers cross sectional diagram activity. Diagram activity on the formation of riffles and pools. Sequential diagram task on ox-bow lake formation. 6-mark GCSE question with guidance. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at beaches and how their profiles can be altered and sand dune succession and formation… We start with a simple retrieval practice grid which is good for spaced practice. We then discuss why some beaches have different profiles to other beaches and what difference the size of sediment makes. We then look at the different types of waves and how they affect beach profiles. The pupils will make annotated diagrams of winter and summer beaches. We move onto sand dune systems. The pupils have an outline profile of sand dune succession. We use info slides which can either be teacher led, or use as a round the room activity, group activity etc, the pupils add the appropriate info onto the diagram from the slides. We then look at what conditions are needed for the dune system to form. The pupils have a hexagon task. I usually get the pupils to think about each factor first, the next slide has the answers but they still need to match them up We finish with a GCSE-style question on the formation of sand dunes with some guidance on how to answer. In a nutshell lesson includes: Retrieval practice starter Beach profile diagram activity Sand dune succession annotated round the room/group diagram task. Formation of sand dunes hexagon task. 4 mark GCSE-style question with guidance should the pupils need it. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at long and cross profiles of a river and how river valleys change shape downstream. We start with “perfect paragraph”. The pupils read a paragraph describing a drainage basin and they should try to find the errors in the paragraph and what should be added in. We then introduce long profiles, and the pupils will be plotting a long profile of a river on their worksheet. We then look at the upper, middle and lower courses of the river. The pupils shade in these sections on their graph. We complete the worksheet by looking at cross profiles and how river valley shapes change downstream. The pupils create annotated cross sections of the upper, middle and lower courses using the info slides. We finish with a 4 mark GCSE-style question “describe how the shape of a river valley changes downstream”. As always the pupils have some guidance on the question if they need it. In a nutshell lesson includes: Perfect paragraph starter. Long profile plotting exercise. Cross profile diagram activity. 4-mark GCSE-style question. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at the emergence of megacities and the reasons for urbanisation. We start with a quick photo starter of Tokyo. We introduce the two concepts of natural increase and rural-urban migration. The pupils have a worksheet to fill in regarding push/pull factors, firstly adding their own ideas, then with some input from the teacher, then they categorise into social, economic and environmental. We then look at megacities, with a introductory video. the pupils then plot the location of the megacities as of 2018 using longitude and latitude coordinates. The pupils then have some extension tasks around their map. We then have a brief interlude to consider what living in a megacity might be like and watch a short clip on Tokyo and living in such a high density population. We then finish with a comparison of a map showing megacities from 1975 and answer a GCSE-style question. In a nutshell lesson includes: Photo starter Video clip Push/pull worksheet exercise with questions. Long & lat skills task followed by map interpretation. Video of Tokyo GCSE-style question using map with guidance Plenary quiz Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1A: In this lesson we look at what extreme weather is, what type of extreme weather the UK experiences and whether the UK may experience more in the future. The lesson has a retrieval practice starter where the pupils choose the places or the circumstances where tropical storms can be found. We then look at the definition of extreme weather. The students complete a map exercise which helps to explain why the UK’s geographical location allows a variety of extreme weather to be experienced. The students then complete a spider diagram on the types of extreme weather, there are some video clips and information slides to help with this which could be a carousel activity. We then complete a map exercise where the students use an atlas to locate where the extreme weather impacted and evaluate how severe the weather event was. We finish with a GCSE-style practice question with some guidance and structure provided for the students. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

An easy to use reading comprehension pack with three sections of differentiated questions. This activity focuses on urgent environmental issues . It can be used in form time as part of literacy focus, or in an English lesson for KS3/4 GCSE comprehension training. It is interesting, useful, very easy to use and good to raise awareness of envirornmental issues. For everything English GCSE and KS3, free and inexpensive, check out my Tes Award nominated shop: Lead Practioner's English Store

A worksheet or revision sheet for plate tectonics e.g. crust characteristics and plate boundaries.

Assessing compass directions, measuring distance, grid references, map symbols, contour lines and describing directions, this workbook is a great revision tool for geographers of any age wanting to hone their OS map skills.

Round 1: Name that scientist Round 2: Dingbats Round 3: Science general knowledge Round 4: Name that film Round 5: Science related music Round 6: World flags Round 7: Logos