• READY TO TEACH (LESSON 1/14 - WORLD CITIES). In reference to the new KS3 AQA textbook (although not necessarily needed, as all information required for the lesson is included within the resources). As a starter activity, present pupils with a range of different settlements. Pupils are required to suggest reasons for why these settlements grew (slides 1-11). Pupils make a note of the key definitions for the lesson, linked to the learning objective. Pupils are required to annotate their diagram, showing eight natural factors for a site location. Pupils then partake in a decision-making exercise, deciding which site is best for settlement. Pupils must be able to justify why the other four sites are not suitable (an example is included on slide 15). A quick recap as a plenary, pupils put their thumbs up or down to indicate whether or not the site location displayed on the board is a good place for settlement.

READY TO TEACH Introduce the lesson with an explanation of the term: Adaptation. Pupils watch a five minute clip on deserts, whilst watching the clip they are required to answer the following questions: What percentage of the Earth’s land is covered by deserts? How many people live in desert regions? What is the world’s largest hot desert? What is a desert? How does the death scorpion, fennec fox and camel adapt to its desert environment? Recap the answers to the video clip (slide 4). Pupils are then required to annotate a diagram of a camel, showing ways it has managed to adapt to an extreme desert environment (slide 5). The main task of the lesson involves pupils creating their own animal suited to a desert, they can choose features from the handout (make sure they reflect a desert environment). Show examples to pupils (slides 7-10) to encourage creative thinking. Time permitting, choose pupils to show their work to others, they must be able to discuss how their animal has adapted to a desert environment. Finally, a quick analysis of a photograph submitted to the National Geographic.

• READY TO TEACH (LESSON 2/14 - WORLD CITIES). In reference to the new KS3 AQA textbook (although not necessarily needed, as all information required for the lesson is included within the resources). Pupils sketch and label the three settlement patterns. Pupils make a note of the key definition of the lesson in their book, linked to the learning objective. Pupils spend time annotating their settlement hierarchy model. Explain each settlement size in terms of population and services found. An extension task is included for pupils to transfer the model into an existing settlement - does it fit? You may wish at this point of the lesson to discuss the limitations associated with the settlement hierarchy model. As a mini-plenary, ask pupils to identify the settlement size, from the image displayed on the whiteboard (slides 4-14). The homework task involves identifying a range of settlement sizes in the UK (pupils must present homework next lesson for self-assessment). A quick Blockbusters quiz to summarise the key terms discussed this lesson is included as a plenary (slide 16).

READY TO TEACH This lesson focuses on Fairtrade chocolate. Pupils make a note of key terms in their books, before analysing a choropleth map showing cocoa bean production (slide 4). Pupils explore the process of cocoa bean production, from cocoa bean to chocolate bar, discussing the amount of money received from the sale of a chocolate bar for farmers, importers, chocolate companies, governments, UK shops etc (slides 6-7). The concept of unfair trade is explored, with a discussion of how this can best be resolved (slide 9). Pupils then discuss how farmers, retailers and consumers benefit directly from Fairtrade (slide 10). A comparison of two families involved in farming is then discussed, contrasting the family who have an increased quality of life due to Fairtrade, leading to a discussion for why Fairtrade is important (slide 11). The concept of whether Fairtrade is really fair is also explored (slide 12). A concluding activity of the lesson, involves pupils reflecting on whether or not they’ll buy Fairtrade products in the future. The homework task involves creating merchandise, promoting Fairtrade.

READY TO TEACH Unveil the image, section by section to reveal an extreme way in which the migrant Enrique Canchola tried to illegally cross the border into USA. (unfortunately, he got caught by border control). Recap key terms, that will be discussed this lesson (slide 3). The starter activity involves pupils critiquing how different authors have depicted economic migrants to the USA. You may wish to discuss ideas before pupils complete the sheet. Alternatively, pupils can offer feedback from their analysis, once the activity is completed (slides 5-9). Discuss with pupils the difference between push and pull factors, before going on to complete main activity of the lesson. Pupils are to cross off the different statements describing push and pull factors on their worksheet, as they write them under the correct heading in their table. Pupils self-assess their answers (slide 12). Explain in more detail the reasons for why the USA seems to offer many opportunities and an overall better quality of life, compared to Mexico (discuss the development indicators on slide 15 with pupils). Continue, by explaining the positive and negative impacts of migration upon both the USA and Mexico (slide 16). The plenary, involves pupils picking out ten key words from the circle that have been discussed in the lesson. Recap the key words with pupils, along with its definition. The homework tasks involves writing a diary entry, from the perspective of a migrant trying to illegally cross the Mexico/ USA border. Refer to the handout sheet for guidance.

READY TO TEACH - FAVELA IMPROVEMENTS: THE FAVELA BAIRRO PROJECT. Begin the lesson by referring pupils to the syllabus of which the lesson is based on: An example of how urban planning is improving the quality of life for the urban poor. Show images of favelas in Brazil (slide 3), lead a discussion with pupils regarding the way in which favelas can be improved (expect pupils to refer to electricity connections, access to clean, safe drinking water, disposal of waste and sanitation. Pupils are required to complete a card sort, placing the most important factors at the top of the diamond ranking exercise for how life for residents in Rochina can be improved (slide 4). Show pupils an example of the self-help scheme, explain the purpose and benefits of the scheme (slide 5). Pupils answer the question with reference to page 162 of the AQA textbooks (or alternatively slide 7). A model answer is provided on slide 8. An extension task is set on slide 9, for pupils to answer questions 1, 2 and 3 on page 163 (answers provided on slide 9). Conclude the lesson by watching the clip that discusses the life of Rochina residents. Pupils can reflect on which one single change would provide an enhanced quality of life for residents living in favelas (slide 11).

READY TO TEACH (LESSON 3/11 - JAPAN: AGEING POPULATION). Show pupils a range of images, all are linked to the same country (slides 1-10). Pupils are to raise their hand when they think they know the country, no shouting out. Recap with the class how diverse the country of Japan is (slide 11). Introduce the focus of today’s lesson, with a link to Japan’s future conveyed in a population pyramid (a reference to last lesson). Ask pupils to compare what is different between the population pyramids of 1960 and 2050 - link their ideas to the fact Japan’s population is rapidly growing old. Reinforce this point with the horizontal bar graph (slide 13). Show pupils the clip discussing the world’s ageing population. Pupils make a note of the definition - ageing population (slide 15). Discuss the cartogram map on slide 16 - identify where the world’s ageing population is located, make reference to Europe, contrast with the continent of Africa. Show clip discussing Japan’s ageing population. Discuss with pupils the current and future statistics about Japan’s population (slide 17). Discuss with pupils the causal factors for an ageing population (slide 18). Pupils can make their own notes in their books. Analyse the choropleth maps (slide 19). Pupils suggest problems with an ageing population. Link the ideas to the task, pupils rearrange the statements under the following headings: problems of an ageing population and solutions to an ageing population. This can be completed in a card sort format, or written directly from the slide into books. Recap statements (slide 20). To conclude the lesson, discuss with pupils how Japan must address some of these solutions in the future, if they want to tackle the problems created by an ageing population. If time permitting, show the clip discussing ROBEAR - the experimental nursing care robot - is this the solution? Pupils’ homework task is to answer questions based upon the podcast: Japan - New ways to grow old, for self-assessment next lesson.

READY TO TEACH (LESSON 8/11 - RESOURCES). This lesson requires the use of the blue AQA Oxford textbook. Outline the section of the syllabus taught during today’s lesson (slide 2). Using the map shown on slide 3, pupils are requested to describe the Indus drainage system in Pakistan. An example is included on slide 3. Discuss with pupils the importance of the Indus water Treaty. Pupils must cut out the statements, rearranging them in a table format in their book, displayed on slide 5. Recap answers on slide 5, pupils may self-assess their responses. Pupils are required to use the data shown in the table on slide 6 in order to draw a pie chart showing land use in the Indus valley. Discuss other benefits linked to the IBIS project. An extension task is included on slide 7 for any pupil who completes the pie chart. You may wish to write the extension task on another whiteboard in the classroom, if the data on slide 7 is still needed by pupils completing the pie chart task. As a homework task, pupils are expected to use the information collated today about the IBIS project in order to answer the GCSE question about a large -scale irrigation scheme.

READY TO TEACH (LESSON 2/11 - URBANISATION: POPULATION PYRAMIDS). Introduce the concept of population pyramids with the class, with reference to a definition (slide 2). Explain why population pyramids are so useful in Geography (discuss with pupils how we can find out about birth rates, death rates and life expectancy of a population within a country which can indicate a country’s level of development). Pupils makes a note of key terms (slide 4). Pupils are required to annotate the two population pyramids with the correct information, recap (slide 6). With reference to Zimbabwe and the United Kingdom population pyramids, pupils are required to write a paragraph describing the general trend of a population pyramid showing a LIC and a HIC. Discuss how population pyramid shapes can vary drastically based on a range of factors, refer to the four specific country examples (slide 9) Explore with pupils the reasons for why HICs have a narrow base, pupils can create a spider diagram discussing the reasons for why birth rates are low in countries such as the UK. As an extension, pupils can suggest reasons for why birth rates are high in LICs. Pupils complete a quick true or false quick to check their understanding of population pyramids (slide 11). The homework task involves pupils drawing their own population pyramid, with annotations. Model an example of how the population pyramid should look (slide 13).

READY TO TEACH (LESSON 1/11 - RESOURCES). This lesson requires the use of the blue AQA textbook. Outline the section of the syllabus taught during today’s lesson (slide 2). Pupils make a note of the key terms, displayed on slide 3, in their books. Review the uneven distribution of resources throughout the world (slide 4). Discuss the daily calorie intake per person based on WHO recommendations. Explain the term: Malnutrition, pupils are required to shade in the countries in different continents with the highest/ lowest percentage of malnutrition on their world map (side 6). Pupils make a note of the term: Undernutrition in their book (slide 7). Class discussion: Pupils are to reflect upon their water usage so far today. Discuss how water is used within UK households. Pupils are required to use data from the table in order to make a link between wealth and water availability. Pupils stick the two pie charts into their book, comparing the difference in water usage between HICs and LICs. Discuss how a shortage of resources such as water will continue in the future, based on demand created from the growth of the world’s population. On the second map of their handout, pupils are required to shade in countries predicted to experience physical and economic water scarcity by 2025 (slide 13). Discuss the human and physical causes of water vulnerability. On the third map of their handout, pupils are required to shade in the countries with the highest and lowest energy consumption, pupils use the data from their map to identify any possible trends. As a mini plenary, pupils draw conclusions on global resource distribution by analysing data presented from all three choropleth maps. An extension task (with answers) is provided on slide 17. Explore the website: Worldometer, looking specifically at the statistics of food, water and energy. As a homework task, pupils complete the GCSE question, an example of different responses to each part of the question is included on slide 19.

READY TO TEACH (LESSON 9/11 - RESOURCES). This lesson requires the use of the blue AQA Oxford textbook. Explain the concept: Urban Farming. Pupils make a note of this term in their book. Outline the section of the syllabus taught during today’s lesson (slide 3). The main activity involves class/ individual reading of the handout. Pupils must then include information from the handout in their responses to the questions. Show the short documentary (24 minutes duration) whilst pupils are completing the six questions from the handout. Discuss with pupils how Michigan has successfully adopted an urban farming strategy to the city. Pupils self-assess their answers to the questions (slides 6-11), including additional information in their response where necessary. As a plenary, discuss with pupils how we can all make informed choices to consume sustainable food as a family.

READY TO TEACH (LESSON 7/11 - RESOURCES). This lesson requires the use of the blue AQA Oxford textbook. As a starter activity, show pupils the clip discussing vertical farming. Outline the section of the syllabus taught during today’s lesson (slide 3). The main activity of the lesson involves pupils using the A4 laminated cards to write information about each farming method used to increase food supply. Pupils must describe each method, identifying the advantages and disadvantages on the A3 handout. Discuss the meaning of the term: Appropriate technology. Pupils must write their own interpretation of the term in their book. As a plenary task, pupils must debate whether an increase in food availability has resulted in a decrease in undernourishment - does an increase in calories consumed per person per day signify a healthier diet?

READY TO TEACH (LESSON 5/11 - RESOURCES). This lesson requires the use of the blue AQA Oxford textbook. Discuss the section of the syllabus taught during today’s lesson (slide 2). As a starter activity, pupils stick the choropleth map into their book answering the question regarding daily food consumption. Pupils must identify any patterns of food consumption, by referring to data from the key in their answer. You may wish to show an example of a response on slide 3. Explore uneven food distribution throughout the world, based upon a range of factors (slide 4). Discuss the difference between obesity and malnourishment. Pupils are to make notes in their books of the main reasons for why food demand has increased in recent decades (slide 5). Show clip - an interesting concept that clearly highlights the global land available in which food can be produced. Pupils are required to write the key terms shown on slide 7 in their book. Using the choropleth on slide 8, discuss with pupils countries at an increased risk of food insecurity. Explore the factors that have led to food insecurity in countries throughout the world (slides 10-16), regardless of the fact there is currently sufficient food supplies for the world’s population. Pupils answer GCSE question based on classwork completed during the lesson, answer to be discussed next lesson. A quick true/ false quiz included as a plenary to see how attentive pupils have been during the lesson.

Explain the definition of squatter settlements with reference to favelas, bustees, slums and shanty towns (slide 1). Discuss the location of favelas within Rio, explaining the reasons for why they have developed in specific locations in the city (slide 4). Expand further by explaining the causal factors for why favelas have grown in size and numbers over time. Introduce Rocinha as the case study example. Whilst watching the clip of Rocinha, pupils create a spider diagram identifying everyday challenges faced by residents of the favela. Recap the main challenges for Rocinha residents (slides 10-17) pupils can add additional detail to their spider diagram. Pupils answer a short GCSE question, with reference to the photograph (slide 18). Independently, pupils refer to pages 160-161 to complete the handout of the five main challenges of living in a squatter settlement (health, services, unemployment, crime, construction). An extension task is available for pupils to assess the opportunities and challenges for slum dwellers (slide 21). Pupils are required to answer a GCSE practice question based on the learning of this lesson, show a model example to the class (slide 22).

READY TO TEACH (LESSON 6/8 - DESERTS). This lesson requires the use of the blue AQA Oxford textbook. Discuss with pupils (theoretically) a world without soil! Pupils make a note of the key term of the lesson in their book: Desertification. Outline the section of the syllabus taught during today’s lesson (slide 4). On their map, pupils shade in and label The Sahel. Discuss with pupils how human and physical causes are linked to desertification. As an independent task, pupils are required to complete the A3 table, using information from the research cards. Recap the main causes with pupils (slide 7). An extension task is available (GCSE questions) for pupils who complete the research task. A quick quiz is included as a plenary, requesting pupils to identify human and physical causes of desertification. Pupils complete the GCSE questions on the worksheet for self-assessment next lesson.

READY TO TEACH (LESSON 2/11 - RESOURCES). This lesson requires the use of the blue AQA Oxford textbook. As a starter activity show a clip which explores the ideas of where children think food comes from. Discuss with the class how much food is imported into the UK each year (slide 4). Discuss the term: Food Miles. From watching the clip and discussing the information displayed on the infographic on slide 5, pupils are required to write their own definition of ‘Food miles.’ Pupils create a spider diagram in their book identifying the five main reasons for why the UK imports high volumes of food. Pupils make a note of the term: Carbon footprint. Pupils complete a pie chart using data from the table on slide 8 which discusses the distribution of money in the selling of mangetouts. Analyse the findings as a class - Who receives the highest percentage? Is this fair? Pupils answer questions 1-4 on pages 258-259. Pupils may self-assess their answers (slides 9-10). As a mini plenary, explore the benefits of buying food grown locally. Pupils make notes on the two case studies: Lynford House Farm and Riverford Organic Farms (slides 12-13). Pupils must be able to explain the difference between an agribusiness and organic produce (show clip). To conclude, as a class discuss how both types of farms have successfully managed to reduce the amount of food the UK imports.

READY TO TEACH This lesson requires the use of the blue KS3 Geography AQA Oxford textbook, accessible via Kerboodle (or this lesson can completed via independent research at home). Pupils watch the short 1 minute clip as an introduction to coral reefs. Discuss the learning objectives of the lesson. Explain the three different coral reef formations, found throughout the world. The main activity involves pupils using the information from the textbook (pages 184-187) to complete the worksheet (if completing in lesson, make sure the worksheet is an A3 size). Alternatively, pupils can independently research the subheadings outlined on the worksheet. Recap the information that should have been included under each subheading of the worksheet (slides 5-15 ). Pupils may wish to add additional notes to their own work. Move on to discuss the concept of coral farming. As a plenary, explain what the GBRMPA is (show video clip) and discuss how it successfully manages to protect the Great Barrier Reef.

READY TO TEACH (LESSON 10/11 - RESOURCES). This lesson requires the use of the blue AQA textbook. Introduce the lesson with the discussion as to whether pupils would purchase the food items displayed on slide 1. For any pupil who protests, explain it is still the same food product just not in its conventional shape. Lead on to discuss the expectation of food appearances has resulted in huge food wastage around the world, especially in HICs. Explain how much food is wasted in the world each year (slide 2). Outline the section of the syllabus taught during today’s lesson (slide 4). Discuss the facts regarding food waste in the UK (slide 5). Pupils use the information displayed on slide 6 to write their own definition of the term: Sustainable Food. Discuss with pupils how the concept of food shopping has changed in recent years (slide 7). As a mini plenary show clip which discusses how Denmark is taking preventative measures in helping to reduce food wastage. Recap the importance of reducing food waste (slide 8). Pupils create a spider diagram, suggesting ways in which food waste can be reduced (slide 9). Discuss the cycle involved in food sustainability (slide 10). As a mini-plenary, pupils identifying the growing seasons of different fruit and vegetables, as displayed on slide 11. Explain the importance of eating seasonal produce, link this to an increase in farmers’ markets in the UK. Show short clip discussing food supplies in Makueni, Kenya. Pupils complete the handout: A sustainable food case study. Pupils who complete the task can answer the GCSE question as an extension. An interesting homework set, whereby pupils take action in helping to prevent food wastage in their homes this weekend. Pupils are expected to feedback their success stories in lesson next week.

READY TO TEACH (LESSON 6/11 - RESOURCES). This lesson requires the use of the blue AQA Oxford textbook. As a starter activity show the weekly food consumption per family (slides 1-11). Pupils must guess the country of origin for each family based upon their dietary intake (pupils generally do well in this activity). Class activity, discuss with pupils their preferred country to live in regarding food security. Outline the section of the syllabus taught during today’s lesson (slide 14). Pupils make a note of the definition ‘food insecurity’ in their book. Pupils use the information presented on slide 16 to discuss the meaning of the term famine along with the consequences associated with food insecurity. Pupils answer the questions on slide 17 by referring to the choropleth map on the website and page 266 of their textbook. Answers are provided in the footnote of slide 17. Discuss with pupils the main causes of soil erosion (pupils make notes in their book using slide 18). Show clip. Pupils are required to refer to the bar graph displayed on slide 19 in order to identify a pattern in food prices over a fifteen year time period. Discuss the implications of a hike in food prices, especially in LICs. As a plenary, pupils must decide how they could improve global food security if they were provided with three wishes. Ask for feedback from pupils, interesting ideas are normally shared). As a homework task, pupils complete the GCSE question based on today’s lesson.

READY TO TEACH (LESSON 3/11 - RESOURCES). This lesson requires the use of the blue AQA Oxford textbook. Show newspaper article, pupils must guess the main content of the lesson based upon the local issue highlighted. Explore with pupils the amount of water available for human consumption in the world today (slide 2). Discuss the section of the syllabus taught during today’s lesson. Class discussion, examine the reasons for why water demand in the UK is increasing (slide 5). Explain how water is consumed within the UK household. Pupils make a note of the key terms in their book (slide 7) before using Figure 1 to answer the GCSE question. A structured answer is given on slide 8 for guidance to pupils. Watch the clip ‘Is the UK heading for a water crisis?’ Pupils create a spider diagram in their book, listing ways in which water can be conserved in the UK. Recap ideas, pupils may add more detail to their spider diagram from slide 10 and feedback given from others in class. Discuss with pupils the concept of water transfer, with reference to the Kielder water transfer scheme (slide 12). Explore the role of the Environment Agency in terms of how they manage water quality. Discuss the causes of water pollution (slide 14). A creative homework task set which involves pupils being self-reflective of their water usage over the forthcoming days, findings are to be discussed in class.

READY TO TEACH (LESSON 4/11 - RESOURCES). This lesson requires the use of the blue AQA Oxford textbook. Pupils complete a quick quiz as a starter activity to the lesson, which involves them identifying the top ten sources of energy. You may choose a volunteer to type the answers onto the screen, with answers being provided by pupils. Discuss the section of the syllabus taught during today’s lesson (slide 3). Explore the website identified on slide 4, it pinpoints energy use within countries of the world (very interesting to discuss as a class-based activity). See if pupils can identify which country in the world is solely dependent upon renewable energy (Iceland). Pupils make a note of the key terms displayed on slide 5 in their book. Pupils analyse the data shown in the pie charts in Figure 1 to explain how the UK’s energy use has changed over time. Show clip ‘Where does our power come from?’ Explain the importance of a switch towards more renewable energy sources in the future (slide 7). Show clip which discusses the meaning of fracking. Discuss with pupils the arguments for and against fracking, Pupils are to complete a table highlighting the advantages and disadvantages of fracking upon the environment, people and the economy. You may wish pupils present their own ideas before showing them slide 9, alternatively pupils can be shown the slide, making notes on their own handout. Using page 181 of the textbook, pupils are expected to create a table in their book identifying the advantages and disadvantages of nuclear and wind as forms of energy. An optional homework task - pupils watch the documentary Gasland to understand the true impacts caused to local communities from fracking. Pupils can feedback the following lesson the footage that shocked them the most e.g. drinking water being set alight, contamination of ground, impact upon wildlife etc.