This is a bundle of 5 lessons that covers a unit of work for paper 1 of the Cambridge Global Perspectives AS-level course. The topics covered are: The Impact of technology The impact of tech on our health AI in education Presentation to be prepared by students (practice for component 3) Past paper questions and articles looking at the role of technology in the workforce An array of lesson resources and activities accompanies each lesson that are aimed at developing skills needed to succeed on the written paper

This is a unit of work that teaches an introduction to the history of continent during the Middle Ages. It focuses mostly on Central and East Africa, and so is best suited for classes in those regions. There are 7 lessons in total: What were the middle ages? Social and political systems of Africa in the middle ages Centralised States in East Africa Medieval African societies Economies of Africa in the Middle Ages Trade across Africa in the Middle Ages Ngoni Expansion The unit is fully equipped with lesson slideshows, a range of engaging activities that develop historical skills, and print out resources that support learning. There is also an end of unit assessment attached to check on progress and understanding.

Lesson 3/7 on ethics of food designed for Global Perspectives Written Paper (AS level) Source analysis of meat eating trends over time, video links to prompt debate, positives and negatives of the debate is put forward in an activity, another activity encourages students to look at the issue from different perspectives, and there is a ‘design your own study’ task that allows students to collect primary data.

Lesson 2/7 on the ethics of food designed for Global Perspectives Written Paper (AS Level) Includes group activity that investigates the big moral questions around the meat industry, source analysis activities, an activity designed to help students link points to form an argument, and then resources to set up a debate about vegetarianism.

Lesson 4/7 on the ethics of food unit for the Global Perspectives Written Paper (AS Level) Includes infographics, research tasks, source analysis questions, and looks at solutions.

Lesson 1/7 on the ethics of food unit for Global Perspectives (AS Level Written Paper Option). Introduces the concept of food ethics and common concerns that are linked to it. Photo analysis of just what different parts of our food chain are like around the world, and concludes by looking at the big question of: Why does food ethics matter locally, regionally, and globally?

Lesson 7/7 on the ethics of food unit designed for the written paper of Global Perspectives (AS Level) Looks at the ethics of the diet industry by discussing the key questions. Then the lesson follows a documentary called ‘Hungry for Change’ - there is a review of different ways in which to take effective notes.

Lessons 5&6/7 on the unit of food ethics designed for Global Perspectives Written Paper (AS Level) Introduces students to the debate of GMOs, activity to define what they are, there is a source analysis question and infographic, videos and a news article supplements learning activities and looks at the case study of GMO usage in Kenya. There are also past paper questions (based on Cambridge AS Level Syllabus) and a mark scheme, together with articles

In this lesson the students will learn why the Pope wanted to launch a Crusade, what life was like on the Crusade for different people, and will assess how successful both the Siege of Nicaea and the Battle of Dorylaeum were. There is a mix of engaging, differentiated activities as well as links to videos and other resources.

In this lesson the students will learn about what happened to the First Crusade after the Battle of Dorylaeum. It takes in the story of Baldwin, the Siege of Antioch, the atrocity commited at Marat al-Numan, and the attack on Jerusalem. There is a mix of engaging, differentiated activities (with a focus on getting students to debate and come to well-informed decisions) as well as links to videos and other resources.

A lesson that looks at sediment sources, cells, and budgets. Students are tasked understanding how coastal systems manage their sediment. They begin by identifying the main sources of sediment along coasts, and more on to explain how sediment cells and budgets are managed. They are also tasked with creating a plan to manage the Southern Coast of Carolina, USA. This lesson works well in conjunction with the Oxford AQA Geography A Level & AS Physical Geography Student Book (Ross, Bayliss, Collins, and Griffiths, 2016).

This lesson investigates causes of historic and contemporary sea level change. Both isostatic and eustatic causes are looked into. There is also an analytical exam-style question with peer marking exercise, inquiry activities, and a ‘geographical mystery’ to be solved. This lesson works well in conjunction with the Oxford AQA Geography A Level & AS Physical Geography Student Book (Ross, Bayliss, Collins, and Griffiths, 2016).

Students investigate depositional landforms that are found at coasts. The activities touch on beaches, berms, cusps, runnels, longshore bars, onshore bars, spits, sand dunes, saltmarshes, and mudflats. This lesson works well in conjunction with the Oxford AQA Geography A Level & AS Physical Geography Student Book (Ross, Bayliss, Collins, and Griffiths, 2016).

This lesson looks at the what weathering is, the types of weathering that are commonly active along coastlines, and how this affects mass movement. The lesson focuses on student inquiry skills at the beginning, refers to a case study of Scarbrough, North Yorkshire, includes a practice exam-style question, and a plenary quiz. This lesson works well in conjunction with the Oxford AQA Geography A Level & AS Physical Geography Student Book (Ross, Bayliss, Collins, and Griffiths, 2016).

This lesson, aimed at the top end of KS3 or GCSE covers an introduction to volcanos. Students begin by contemplating what they already know about volcanoes - both in terms of their visual recognition and key terms they have heard - before cementing their knowledge on the key features of a volcano. After this, we move onto the distribution of volcanos around the world. Students analyse a world map of global volcano distribution before a diferentiated task supporting geographical locational descriptions. Students also learn the difference between active, dormant, and extinct volcanoes, get practice in categorising a volcano according to clues given, and ‘become the marker’ when they judge 3 possible answers to the question “Explain what volcanos are.” This later task is great for building exam writing skills, as the students discuss what elements make good answers at GCSE level.

This lesson looks at coasts as open geographical systems. Students explore the concept of open geographical systems and attach their own understanding of inputs, outputs, and stores. Activities aim to support students in understanding the complexities and interdependencies of coastal systems and evaluate how other systems can influence them. Examples from the UK, Iceland, and New Zealand are referred to, and this lesson works well in conjunction with the Oxford AQA Geography A Level & AS Physical Geography Student Book (Ross, Bayliss, Collins, and Griffiths, 2016).

In this lesson, students discover how tectonic activity has affected sea level change in the past and present. They go on to assess the landforms that are created as a result of sea level change, and evaluate the case study of Kiribati (links to resources on final slide). This lesson works well in conjunction with the Oxford AQA Geography A Level & AS Physical Geography Student Book (Ross, Bayliss, Collins, and Griffiths, 2016).

This informal Geography assessment helps teachers gauge where their students are in terms of their level of geographical knowledge and skills. It is aimed form students entering year 7 from primary school. The questions are differentiated and get students to identify, describe, explain, anaylse, and evaluate geographical issues. Section A deals with knowledge whereas section B is more skill based.

This assessment is designed to gauge student’s initial historical knowledge and skills. It is designed mainly for students coming into year 7 from primary schools. Section A focuses on general historical knowledge and Section B on historical skills. The questions are differentiated and get the students to identify, describe, explain, analyse, and evaluate a broad range of historical topics.

The students investigate the main coastal erosional landforms in this lesson. They lead their own investigation using information sheets so that they can identify, describe, and explain the formation of caves, arches, stacks, stumps, wave-cut platforms, headlands and bays. There is a knowledge retention quiz about erosional and transportation processes at the end, includes an exam-style question, and a creative activity if your students have access to play-doh. This lesson works well in conjunction with the Oxford AQA Geography A Level & AS Physical Geography Student Book (Ross, Bayliss, Collins, and Griffiths, 2016).

This lesson introduces students to the different energy sources that affect coastal regions. Students work through a series of activities that helps them to describe different features of a wave and explain what powers them. They will also be supported in learning about the intricacies and behaviours of tides and currents, as well as assessing the impacts waves have on high and low energy coastlines. This lesson works well in conjunction with the Oxford AQA Geography A Level & AS Physical Geography Student Book (Ross, Bayliss, Collins, and Griffiths, 2016).