Children should learn to identify criteria for their design, to select tools and materials and use correct vocabulary to name and describe them, to assemble, join and combine materials to make a winding mechanism and to understand the need for a stable structure to support a mechanism. This is lesson 3 in a unit of work.
Children should learn to use existing fabric designs as inspiration for their own pattern-making, to develop and communicate their design ideas through drawing and modelling and to make and/or use a simple paper pattern/template. This is lesson 3 in a unit of work.
This resource comprises of:
1. A handout for students which includes some definitions (GDP, LEDC, MEDC etc) as well as worksheet-style activities which accompany 2 videos which are freely available online;
2. An answer sheet for the teacher.
The activity is designed to be used in class. For EAL students, the videos can be played more than once and/or paused at relevant points to make the tasks easier.
Extension work could include:
a) Having a debate around globalisation, with some students arguing FOR and others AGAINST.
b) Students researching a particular business as a case study and looking at how it had been impacted by globalisation. The businesses chosen could be multinational corporations such as McDonald's or local businesses that have been affected by larger businesses e.g. a family-run coffee shop compared with Starbucks.
c) Students making their own video, like the second one featured as part of the activity which was created by a Y8 student. Students could work individually or in pairs or small groups and could evaluate each other's work afterwards.
Powerpoint inspired by the RGS scheme of work "China Today". Whole lesson, includes starter (images of China), mapping activity (China's neighbours), differentiated questions (life in China) and plenary (best and worst about China today).
Powerpoint inspired by the RGS scheme of work "China Today". Whole lesson, includes starter (multinational companies), comparison of Shenzhen in 1970 with today, Geographical mystery about Apple's involvement ion China (WHAT were the reasons for moving iPhone production to China? HOW were the Foxconn workers treated? WHY are there nets outside Foxconn factory windows? WHO benefits from Apple products being made in China? ), differentiated questions (Explain why Apple was so interested in making its products in China; Compare the opinions of a Foxconn worker in China with an Apple customer in the UK. Then give your opinion of Foxconn/Apple; Describe the living and working conditions inside a Chinese factory like Foxconn) and plenary (the suicide of Ma Xiang Qian )
This is a revision booklet for six units of for both unit 1 and 2 exams in the New AQA Geography specification (first examination 2018). This booklets were created to encourage building of revision notes at home for unenthusiastic students! It is designed to be printed on A4 paper. If you have bought my revision booklets previously it is an adaption of previous resources.
This has been created for my current school and therefore has be tailored to our choices, case studies and examples although this would be easy to adapt.
For River landscapes we have chose the examples of the River Tees and Boscastle. For Coastal landscapes we have chose the example of the Dawlish Warren in South Devon. Living world covers Hot Deserts but not cold environments.
Please not as we have chosen not to do 'Glacial Landscapes of the UK' and 'Cold environments' so these have not been covered.
For resource management we have chosen water; economic world India and urban issues and challenges Mumbai and Plymouth
Please comment and review and let me know what you think.