Whole lesson with all resources included. Learning objective: To describe different settlement functions. A range of activities allow students to develop their understanding about how settlements have a particular function, how this function might change over time and how it is linked to the physical environment. Whole lesson: Starter Discussion prompts Two main activities Plenary activity Lesson evaluation Homework activity Teacher plan Teacher notes All resources - differentiated worksheets

Whole lesson with all resources included. Learning objective: To explore factors affecting quality of life in large settlements. Whole lesson: Starter Discussion prompts Two main activities Plenary activity Lesson evaluation Homework activity Teacher plan Teacher notes All resources

Whole lesson with all resources included. Learning objective: To learn why sites for settlements were chosen. A range of activities allow students to develop their understanding about how we choose sites / physical features for settlements. Whole lesson: Starter Discussion prompts Two main activities Plenary activity Lesson evaluation Homework activity Teacher plan Teacher notes All resources

New 9-1 AQA Geography Living with the physical environment A whole lesson intended to start Paper 1 ‘Living with the physical environment’ natural hazards section. The lesson will ensure students have a firm understanding of what a natural hazard is, and what the likely effects will be. All resources included. Teacher notes. Differentiated activities. Mixed activities. Clear outcomes. Discussion prompts. Homework. Learning evaluation.

KS3 Geography - Settlement - Brownfield and greenfield sites A whole lesson which will teach students the difference between a greenfield site, and a brownfield site. Whole lesson: Varied activities Visual starter Lesson plan Teacher notes Homework Lesson evaluation Differentiated resources – all included Assessment points

AQA GCSE Geography - Unit 2 Section A - Urban issues and challenges - The emergence of megacities An activity packed and differentiated lesson teaching students about the characteristics of a megacity, their growth and their location. Included is a wide range of resources which can be applied in many ways. Whole lesson > Key concept starter > Discussion prompts > Key ideas > Map/distribution activity > Graph skills > Photo analysis > Exam style questions > Class discussion > Learning evaluation > Summary activity > Homework > Lesson plan > Teacher notes > Fully resourced > Visually attractive and ready to teach! The main aim is… To teach students about the characteristics of a mega city, their location, their growth (and reasons for it) To link to key concepts such as urbanisation and migration. Make it clear ‘world cities’ share many of the same characteristics – it’s the population, the magic number, which makes it a mega city. Statistics and population data vary. For example, Paris has a population a little over 2 million, however, in some figures a wider area is taken into account. Make this clear to the students. The emphasis should really be on the growth (the emergence) of megacities in NEE’s. Key ideas and content… Mega cities have a population of over 10 million people. They have similar characteristics – similar to those of world cities. Their emergence is mostly in Asia and more recently, Africa. There is a pattern! The number of mega cities has grown significantly over the last 50 years. Rural-urban migration and natural increase are driving rapid urbanisation in LIC/NEE’s. To differentiate… Several activities have been differentiated already – use sheets as appropriate. Discuss and model the exam style questions. Allow independent / group thinking time for the discussion. Provide the key terms as a checklist when answering questions. To extend… Students can add information / data to the maps. The data could be presented in different ways. Actual examples can be added to the photo analysis activity. Students could develop their own mark scheme for the exam style questions. To assess… Use the exam style questions as an assessment opportunity. Assess the distribution description to assess distribution questions.

Whole lesson / Revision - Geography - AQA Geography A - Water on the Land Long and cross profiles, erosion, transportation and deposition. A revision lesson looking at - key idea: the shape of river valleys changes as rivers flow downstream due to the dominance of different processes. Several activities which result in written work or annotated diagrams - perfect for revision! Key points, diagrams and animations help explain / revisit learning. Whole lesson: Snappy starter > Key points explained > Animated diagrams > Transportation poster > Literacy activity > Diagrams > Teacher notes / lesson plan > Fully resourced and ready to go! All of our premium resources have received a 5/5* review as of 25th January 2017! www.acornteachingresources.com

A range of activities allow students to develop their understanding about how the weather can influence what we buy and when. Whole lesson: Starter Two main activities Plenary Homework Discussion prompts Teacher notes All resources Mixed activities (sorting, drawing, discussion and writing)

Types of rainfall (animations and activity sheets) These are lesson elements intended to be used in the teaching of weather/climate and types of rainfall. - Three colourful animations to introduce / teach convectional, frontal and relief rainfall. - Three activity sheets with diagrams / written work. - Three outline activity sheets which can be used with higher ability students, or to assess. All reviews for our premium resources have been 5/5 (As of February 20th 2017)

A big lesson with lots of opportunity for differentiation and engagement, as well as paired or group work. Basically, students learn how to describe places, and then apply this skill. It would work well as a skills building lesson in KS3, or as an end of term type lesson with either KS3 or KS4. There are differentiated resources for lower and higher, and a number of ways in which the activities could be undertaken (which are in the lesson plan). There are teacher notes and a lesson plan. The activities are clear, and there are Superstar extension activities. --- The main aim is… This is a big lesson which could be used as an end of term activity, or as a skills building lesson. Students either learn or develop their geographical terminology and then apply / demonstrate using photos of actual places. Key ideas and content… We can describe places using geographical language. It is more effective to use the correct key terms and descriptive language. To differentiate… Pass the sheets round on a timer, with the challenge of either adding more key terms or improving existing ones. Stick the sheets on the wall around the room, give each student a different key term to look for. Students go round the room. Insist on certain terms being applied. To extend… Insist on a description of features which aren’t necessarily visible. Students find their own photos and analyse them. Peer assessment. There are some tricky terms in the key terms activity, use to stretch students. To assess… Discussion points. The work produced. Peer assessment opportunity.

Whole lesson / assessment - could be used to teach map skills or use as a stand alone assessment to use at the end of a map skills topic. The assessment requires students to read a list of instructions and complete a map of 'The Island'. Students can show and develop their skills with grid references, distance, direction and map symbols. The assessment element will show the teacher and student progress made, and also inform the student as to what they need to do to get to the next level. There is an extra activity which then allows students to show their understanding about human and physical features, this could also make a good link to a tourism topic and incorporates literacy. Teacher notes and a brief lesson plan included with extension and differentiation notes. This whole lesson is ready to go. All of our paid resources have received a 5/5* review as of 29th January 2017.

AQA Geography Urban issues and challenges - Factors affecting the rate of urbanisation A whole lesson (possibly a double) which teaches students how rural-urban migration, and natural increase, is driving rapid urbanisation in LIC’s and NEE’s. There are a range of activities, and varied resources to aid in the teaching. A visual explainer has been included. All resources are ready to go. Whole lesson > Key concept starter > Discussion prompts > Key ideas > Card sort > Photo analysis > Exam style questions > Class discussion > Learning evaluation > Summary activity > Homework > Lesson plan > Teacher notes > Fully resourced > Visually attractive and ready to teach!

Subject specific vocabulary resources Section A: The challenge of natural hazards A range of resources built around the AQA 9-1 Geography SSV for section A - The challenge of natural hazards. Includes - keyword bricks for display - bingo game - word mat - teacher notes All resources are included and are ready to print. Keywords are grouped and colour coded.

A fully resourced and differentiated lesson teaching students about the development of squatter settlements in the context of Mumbai. Students will link characteristics and conditions (including the informal economy) to wider geographical processes. Whole lesson > Photo analysis > Discussion prompts > Key ideas > Storyboard activities > Photo analysis – progress check > Exam style questions > Class discussion > Learning evaluation > Visual explainers > Homework > Lesson plan > Teacher notes > Fully resourced > Visually attractive and ready to teach! The main aim is… To establish the key characteristics of a squatter settlement. To explain how they develop and then evolve over time. To explain the difference between the formal economy and the informal economy. To link squatter settlements to geographical concepts; urbanisation, rural-urban migration natural increase Key ideas and content… Squatter settlements are areas of informal housing where an informal economy often develops. They evolve and change over time. There are unique social / environmental conditions with impact quality of life. They form because of a rapidly growing population. To differentiate… Several activities are differentiated – use the resources accordingly. Photo analysis tasks can be completed as a class / groups / pairs For the exam questions give lower ability students – display the connectives and key terms. The discussion can be completed as a class / group. To extend… For the exam questions give time for middle and higher ability students to decide on their own connectives and key terms. Provide a photo of a squatter settlement prior to the lesson – ask students to mind map what they know about squatter settlements. Add to / improve at the end. Higher ability could read the definition of a squatter settlement and then write their own. To assess… The exam questions should be peer assessed. There are several exam questions throughout the lesson, any of these could be given a mark and assessed. The discussion prompts allow for summative assessment. www.acornteachingresources.com

AQA GCSE Geography - Unit 2 Section A - Urban issues and challenges - The global pattern of urban change A whole lesson which teaches students how the world is becoming increasingly urbanised. Includes a range of differentiated activities, animated explainers, visuals and structured worksheets. Whole lesson > Differentiated resources > Snappy starter > Discussion prompts > Key ideas >Map activities > Graph activities > Class discussion > Learning evaluation > Summary activity > Homework > Lesson plan > Teacher notes > Fully resourced > Visually attractive and ready to teach! The main aim is… To describe how the world is urbanising, and at what rate - key patterns / trends. To use geographical language and specific examples. Key ideas and content… The world is becomingly increasingly urbanised. Change occurs in different regions at different times. To differentiate… Activities are mostly differentiated. This lesson could be made more collaborative in many areas to aid lower and middle ability students. Model answers for higher students using L and M resources.

GCSE Geography - Urban issues and challenges -Mumbai (population growth) A fully resourced and differentiated case study lesson. Students explore the pattern of Mumbai’s population growth and then use information to explain the growth in the context of rural-urban migration and natural increase. Whole lesson > Visual mind-map activity > Discussion prompts > Key ideas > Graph activities > Photo analysis > Exam style questions > Visual explainers > Class discussion > Learning evaluation > Summary activity > Homework > Lesson plan > Teacher notes > Fully resourced > Visually attractive and ready to teach! The main aim is… For students to describe the scale of population growth in their NEE case study of Mumbai. To explain the growth (link to rural-urban migration and natural increase) specific to Mumbai. To understand how rural-urban migration and natural increase are driving urbanisation in their city Key ideas and content… Rural – urban migration drives population growth Population growth drives natural increase Most migrants are young (natural increase) Mumbai is a dominant and important city which attracts migrants (rural-urban migration) The growth of Mumbai can be explained by a series of events in the history of the city Rural-urban migration and natural increase are linked NEE’s are likely to experience rapid urbanisation / population grown in cities because of their socio-economic contrasts To differentiate… Use the differentiated resources as appropriate. Include discussion prompts and time the lesson accordingly To extend… Students can peer assess / improve their exam questions or photo analysis answers. Change/adapt the exam style questions Students can develop their own questions with mark schemes. Higher ability should be given the opportunity to link the statements about Mumbai to one another To assess… The photo analysis offers some assessment opportunity if a focus is given to linking concept/theory to what’s happening in Mumbai The line/bar graphs aren’t suitable in terms of content, however as a skill they could be assessed for accuracy The exam style questions offer a summative assessment opportunity for the lesson.

A fully resourced and differentiated case study lesson teaching students about the social opportunities (health and education) in Mumbai – linking the content to the characteristics of Mumbai, and the wider processes of rural-urban migration. Whole lesson > Key word starter > Discussion prompts > Key ideas > Comprehension / fact file task > Exam style questions > Class discussion > Learning evaluation > Summary activity > Mini plenary > Extension opportunities > Homework > Lesson plan > Teacher notes > Fully resourced > Visually attractive and ready to teach! The main aim is… For students to explore how Mumbai offers better social opportunities in terms of healthcare and education to it’s citizens and people migrating there. To apply specific information about healthcare and education in Mumbai. Key ideas and content… Mumbai offers social opportunities people cannot find in surrounding rural areas. Healthcare and education are both much more accessible in Mumbai than in surrounding rural areas. These opportunities drive rural-urban migration. To differentiate… Several resources have been differentiated so all students can take part in each activity. Paired and group work might be appropriate for the graph work. WAGOLLS and model answers for writing a comparison. Peer assess the plenary phone, using something such as two stars and a wish. To extend… Students could remove the Mumbai hospitals from the Maharashtra state total, and explain the significance of this upon rural-urban migration. Essentially this further proves the point about access to healthcare because Mumbai props Maharashtra up in terms of number of hospitals. Students could form sentences using the key terms from the starter. Instead of the plenary phone, students could write a formal letter allowing for more detail and application. Students could develop their own mark scheme for the exam style questions. To assess… Use the exam style questions or the discussion prompts. The plenary phone offers a mini-plenary assessment opportunity.

A fully resourced and differentiated case study lesson. Students will be able to describe the location of Mumbai, explain features of it’s regional, national and international importance, and then link these to rural-urban migration and international migration. Whole lesson > Geographical language activity > Discussion prompts > Key ideas > Card sort / Venn diagram activity > Photo analysis > Exam style questions > Class discussion > Learning evaluation > Summary activity > Homework > Lesson plan > Teacher notes > Fully resourced > Visually attractive and ready to teach! The main aim is… To apply knowledge of Mumbai as a case study of a city in a NEE. To locate Mumbai using geographical language and explain features of it’s regional, national and international importance. To link features of reginal, national and international importance together. To explain how features of regional, national and international importance drive urbanisation in Mumbai. Key ideas and content… Mumbai is a city in a NEE (India), experiencing urbanisation. Mumbai is important (regionally, nationally and internationally). These features drive urbanisation. Physical and human features drive urbanisation. To differentiate… Several activities have differentiated resources. Provide support / model answers for the exam questions. Photo analysis, Venn diagram and table activities could be undertaken in groups. To extend… Access to the internet would allow students to find out more specific facts. Students could overlay key features of Mumbai onto a map of the city / region. To assess… Photo analysis Explain and link column on the table Group discussion Exam style questions www.acornteachingresources.com

GCSE Geography - Urban issues and challenges - Urban trends in different parts of the world A whole session exploring how urban trends differ between HIC’s, NEE’s and LIC’s and the relationship with economic development. Whole lesson > Differentiated resources > Key concept starter > Discussion prompts > Key ideas > Graph analysis > Annotated graphs > Class discussion > Storyboard activity > Learning evaluation > Summary activity > Homework > Lesson plan > Teacher notes > Fully resourced > Visually attractive and ready to teach! The main aim is… This lesson is really about exploring the world trends – particularly the difference between urbanisation in LIC, HIC and NEE countries. Reasons and explanation are picked up in lesson 4. Key ideas and content… There is a clear difference between levels of urbanisation in HIC’s, LIC’s and NEE’s There is a clear correlation between GNI and levels of urbanisation Urbanisation is occurring more quickly in LIC’s and NEE’s Urbanisation has already occurred in HIC’s and has slowed down Be careful with students confusing GNI per capita with GDP Industrialisation (as a concept) and the effect of urbanisation To differentiate… Several resource are differentiated. Provide support and scaffolding as appropriate Blow up and print the graphs for a carousel activity To extend… Students could locate our HIC, NEE and LIC countries on a world map and annotate to show levels of urbanisation and GNI. Students could use the GDP graph, and a blank world map to annotate levels of urbanisation / GDP in various countries around the world. To assess… The homework exam question could be used in lesson as an assessment The summary activity will demonstrate understanding / progress All or any of the graphs can be described / explained www.acornteachingresources.com

Urban issues and challenges - Mumbai (urban challenges - water, sanitiation and energy) A fully resourced and differentiated lesson teaching students about the challenges in providing adequate access to water, sanitation and energy in Mumbai. Whole lesson > Photo analysis > Discussion prompts > Key ideas > Differentiated activities > Summary activity > Class discussion > Learning evaluation > Card sort activity > Key term starter > Homework > Lesson plan > Teacher notes > Fully resourced > Visually attractive and ready to teach! The main aim is… To explore the challenges in providing water, sanitation and energy in Mumbai (case study) Key ideas and content… There are serious social challenges in providing water, sanitation and energy. Water and sanitation are linked to health and social well being. People living in squatter settlements (because of rapid urbanisation and poverty) are less likely to have adequate access to amenities such as water, sanitation and energy. Mumbai is a good example of a city where people don’t have adequate access to amenities such as water, sanitation and energy. To differentiate… Work through the card sort activity as a class. Students could complete the discussion, linking activity and photo analysis in groups / pairs. Pass the photo analysis around, students improve each other’s work. To extend… Students could form their own sentence starters (and share them). To assess… The photo analysis and the summary activity offer assessment opportunities. Class discussion and evaluation prompts. www.acornteachingresources.com