I am a secondary school Head of department and I love to teach engaging, vibrant and interesting lessons. I try to inspire students with what greets them when they come into my classroom and try to move away from the chalk and talk teacher at the front lessons and make learning interactive and fun!
I am a secondary school Head of department and I love to teach engaging, vibrant and interesting lessons. I try to inspire students with what greets them when they come into my classroom and try to move away from the chalk and talk teacher at the front lessons and make learning interactive and fun!
Students and parents can test themselves using the question and answer activities to learn and retain the content needed for the examination. The questions are largely focused around the AQA specification but can be applied to both EdExcel and OCR.
My students have RAG these and put them onto flash cards for the questions that they find the most difficult.
Students and parents can test themselves using the question and answer activities to learn and retain the content needed for the examination. The questions are largely focused around the AQA specification but can be applied to both EdExcel and OCR.
My students have RAG these and put them onto flash cards for the questions that they find the most difficult.
Students can use this checklist with key examination terms to check their revision and learning, this resource works really well with the revision booklet and the Q&A pack.
Students can monitor their own learning to monitor the progress of their revision until they are in a position where all students have completed all areas and are confident in the first column.
The starting point for the topic of urban and rural. Students complete a range of activities and skills in addition to examination questions. There is also a homework task. Students complete a key terms for the unit, population distribution, statistical skills and analysis, the urban-rural continuum, sphere of influence and the challenges of rural life. High ability students 2 lessons although middle to lower this will be three lessons worth of material. Resources are in the power point to print or attached as a separate document. Scheme of work to follow and the other lessons.
Students have to complete the grids using their own information and the case study booklets provided. For AQA course these are all of the case studies needed for the Water on the Land section of the course.
Flooding in a MEDC (Tewkesbury), Flooding in a LEDC (Bangladesh), Hard Engineering (Three Gorges Dam) and Water management in the UK (Kielder Water).
The case study booklet has all of materials to support students to complete the grids however it is best that they attempt them without the support in the first instance for higher levels of challenge.
This is a double lesson with homework for both lessons that embeds content and exam practice. This lesson covers the following:
Water security and scarcity
Water footprints
Case study on water management in South Africa (Lesotho Highlands)
Rain harvesting
Over abstraction in India
There are task sheets and work sheets throughout and I have provided notes for any case study materials.
This lesson covers the use of wave and tidal energy and is largely case study based to consolidate learning on a task sheet.
Students need to understand the key terms associated with energy production at the coast in addition to the positive and negative issues associated with the production. Assessment objectives are prompted on the case study resource.
This lesson is an introduction to the hazardous earth module to classify, define and describe patterns of hazards over time. Students have to identify the clues given by the celebrities that initially identify the hazard followed by the type and if possible the event. There is also a starter activity that identifies the different hazard types and extends understanding so students are aware of the difference between hazard and a disaster.
Students have the opportunity to complete a variety of tasks on the task sheet that is structured in the same style as the GCSE examination paper with the multiple choice and then a data task. There is also an extended activity to demonstrate challenge and embed learning.
As the end of the course is nearing completion this lesson is focused on condensing the course to cover the key material. This therefore is largely case study based with information from the revision guide (I have attached the specific pages if you have not purchased the guide itself).
The students consolidate their learning at the end of the lesson with an examination question.
This booklet contains question and answer for all of the topics that are contained in component 1 for Eduqas and also suitable for AQA GCSE Geography.
The following topics are covered:
Distinctive landscapes
River landscapes, landforms and flooding
Coastal landscapes, landforms and processes
Urban and rural links
Urban challenges and sustainability
Rural challenged and sustainability
UK population including ageing populations
Coastal vulnerability
Coastal management (with case studies)
SIDS and LECZ’s with case studies
This booklet was used to distribute to parents in order to assist parents quiz their child to revise, parents that did not attend were sent the packs home (I have included the instructions on the front). These booklets are also used for students to test each other and make their own flash cards. There is a booklet for component 2 also - please see my shop.
Students consider the reasons for urban decline by analysing a variety of sources including text and images about Newcastle upon Tyne as a case study (all materials are contained so will work even if you are unfamiliar with location).
Students then have to write a report and the Newspaper template is icluded as an overview. In addition students look at the process of renewal and include insight about sectoral shifts as heavy industry declined. This includes a research and sorting exercise that provides evidence for an examination question.
There i also a homework sheet included that builds on retention exercise on the lesson and the task is explained on the prepared sheet.
This lesson is part of a sequence of lessons on this unit, please see my shop for further lessons and materials.
This revision guide covers the following:
- River processes and landforms including erosion, transportation, deposition, meanders and waterfalls etc)
- Coastal processes and landforms including erosion, transportation, deposition, wave cut notches, platforms, headlands, bays, slumping, sand dunes, etc,
- Flooding including; causes, effects, responses, hydrographs and case study with management techniques
- Population in the UK including; ageing, rural, urban, commuting, issues in urban and rural areas.
- Sustainability in urban areas including; Egan's wheel, BedZED, green belts, urban renewal, case study on regeneration, changes to UK retail including online and out of town.
- Global cities and Mega Cities with case studies.
- Managing coastal areas including assessing vulnerability, hard and soft engineering, rising sea levels, coastal flooding, case studies (UK and international) and management strategies.
The revision guide largely follows the component 1 of the Eduqas course but the themes and topics are applicable to AQA and EdExcel too. The guide also runs alongside the lessons that can be found in my shop.
The price point reflects that multiple copies will be distributed and to your class and it took a long time to make, so far my classes have found it beneficial.
This lesson covers an overview to changing global temperatures where students describe the data on the graph. This is then followed by looking at the various sources of evidence for climate change and students evaluate each and consolidate this with an examination question.
Students then move on to look at natural causes of climate change and consider the validity of the theories.
Students then consolidate their learning with a series of examination questions.
This lesson is the final lesson in Theme 2 for Urban and rural links. It looks at the changes rates of urbanisation including push and pull factors and industrial changes over time.
The lesson then looks on further to global and world cities and considers New York as one of these cities and looks at how successful it has become as a result of the 5 factors that influence global cities.
Students then compare and contrast two global cities, Mumbai in an NIC and Manchester in the UK (HIC) they look at a variety of factors such as challenges, reasons for growth and management of these cities.
The last task is concerned with an examination question that summarises all of the information and evaluates it in an AO3 question.
This lesson is a good starter lesson for looking at LIC’s and how the world is divided up. It looks at the economic divisions and the changes to describing how the world is divided up. It exams key terms such as LIC and GNI a nd then applies geographical skills such as describing locations and applying knowledge to an exam question with a case study in Malawi.
This is a lesson that is ideal for KS3 or a lower ability KS4 class on Mass tourism, it fits best with AQA course however can fit nicely into any scheme of work and has the key skills needed for describing and explaining for an examination or assessment question.
Students complete the case studies with probing questions for the topic on The living world (ecosystems), The restless earth (tectonics) and Water on the land (rivers).
Students complete the sheets for revision alongside the booklets included, the questions are challenging and related to the exam specification/question demands.
This can be a lesson revision activity or a stand alone weekly set of home work tasks.
These sheets can be purchased seperately or as Paper 1 and Paper 2 bundles. The case studies work best for AQA Geography but also are used on EdExcel and OCR GCSE papers.
The sheets cover all the content needed for each case study from the units that I deliver there are accompanying case study revision booklets with all of the notes to go with should you prefer them to be completed independently as revision or with support.
The topics and case studies are;
Paper 1;
In the tectonics/restless earth pack includes grids on a rich and poor earthquake, a volcanic eruption, fold mountains and a Tsunami.
Rich earthquake (Kobe, Japan), Poor earthquake (Sichuan, China), Volcano (Icelandic), Fold Mountains (The Andes) and Tsunami (Boxing day).
Living world (ecosystems) includes, tropical rain forest (Malaysia), Rich desert (USA), Poor desert (Thar, India) and Temperate deciduous (Epping forest).
Water on the Land/Rivers includes;
Flooding in a MEDC (Tewkesbury), Flooding in a LEDC (Bangladesh), Hard Engineering (Three Gorges Dam) and Water management in the UK (Kielder Water).
Paper 2;
The Development Gap includes; Development Gap. The pack includes Haiti as an LEDC that suffers from physical inequality (Haiti Earthquake), Small scale aid youth empowerment in Uganda, Medium scale aid, Action Aid in Kolkata, Large scale Aid - the Cahora Bassa dam, Mozambique and inequality in the EU.
Urban environments includes; sustainable transport in London and sustainable living in Curitiba, squatter settlements in Kibera, Kenya and managing CBD's including UDC's (Newcastle upon Tyne), City Challenge (Manchester) ,Sustainable communities (New Islington) and Managing a city sustainability (Newcastle upon Tyne).
Tourism includes; the pack includes questioning sheets and resource interpretation on Blackpool (UK coastal resort including Butler model), The Galapagos Islands (Ecotourism), Antarctica (Extreme Tourism) and Jamaica (Tourism in the Tropics).
Students complete the case studies with probing questions for the topic on The Development Gap, Urban environments and Tourism.
The Development Gap includes; Development Gap. The pack includes Haiti as an LEDC that suffers from physical inequality (Haiti Earthquake), Small scale aid youth empowerment in Uganda, Medium scale aid, Action Aid in Kolkata, Large scale Aid - the Cahora Bassa dam, Mozambique and inequality in the EU.
Urban environments includes; sustainable transport in London and sustainable living in Curitiba, squatter settlements in Kibera, Kenya and managing CBD's including UDC's (Newcastle upon Tyne), City Challenge (Manchester) ,Sustainable communities (New Islington) and Managing a city sustainability (Newcastle upon Tyne).
Tourism includes; the pack includes questioning sheets and resource interpretation on Blackpool (UK coastal resort including Butler model), The Galapagos Islands (Ecotourism), Antarctica (Extreme Tourism) and Jamaica (Tourism in the Tropics).
Students complete the sheets for revision alongside the booklets included, the questions are challenging and related to the exam specification/question demands.
This can be a lesson revision activity or a stand alone weekly set of home work tasks.
This lesson compromises of students learning about coastal erosion through a mix and match activity, comparing and contrasting constructive and deconstructive waves and then applying this to landform formation and examination questions with peer and self assessment.
