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Really Good Geography's Shop

Welcome to my shop. My aim is to provide high quality teaching, learning and assessment resources. I keep my resources updated each time I teach them to ensure they are current. In the case of GCSE and A Level resources I am adding examination questions to my resources as more become available. Please come in and browse. Feel free to contact me about any of the resources that you buy or if you are looking for something in particular.

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Welcome to my shop. My aim is to provide high quality teaching, learning and assessment resources. I keep my resources updated each time I teach them to ensure they are current. In the case of GCSE and A Level resources I am adding examination questions to my resources as more become available. Please come in and browse. Feel free to contact me about any of the resources that you buy or if you are looking for something in particular.
GCSE 9-1; Revision - Climate change, atmospheric criculation, tropical storms, the Big Dry

GCSE 9-1; Revision - Climate change, atmospheric criculation, tropical storms, the Big Dry

This resource is deigned to revise climate change over two lessons. Included in resource are the following topics: Natural causes of climate change Evidence of climate change Global Warming Causes and effects of climate change Global atmospheric circulation Tropical storms causes, characteristics, location and frequency Causes of EL Nino Effects of the Big Dry Adaptation to drought At the end of the resources are pupil booklets. The first page of the booklet acts as a plenary for pupils to evaluate their progress in the lesson and to identify what and how to revise next. The resource is easily editable for your own case studies.
ReallyGoodGeography
GCSE 9-1;  People of the Planet, Global Development - Revision Lessons

GCSE 9-1; People of the Planet, Global Development - Revision Lessons

This resource is deigned to revise global development over two lessons. Included in resource are the following topics: Case study facts Indicators of development Rostow’s model of growth Aid Aid case study; Charity water Population pyramids Physical factors and development of Ethiopia Trade affecting development of Ethiopia Political development of Ethiopia Population growth and employment structure graphs TNCs in Ethiopia Urban growth – push and pull factors Contemporary challenges in Mumbai Solutions to contemporary challenges in Mumbai At the end of the resources are pupil booklets. These are differentiated for more and less able. The first page of the booklet acts as a plenary for pupils to evaluate their progress in the lesson and to identify what and how to revise next.
ReallyGoodGeography
GCSE 9-1: Ecosystems revision - Biomes, rainforests and coral

GCSE 9-1: Ecosystems revision - Biomes, rainforests and coral

This resource is deigned to revise ecosystems over two lessons. Included in resource are the following topics: Ecosystem scales Ecosystem location Types of ecosystem Climate data Causes and effects of deforestation Rainforest management case study Location of coral reefs Coral reef nutrient cycle Threats to coral reefs Management of coral reefs Coral quiz At the end of the resources are pupil booklets. The first page of the booklet acts as a plenary for pupils to evaluate their progress in the lesson and to identify what and how to revise next. The resource is easily editable for your own case studies.
ReallyGoodGeography
A Level; Hazardous Earth - Plate margins, plate teconics, and tectonic land forms revision lesson

A Level; Hazardous Earth - Plate margins, plate teconics, and tectonic land forms revision lesson

This resource is deigned to revise plate margins and the land forms associated with them. Included in resource are the following topics: Plate margin card sort Plate tectonics theory Type of plate margin Tectonic land form carousel Exam questions Plate margin characteristics In addition the following skills are used: Classifying information Recall and speaking Recalling information and diagrams Recall and discussion Planning answers, recall and PEE paragraphs Recall and classification At the end of the resources are student booklets. The first page of the booklet acts as a plenary for students to evaluate their progress in the lesson and to identify what and how to revise next. The resource is easily editable for your own case studies.
ReallyGoodGeography
A Level; Geog Statistics - Mann Whitney, T test, Chi squared, Spearman's Rank, Interquartile Range

A Level; Geog Statistics - Mann Whitney, T test, Chi squared, Spearman's Rank, Interquartile Range

This contains resources to help students to prepare for statistical questions in their examinations. There are information/revision sheets for each type of statistical test (Mann Whitney, T test, Chi squared and Spearman’s Rank). These include a definition, worked example and significance analysis. In addition there are formulas for mean, mode, median, range, upper quartile, lower quartile and interquartile range.There is also a worked example for upper quartile and standard deviation. Next, there is a card sort with definitions and examples. After that there are a number of opportunities to calculate upper quartile, lower quartile, inter quartile range, mean, mode, median and standard deviation, with answer slides included. At the end of the PowerPoint are the Student resources.
ReallyGoodGeography
GCSE 9-1; Global development - Ethiopia case study, international investment

GCSE 9-1; Global development - Ethiopia case study, international investment

Firstly, the students are shown a pie chart of employment structure in Ethiopia. They are asked to classify Ethiopia as either and LIDC or EDC. Next they are shown a diagram of Rostow’s development model and asked to identify which stage Ethiopia is in. This sets the scene for Ethiopia becoming a suitable host country for TNCs. Next the students are given a globalisation glossary most of these terms will be familiar and this activity will act as revision. The students are introduced to what a TNC is and asked to guess what the 10 biggest TNCs are. After that they are given info on some TNCs in Ethiopia and reasons why TNCs locate there and are asked to match the reasons to the company. More than one reason may apply. Next they are asked to classify the advantages and disadvantages of TNCs to Ethiopia. To finish are a selection of 4 mark examination questions about international investment. All resources are included at the end of the PowerPoint.
ReallyGoodGeography
GCSE 9-1: Global development - Ethiopia case study

GCSE 9-1: Global development - Ethiopia case study

This bundle contains a series of lessons to teach students about economic development in Ethiopia. it includes the following content: employment structure, population, trade, international investment, aid, political development, climate, ecosystems and location. It also contains a range of teaching and learning strategies including DMEs, story telling, graph and map interpretation and written skills.
ReallyGoodGeography
GCSE 9-1; Global development - Aid

GCSE 9-1; Global development - Aid

This lesson is designed to teach the students about the different types of aid and to identify the advantages and disadvantages of different types of aid. To start the students are asked to consider where aid is needed at the moment and what type of aid they have given recently. Next there is a video clip introducing the different types of aid. After that they are given definitions of the main types of aid including multi-lateral aid, bilateral aid and voluntary aid. They are then asked to classify the advantages and disadvantages of this aid. Next, there is a recall quiz to test the students understanding of these terms. After that the class is split into groups of four. Each group is given a disaster card, aid costs sheet and aid package sheet. The students are asked to identify which aid is needed in the immediate, short and long term. They are then asked to refine their ideas to fit a budget of 700 units. You can also dish out chance cards to groups, which may benefit or disadvantage their aid package. Some groups can share their aid package plans with the class. The plenary is a cartoon interpretation activity. All resources are included at the end of the PowerPoint.
ReallyGoodGeography
GCSE 9-1; Climate change - The Big Dry, Australia El Nino drought case study

GCSE 9-1; Climate change - The Big Dry, Australia El Nino drought case study

This lesson is a case study of the Big Dry, Australia. The lesson starts by recapping El Nino and explaining how this causes drought. There is an examination question and mark scheme and a gap fill exercise, which develops into a model answer for this question when complete. Next the students are introduced to the effects of drought in Australia via a YouTube clip and photographs of the effects. The students are given the task of classifying facts about the effects into social and economic categories before using these and making links between them to construct PEE paragraphs. One paragraph ahs been completed for them and they are required to write two of their own. After that the students are given a table of adaptations. They have to classify these by scale before selecting the adaptation that they believe to be the most effective and justifying their choice. All resources are included in the PowerPoint.
ReallyGoodGeography
Geography A Level revision bundle

Geography A Level revision bundle

This bundle contains a variety of resources including revision booklets carousels and card sorts to revise carbon and water cycles/earth’s life support systems, tectonics/hazardous earth and coastal landscapes. All resources are editable so you can alter them to fit your own case studies.
ReallyGoodGeography
Fieldwork; Rivers booklet

Fieldwork; Rivers booklet

This fieldwork booklet includes sheets to record width, depth, velocity, stone size and stone angularity. It also includes note taking sheets to accompany a tour around flood defences. The booklet is based on fieldwork in the Keswick area but could be adapted for use on any river.
ReallyGoodGeography
Thinking skills; Geography decision making role play bundle

Thinking skills; Geography decision making role play bundle

Included are a series of lessons involving decision making and role play activities for use with 11-18 classes. They are designed to allow pupils to demonstrate higher level skills from Bloom's taxonomy but in a supported manner. As well as including role play cards and DME grids and resources, the lessons also incorporate a range of other strategies to increase engagement.
ReallyGoodGeography
GCSE 9-1; Climate - Natural causes of climate change

GCSE 9-1; Climate - Natural causes of climate change

The first activity involves students making a teaching resource on flipchart paper, using an information sheet they are given. The three natural causes of climate change studied are Milankovitch cycles, tectonic activity and sunspots. After 15 minutes the students should give presentations about their cause to the other groups who make notes. A note taking sheet is provided and a set of answers. Next there is an examination question about the causes of climate change. After that is a whiteboard quiz to test the students recall of the facts from the lesson. Finally students are introduced to the enhanced greenhouse effect - climate change caused by humans. They undertake a gap fill activity to explain in detail the greenhouse effect. All resources are included at the end of the PowerPoint.
ReallyGoodGeography
Thinking skills; Geography story telling bundle

Thinking skills; Geography story telling bundle

Included are a range of story telling lessons, designed to develop the students understanding of an issue through different people's eyes. The lessons include both local and international examples for use with KS3 and KS4. These allow students to learn about an issue, recording facts and figures for use in case studies in some instances, in others the stories are used to increase empathy.
ReallyGoodGeography
GCSE 9-1; Global development - case study EDC LIDC city - Mumbai: characteristics of a city

GCSE 9-1; Global development - case study EDC LIDC city - Mumbai: characteristics of a city

The aim of this lesson is to gain an understanding of the location and characteristics of Mumbai including population growth, ethnic mix and its global, national and regional context. This will help the students to build a sense of place. The lesson starts by locating the city using maps at a range of scales, from which the students will write a location description. After that the students shown a range of images of Mumbai to create a sense of place. They are then required to classify a series of statements about Mumbai into global, national and regional links. Next, is a comprehension activity on internal migration within India to Mumbai. After that the students have two maps to annotate to show the international migration routes and the number of people that undertake them. Next, is a graph of population growth for the students to describe. Finally, students are given data to show the ethnic mix of Mumbai. They are asked to select which type of graph to draw and to draw it. All resources are included at the end of the PowerPoint.
ReallyGoodGeography
GCSE 9-1; Global Development - case study EDC LIDC city - Mumbai contemporary challenges

GCSE 9-1; Global Development - case study EDC LIDC city - Mumbai contemporary challenges

This resource will cover two lessons. Firstly, the students are reminded of what is meant by a contemporary challenge to a city. They are then given a note taking sheet with space to write 6 PEE paragraphs. Next they are then given a series of facts about the challenges if housing availability focusing on both rich and poor residents of the city. Students should select two facts and add then to the Point Evidence column. Next show the students the Kevin McCloud Slumming it programme. This will help them to develop a much more sophisticated sense of place, develop empathy with the residents and a greater understanding of the challenges of living in a slum. In the next lesson students are given information about the challenges of waste management and transport provision, accompanied by photos and clips. They should use these to complete the Point Evidence column. They are then given a sheet with text boxes containing explanatory comments. They are asked to classify these into transport provision, housing accessibility and waste management. Answers provided. After that the students should use these to complete the explanation column, using two connectives for each explanation. They are then required to evaluate which challenge has the biggest impact. Finally, there is an opportunity to go over how to plan an answer to an 8 mark question and use a mark scheme to assess their answers. All resources are included in the PowerPoint.
ReallyGoodGeography
GCSE 9-1; Global Development - EDC LIDC case study Mumbai

GCSE 9-1; Global Development - EDC LIDC case study Mumbai

This bundle contains lessons design to build an understanding of the characteristics of the city, urban growth, ethnic mix, contemporary challenges (transport provision, housing availability, waste management) and sustainable transport. Built into the lessons are examination questions, mark schemes, video clips, photos and thinking skills activities. The lessons are designed not just to deliver case study information but develop a greater sense of place.
ReallyGoodGeography
GCSE 9-1; Global development - case study EDC LIDC city - Mumbai: rapid urban growth story telling

GCSE 9-1; Global development - case study EDC LIDC city - Mumbai: rapid urban growth story telling

This lesson aims to familiarise students with rapid urban growth in Mumbai and the urban zones that have resulted from this. It also aims to encourage students to develop a sense of place and empathise with residents through a story telling activity. Firstly, students are shown a clip from the opening titles of Slum Dog Millionaire. Whilst watching they are asked to consider what they know, think they know and would like to know about Mumbai. Next students are given an urban land use map of Mumbai and shown photos of the zones to help them to make more sense of the map. After that are a series of discussion questions designed to consolidate this understanding. Next the students will be read an extract and asked to annotate their map with sketches and details. I recommend you read the extract twice. After that the students should get into groups of 4 to share their notes and to add additional detail to their maps. Finally, the students should return to the questions they answered at the start if the lesson and update their responses. It would be interesting to find out if anyone had found out the answers to things that they would like to know. All resources are included at the end of the PowerPoint.
ReallyGoodGeography
GCSE 9-1; Global Development - case study EDC LIDC city - Mumbai sustainable transport

GCSE 9-1; Global Development - case study EDC LIDC city - Mumbai sustainable transport

The aim of this lesson is to build up a case study of sustainable transport in Mumbai. The lesson starts by introducing the students to a definition of sustainable transport. Next the students are split into groups. They are given a resource linked to one of three sustainable transport solutions, these include improved rail links, new road building and improvements in bus transport. They are given 10 minutes to read this and then create a teaching resource on flip chart paper. After that each group takes it in turn to teach the class. They should outline the sustainable strategies and explain how they work. Whilst talking, the other students should take notes on their speech in order to complete a PEE paragraph. They will also need to write a paragraph about their own solution. At the end of the speech they should rate their teacher. They can use a different colour for each of the two groups that they will hear on their rate my teacher sheet. Finally, they can practice planning an 8 mark answer and assess their note taking sheet. All resources are included at the end of the PowerPoint.
ReallyGoodGeography
A level; coasts revision lesson - impact of  process & time on  landforms on a low energy coastline

A level; coasts revision lesson - impact of process & time on landforms on a low energy coastline

This lesson is designed to revise the way in which processes and time combine to form landforms on a low energy coastline. It focuses on Farewell Spit ( and it’s sand dunes and salt mashes) in New Zealand. At the start the students are asked to produce an annotated diagram of LSD. Next the students are shown a range of images of farewell spit. They have a copy of these and are asked to label the spit features that they can see on them. Next, the students are given a worksheet on which to write an explanation of spit formation (including salt marshes). After that, there is a model examination answer sheet to complete. This could be done for homework or in the lesson. Then the students are given a table of facts about Farewell Spit and have to try and explain what the fact is (answers provided). These include facts about the different timescales over which the landforms were created. Next, there are series of examination questions for the students to plan. Finally, there is another copy of the fact quiz to see what they can recall now they have revised the information. All resources are included in the PowerPoint.
ReallyGoodGeography
A level; coasts revision lesson - impact of  process & time on  landforms on a high energy coastline

A level; coasts revision lesson - impact of process & time on landforms on a high energy coastline

This lesson is designed to revise the landforms on a high energy coastline and the way in which it has changed at different timescale from seconds to millennia. The lesson starts with a factual recall quiz, designed to undertaken again at the end of the lesson to show improvement. Answers are provided. Next there is a carousel of information sheets. Students are provided with a note taking sheet and should collect information from the sheets around the classroom in order to complete it. Next the teacher should go through the information collected and answer any questions. After that there are a series of questions for the students to plan responses to. these could be completed as a homework task. Finally students can redo the quiz to see what they have learned during the lesson and where there are still gaps in their knowledge. All resources are included at the end of the PowerPoint.
ReallyGoodGeography