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Welcome to my shop. My aim is to provide high quality teaching, learning and assessment resources. 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. 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.
Russia's invasion of Ukraine- causes, sanctions, the invasion
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Russia's invasion of Ukraine- causes, sanctions, the invasion

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This resource is designed to teach students about the current situation in the Ukraine. Firstly, the Ukraine is located in Europe and accompanied by a video clip giving a brief explanation of the situation. Next, is a time line showing the build up to the invasion. After that there is a 10 minute clip trying to explain the geographical reasons behind Russia’s invasion. This also contains useful information about NATO. There is further detail about NATO and what being in the organisation is about. After that there are details of the geographical and historical reasons that the Ukraine is important to Russia. Next, is a classification activity about UK sanctions on the Ukraine. Pupils have to order these in terms of importance. This is followed by photos and more details about the invasion. Finally there is an opportunity to students to think about what they would do to help if they were in charge of the UK / EU, which can be used as a tool for further discussion. The PowerPoint contains a worksheet at the end that can be completed throughout the lesson. This lesson is being updated regularly. Last updated 30/3/22.
COP26- WHAT HAS BEEN AGREED AT THE CONFERENCE?
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COP26- WHAT HAS BEEN AGREED AT THE CONFERENCE?

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This lesson is designed to summarise the climate change agreements from COP26. The first part of the lesson outlines what COP26 is and the history to this meeting including details about the Rio Earth Summit, Kyoto Protocol and Paris Agreement. Cartoons are included to promote discussion about different world leader’s opinions and actions. Next COP26 is introduced, with details about venues, participants and NDC agreements. After that are videos from David Attenborough and the Queen, urging world leaders to come to agreements that will reduce the impacts of climate change. Finally, there are details about the major agreements from COP26 including reducing methane, deforestation and banning the use of coal. There is a worksheet for pupils to complete throughout the lesson to maintain focus of the content. The last task is a team work activity which can be completed in pairs and small groups. It asks the pupils to imagine they are the Prime Minister and to suggest ways to limit climate change to 2 degrees Celsius. There are a variety of sub headings to help to scaffold the discussion. All resources are included at the end of the PowerPoint.
GCSE 9-1; skills - mean, mode, median, inter quartile range practice or revision lesson 1
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GCSE 9-1; skills - mean, mode, median, inter quartile range practice or revision lesson 1

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This lesson contains a worked example followed by a series of exercises where the students can practice and apply their knowledge. Included within the PowerPoint are worksheets for the students to fill in and a full set of answers, including worked calculations. I designed these to be used either as homework tasks or as an introductory lesson / skill practice lesson. They are also designed to encourage the students to memorise the formulae as these will not be included in the exam papers even at GCSE level.
Fieldwork; coast booklet
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Fieldwork; coast booklet

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This booklet includes a wide range of fieldwork based on the Cumbrian coast, that can be adapted for use in any area. Fieldwork techniques include; beach profiles, groyne heights, field sketching, wave counts and defence analysis.
GCSE 9-1; Urban trends - re-urbanisation, Stratford and the London Olympic Park
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GCSE 9-1; Urban trends - re-urbanisation, Stratford and the London Olympic Park

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This lesson is designed to get students to consider the advantages and disadvantages of re-urbanisation, using the Stratford Olympic Park as an example. To start the pupils are given a definition of re-urbanisation. Next, there are a series of photos and videos to develop the students sense of place and understanding of how the park has changed the area. After that the students are given 9 facts about the advantages of re-urbanisation and are asked to classify them as social, economic or environmental (answers included). They then use a diamond 9 to organise them from most important to least important. They then repeat this task for the disadvantages of re-urbanisation. The lesson ends with a quiz which requires the students to classify the facts into either advantages or disadvantages. All resources and answers are included in the PowerPoint.
A Level; Arctic - Oil and gas in the Arctic Tundra - decision making exercise
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A Level; Arctic - Oil and gas in the Arctic Tundra - decision making exercise

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This is a debate / decision making exercise and should take place over a three of lessons, two to plan and one to undertake the debate. Firstly, there are two video clips about the oil industry in Prudhoe Bay, Alaska in order to develop the students sense of place. Next, based on a geofile (website for access supplied) students should evaluate the advantages and disadvantages of oil and gas production and consumption in Prudhoe Bay. After that students are split into 4 groups. Each group is given a character card with details about their viewpoint and a writing frame. Using the writing frame and geofile students should develop a speech about their views on oil and gas production and exploration in Prudhoe Bay. This will take 2 lessons. In the third lesson the groups should give their presentations. whilst speaking sheets are provided to take notes on the viewpoints of others and writing down questions to ask them. After every speech undertake a discussion activity based on what has been said. Then debate the two key questions once everyone has spoken. Next the students will be asked to suggest compromises and work towards and agreement, before final voting. At the end pupils will be asked to complete and opinion line task for both the questions and to feedback the reasons for their opinions. To increase student engagement each student is assigned two other students to observe using the engagement tally chart, they should record the student’s engagement at 3 points in the lesson. At the end of the lesson the students can give feedback to the students that they have observed. There are also ask and answer stickers for the studnets to stick on themseves. they can take these off once the have asked/answered a question. I have added an essay question at the end of the powerpoint which could be planned in the lesson and completed for homework. There are planning sheets and fact sheets to help the students to produce high quality essays. All resources are included at the end of the PowerPoint.
BTEC Level 1 and 2 Learner Handbook - suitable for Pearson / Edexcel Tech Awards and First Awards
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BTEC Level 1 and 2 Learner Handbook - suitable for Pearson / Edexcel Tech Awards and First Awards

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This is a learner handbook I created as current Quality Nominee. It includes information on the BTEC courses and how they will be assessed. It also includes learner expectations, units studied, grade calculators, staff and student expectations. After that are the centre policies which have been approved via desktop review. These include registration and certification, assessment, internal verification, appeals, assessment malpractice and employer involvement policy.
Geography fieldwork and follow up work bundle - river, coast, tourism and urban
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Geography fieldwork and follow up work bundle - river, coast, tourism and urban

9 Resources
Includes rivers, coasts, urban and tourism fieldwork sheets and booklets for use from Key Stage 3 to GCSE. Booklets can easily be adapted for your study area.This bundles also contains follow up work booklets for river, coast and urban fieldwork incorporating a range of skills including methods, site choice data presentation, interquartile range, analysis and conclusions. Each section in the follow up booklet includes a GCSE mark scheme to assess the students work.All resources have been used successfully with students.
GCSE 9-1; coast -coastal landscape case study - Swanage Dorset
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GCSE 9-1; coast -coastal landscape case study - Swanage Dorset

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In this lesson pupils will learn about the geology of the Swanage area of Dorset. The lesson incorporates maps, photos and diagrams to help the pupils to develop their understanding. They record their information on a worksheet about the coastal landscape. there are also photos and factual information about coastal management (human activity) in Swanage. Pupils should use their knowledge of coastal landforms to complete the rest of the coastal landscapes work sheet. There are a range of examination questions based on the sample assessment materials to show the pupils how they could be asked about the landscape. There is also a mark scheme and a quiz with answers.
GCSE 9-1; Ecosystems - biomes flora and fauna
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GCSE 9-1; Ecosystems - biomes flora and fauna

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This is the second in a series of lessons available as a bundle. The lesson starts with a quiz recalling the characteristics of biomes and their climate. Next there is a youtube clip, which can be paused and used as Q and A to encourage the students to grasp more firmly what each biome looks like. Students are then asked to identify the biomes from photos, before matching images of biomes flora to each biome. Finally there is a sample examination question with mark scheme. All resources are included at the end of the PowerPoint presentation.
Fieldwork; Tourism fieldwork booklet
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Fieldwork; Tourism fieldwork booklet

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This resource includes two fieldwork booklets that have been used for tourism fieldwork in Grasmere. the activities can be easily adjusted to suit any tourist honeypot. They include amongst other fieldwork traffic counts, physical and human attractions, car park surveys, environmental impact assessments
GCSE 9-1; Climate - El Niño and La Niña
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GCSE 9-1; Climate - El Niño and La Niña

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This lesson starts by giving the students to take lecture notes on El Niño and La Niña. Next they are introduced to the normal weather conditions in the Pacific before being given diagrams of the normal conditions and El Niño so they can spot the difference. Students are then introduced tot he characteristics of El Niño. After that they are introduced to the characteristics of La Niña. In order to develop their understanding the students are then required to produced their own annotated diagrams of El Niño and La Niña on a base map they are given. To further secure their understanding they undertake a discussion activity in pairs. To test their understanding students complete a summary table (answers provided). Next there is an examination questions for students to test their understanding (answer provided). Finally there is a whiteboard quiz. All resources are included at the end of the PowerPoint.
GCSE; climate change - evaluating the effects of climate change
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GCSE; climate change - evaluating the effects of climate change

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In this lesson students will be using persuasive writing to evaluate the effects of climate change. The starter involves recalling an explanation of the greenhouse effect. The main involves group work. Each group has a different elements of either advantages or disadvantages and national or global impacts. They have to use the persuasive writing frames to convince you their viewpoint is correct. They will be required at the end of the lesson to give a speech on their views as a group. The plenary is an opinion line linked to a statement that the pupils have to locate themselves on and justify their location.
A Level; Geog Statistics - Mann Whitney, T test, Chi squared, Spearman's Rank, Interquartile Range
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A Level; Geog Statistics - Mann Whitney, T test, Chi squared, Spearman's Rank, Interquartile Range

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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.
Fieldwork; coast fieldwork data collection sheets
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Fieldwork; coast fieldwork data collection sheets

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This resource includes a wide of data collection sheets which could be used with KS3 to A Level including beach profile, cost of coastal defences, evaluation of the effectiveness of defences, field sketching, groyne height measurements, wave information. They can easily be adapted to any location you are studying and incorporated into your own fieldwork booklet.
GCSE 9-1; nuclear powerstation decision making activity and Hinkley Point
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GCSE 9-1; nuclear powerstation decision making activity and Hinkley Point

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In this lesson pupils decide where to locate a new power station: Sellafield, Hinkley Point or Woodgate, Birmingham. They are given a variety of maps and data in order to do this. When they have decided they write a letter (using a writing frame) to the government justifying their choices. There is also a mark scheme to accompany this. At the end of the lesson it is revealed that Hinkley Point has been chosen by the government. the students are given a variety of information about the new power station to interpret as a homework task.
GCSE 9-1; UK Trade
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GCSE 9-1; UK Trade

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This lesson starts by asking students to identify the UKs major imports, exports and trading partners. Next, students are introduced to the terms trade and trade deficit. After that the students are given a cartoon of the changes to farming over time. They are asked to consider how the location of the farmer’s trade has changed, which leads to a definition of globalisation. This is consolidated by asking students to think about items they have bought from other countries recently. Next, the students are asked to produce a map of the UKs top 10 trading partners for imports and exports, using data provided and to describe the data. After that there is a scaffolded explanation task. Students should complete the ideas column in small groups or pairs, hopefully this will spark discussion and sharing of knowledge from ideas box, the teacher can answer further questions as they arise. Next, the students should complete their own explanations using the final 3 columns (one has been scaffolded for the students). The plenary asks the students to consider the impact of Brexit on the UKs trade. All resources are included at the end of the PowerPoint.
GCSE 9-1; OS map river quiz
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GCSE 9-1; OS map river quiz

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This river quiz is based on the Bethesda map (a copy of which is incorporated into the PowerPoint) It encourages the students to identify specific places to locate the watershed. It also asks them to identify features e.g. meanders, confluences, sources and tributaries, The pupils finally have to shade the map to show the area covered by the upper, middle and lower courses.
GCSE 9-1; Climate change - 2019 Australian bush fires,  El Nino drought case study
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GCSE 9-1; Climate change - 2019 Australian bush fires, El Nino drought case study

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This lesson is a case study of the 2019 Australian bush fires. 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 clips and photographs of the 2019 bush fires. The students are given the task of classifying facts about the effects into social and environmental categories before using these and making links between them to construct PEE paragraphs. One paragraph has 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.