Assessment for a topic on river - covers river features, processes, land form formation and flooding.

A 6 hour scheme of work to teach students key map and atlas skills. Lesson 1 - Locating cities Lesson 2 - Latitude and Longitude Lesson 3 - Choropleth Maps Lesson 4 - Map symbols, 4 figure Grid References and Describing Routes (can also include scale) Lesson 5 - 6 Figure Grid References Lesson 6 - Interpreting Maps For the rest of the resources visit https://mrshumanities.com/2016/11/15/zombie-apocalypse-atlas-and-map-skills-sow/

An activity to encourage students to use a wide variety of map skills in order to describe routes. Activity is centered around a police chase to catch bank robbers in the fictional town of Kingstown. This was made quite some time ago in my PGCE 6year, probably dated but useful.

Simple quiz on rivers. Multiple Choice - river features, processes and landforms Is it hard or soft engineering?

Activity to encourage students to consider our ancestors and migration into the British Isles over time. Develops cross-curricular links with History.

Powerpoints to go with the the project on Dangerous World. Resource consists of a range of powerpoints and resources to assist with the delivery of a project on natural hazards. Project resources can be found here https://www.tes.com/teaching-resource/dangerous-world-natural-hazards-project-11278775 Lesson 1 - takes a look at tectonic plate movements with a variety of activities to choose from to demonstrate. Set 1 I do the oreo activity but lower sets I do the tectonic kung fu. After each project lesson students complete an exit ticket each to demonstrate what they've learnt. I mark these throughout the project to check understanding and misconceptions.

Need to Know Learning Matrix Topic - Population Growth and Megacities Linked to AQA GCSE Geography I use these to assess student understanding and progress through the term and to provide quality feedback without the need for excessive comment writing. I simply put the matrix in the front of the students book, every time I mark their books I highlight the relevant criteria in one colour (usually yellow) and criteria I would like them to attempt in DIRT in another (usually pink). Once the criteria to attempt is achieved I simply tick it off on the matrix. In their books I will write WWW and list the codes for the criteria achieved. I will then draw steps to indicate how to level up and write the corresponding codes of criteria I want them to attempt. The Need to Know questions are based on the lessons & learning objectives over the term, which are also used to create the coded success criteria. I find this technique reduces the time I spend marking books however allows me to provide quality feedback and to clearly see progress over the term. It's great for outline the SoW and encouraging independent learning. Hope it's of use.

Worksheet to complete on how shield and composite volcanoes differ.

Powerpoint and resources for carousel activity

Instruction sheet to help students to understand tectonic plate boundaries - the movements, hazards and landforms. Requires playdough and cardboard - photos included of an example taking place.

Assessment paper on globalisation/fashion and sport

A key word list for KS3 tsunami topic. A list of the most frequently used key terms in the topic.

A word list to support KS3 learners with the spelling of key words for a global issues topic that covers global warming, energy and food and water security. These are the words I find they most frequently use within the topic.

A survey for pupils to complete before planning a new SOW for Humanities. Could be adjusted to apply to just History or Geography. Pupils to identify their agreement with a statement about subject content and learning styles to help with planning for Humanities.

Key word list to go with a SOW on local and global connections. Topics covered by words culture and identity different scales (with examples) type of industry globalisation

A checklist for pupils to use to assess their understanding of the learning outcomes for Oceans on the Edge Edexcel Spec B (Linear). I have taken each point from the Edexcel exemplar SOW and organised it for the pupils to consider their understanding of each learbning outcome to identify where further revision/help is needed.

Need to Know Learning Matrix I use these to assess student understanding and progress through the term and to provide quality feedback without the need for excessive comment writing. I simply put the matrix in the front of the students book, every time I mark their books I highlight the relevant criteria in one colour (usually yellow) and criteria I would like them to attempt in DIRT in another (usually pink). Once the criteria to attempt is achieved I simply tick it off on the matrix. In their books I will write WWW and list the codes for the criteria achieved. I will then draw steps to indicate how to level up and write the corresponding codes of criteria I want them to attempt. The Need to Know questions are based on the lessons & learning objectives over the term, which are also used to create the coded success criteria. I find this technique reduces the time I spend marking books however allows me to provide quality feedback and to clearly see progress over the term. Hope it's of use.

Resources to go with a SoW on Natural Hazards - can be set in class or for homework. Powerpoints for the SoW can be found here https://www.tes.com/teaching-resource/dangerous-world-project-powerpoints-and-resources-11278771

Need to Know Learning Matrix I use these to assess student understanding and progress through the term and to provide quality feedback without the need for excessive comment writing. I simply put the matrix in the front of the students book, every time I mark their books I highlight the relevant criteria in one colour (usually yellow) and criteria I would like them to attempt in DIRT in another (usually pink). Once the criteria to attempt is achieved I simply tick it off on the matrix. In their books I will write WWW and list the codes for the criteria achieved. I will then draw steps to indicate how to level up and write the corresponding codes of criteria I want them to attempt. The Need to Know questions are based on the lessons & learning objectives over the term, which are also used to create the coded success criteria. I find this technique reduces the time I spend marking books however allows me to provide quality feedback and to clearly see progress over the term. It's great for outline the SoW and encouraging independent learning. Hope it's of use.

Lesson on the decline and extinctions of mega-fauna as part of a study on climate change. Can be done as two lessons or one lesson and choose between the two tasks offered in the powerpoint. When I've taught this students have enjoyed taking the role on the wall sheet home with them to decorate to suit thetheory of climate change or hunted to extinction.