Introduction unit of work to introduce year 7 to geography - looks at locating places, personal identify, scale of place & maps skills. Ideal for finding starting points of year 7 in their geographical knowledge. Can be used with lower year groups as well.

This lesson works on encouraging pupils to think about what the world would be like if we ran out of fossil fuels. When I taught this most pupils thought about the problems that would arise from reduced fossil fuel availability but some started to discuss the positive options and future developments that might occur. Some of the ideas were inspiring. The pupils clearly understood the issues surrounding fossil fuels and the need for renewable energy. They really enjoyed the creative side of this.

The booklet starts with an outline of the required case studies and examples from the AQA specification and identifies the name of those we have studied. In order develop student independence in the revision process each case study contains a blank templates that encourage students to revise the key content for each of the case studies and examples covered in the AQA GCSE Geography course. These are then followed by an exam question that has been scaffolded to support students. The scaffolds can easily be removed or reduced for those students that do not need them. You can find more of my resources at www.mrshumanities.com

A complete unit of work on global connections - based on clothing. Looks at Transnational Companies, Trade, Globalisation, Worker's Rights and Fair Trade. Cross-Curricular, some differentiation. Suitable for Key Stage 3

Lesson designed after this Winters storm surge to get the pupils think about coastal management in the UK. Used after a lesson on coastal management techniques, pupils used their knowledge to make a decision on how to manage the coastline.

Powerpoints and resources for a Scheme of Work on Climate Change Planned for 2012-2016 Edexcel B specification but suitable for other GCSE specs. I'm sharing these resources to support others in their planning for the new specs. Some of the resources have been adapted from resources I've collected over the years. Please feel free to ask for credit where credit is due.

Dragon's den style project. Pupils to design a product and complete a project on it to show their understanding of globalisation, interdependence and the social and environmental consequences of the things we buy. Designed as a homework to be completed along side classwork on the Geography of Fashion and Sport. Pupils to hand in a project and to produce a presentation on their product to be delivered in a Dragon&'s Den style.

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/

A lesson on the role of celebrity chefs and the influence they have on what we eat. Introduction with a quiz, leads on to discussing the role of celebrity chefs then looks at Jamie Oliver and his role by watching a short clip from JO Food Revolution. Pupils then make research and create a fact-file on a celebrity chef.

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?

This is my first attempt at writing a Humanities SOW having just progressed into a new role. Feedback would be appreciated. Planning for a 5 week term. SOW on the History of Entertainment. Looks at pastimes of the Romans, the Middle Ages and the Victorians followed by modern day entertainment and the significance of the internet. Looks at a variety of historical skills over the term. Some ideas developed from http://www.tes.co.uk/teaching-resource/History-of-Fun-SOW-dh-6066147/, with thanks. A number of links within the SOW to other great resources from other contributors.

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

Simple template for thinking hats activities.

Pupils are given the sheet and as part of the plenary each lesson they simply write the date, what they learnt and assess how well they understood what was being taught. I'd recommend that pupils keep it in a plastic wallet in their books. Pupil and teacher to refer to the sheet regularly to assess progress, determine areas for extra support and to aid revision. Can be used daily, weekly or every few lessons.

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