This 62 page booklet allows students to explore India through a variety of activities both students and teacher lead. Chapters include, amongst others,: Why Travel To India? What Is India’s Climate Like? What Makes Up India’s Culture? A Taste Of India? Taj Mahal Ganges River Himalayas Thar Desert India’s Wealth Cycle Of Poverty What’s In India’s Future? For further resources on Hinduism and Diwali please visit: https://www.tes.com/teaching-resource/hinduism-ks-3-and-4-10000468 https://www.tes.com/teaching-resource/diwali-ks-3-and-4-11147240

This 32 page booklet gives students the opportunity to explore the FIFA World Cup, Russia and their connections to geography using different Geographical themes and skills. Chapters include: Why Is Football So Popular? How Is Football Linked To Geography? Who Are FIFA? Who’s Taking Part In 2018? Friendly Rivals We Are Number One! Football As An Economic Activity Flag Crossword Getting The Vote What Do You Know About Russia? Where In Russia? Population And Nationality Country Climate Seeing The Sites What Have We Borrowed? Build A Brand Knowing The Neighbours Football Acrostic How Is This Omar Linked To Football?

This unit of work helps students to investigate the many aspects of weather and climate, beginning with their differences, why it’s important for us to study and try to understand it and how we observe and record weather. We study climate by reading and drawing climate graphs and maps. We look at Britain’s physical features and the effect this has on climate. The students study the hydrological cycle, why it rains, the various types of rainfall, and how we use rainwater. Depressions, anticyclones and whether thunderstorms are our friend or foe are investigated as well as the clothing associated with extreme weathers. A range of individual and group activities are incorporated within this booklet, including, gathering research from print, word-fills, reading and drawing climate graphs, map reading, personification, picto and flow diagrams and personal observation. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This booklet introduces the students to some of the many tribes still found around the world, it helps them to understand their individualities, as well as their struggles and accomplishes over their harsh environment, be it the rainforest, mountains, deserts, or an island, and the ever changing modern and outside world. Tribe’s studies are: The Kayapo Tribe The Yanomami Tribe The Matsés Tribe The Awá The Chagga People The Sherpa People The Quechua Tribe The San People The Matmata People The Pitcairn People The Inuit People The Maasai Tribe A suitable settlement site is investigated before discussing what is meant by an indigenous tribe and their locations around the world. The booklet concludes with the students creating their own tribe and explaining their various characteristics. A range of individual and group activities are incorporated within this booklet, including, gathering research from print and video, annotating maps, their thoughts, and ideas, drawing graphs and story boards, face painting and peer assessing. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This is one of my favourite units with my students as it is predominantly student led which helps build confidence, trust, and responsibility as they work in groups outside of the classroom, independently from the teacher. The unit walks the students through carrying out an investigation around their school breaking down the different components (Introduction, Aim, Hypothesis, Method, Presenting Data, Discussion, Conclusion and Evaluation), explaining the purpose of each, the expected length and giving some sentence starter suggestions. The unit concludes with the student’s peer assessing each other’s group presentations of their investigations. This resource includes the student workbooks, a class PowerPoint presentation and a booklet describing different graphs and their uses which can aid the students in their data presentation. Please like and follow us on Facebook @WillsonEducation and Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This unit of work begins with how mountains are defined, where they are located and how they are formed. We look at the weather in mountainous areas and its effects on shaping mountains. We explore the human and physical influences on landslides, avalanches, and glaciers. An investigation delves into how we use mountainous areas, specifically The Alps and Atlas Mountains. This leads to exploring Everest Base Camp and the Chagga people who live on Mount Kilimanjaro. The social, economic, and environmental impacts of visitors is discussed with a look at how negative impacts could be diminished within the Lake District. The foreign influence on the Sherpas way of life is studied. We see how plants and animals’ can adapt to life in the Andes which leads to the future of our mountains in terms of climate change and global warming. The students build on the fieldwork techniques of interpretating photographs and field sketches with Sugarloaf Mountain and Table Mountain. This concludes with asking: “are there monsters in our mountains?” looking at evidence for and against the existence of The Yeti… A range of individual and group activities are incorporated within this booklet including annotating maps, completing flow diagrams, gathering research independently and from provided print, hands on experiments, case studies, and a peer assessment task. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This unit of work helps students to explore the Amazon Rainforest from the definition of what a rainforest is through to how we and others utilise it. The booklet begins by looking at the world’s biomes, their characteristics and where they are found. The difference between these and ecosystems is investigated, alongside the ecosystem diamond. What defines a rainforest is learnt through drawing and interpretating climate graphs and the nutrient cycle which runs the rainforest. The structure of the rainforest is investigated through poetry before looking into how plants have adapted to thriving in the rainforest as well as its inhabitants, including animals and tribes’ people – The Kayapo Tribe, The Yanomami Tribe, The Matsés Tribe and The Awá Tribe. The students develop their fieldwork skills by field sketching the Iguazu Falls. Some of the foods the rainforest provides us are explored through a taste session while other items which are commonly found at home are explored including medicines. Positive and negative impacts we have on tropical forests are discussed with the students debating which strategies would be best to use going forward. The booklet concludes with the students being given background, the Brazilian governments plan and the effects on the areas environment for them to answer what the benefits there would be for developing the gas resources found at Urucu. A range of individual and group activities are incorporated within this booklet, including, gathering research from print and video, interpretating poetry, drawing a storyboard, annotating maps, their thoughts, and ideas, drawing graphs and field sketches, completing word-fill paragraphs, asking and answering questions put to others, comparing lifestyles and the completion of an entertaining ‘could you survive in the rainforest?’ quiz. Please like and follow us on Facebook @WillsonEducation, Instagram @willsoneducation and Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This unit of work introduces students to the significance of water from its source through to it being bottled and being a course of conflict. The features of rivers are explored along with the hydrological cycle and how rivers are used. The students carry out and write up an investigation studying how different surfaces react to water which leads into the human and physical causes of flooding, looking specifically at the Queensland Floods and the social, economic, and environmental impacts. Hard and soft engineering techniques are discussed within a ‘decision making exercise.’ Water as a right and conflict is debated. Drawing upon The Ilisu Dam, Turkey, the students debate from various countries points of view its construction. This leads to the debate around bottled water and how fact and opinion can sway viewpoints. The human and physical impacts of shortage of water are reviewed in addition to short and long-term aid. A range of individual and group activities are incorporated within this booklet, including, gathering research from print and video, annotating maps, students thoughts and ideas, drawing graphs, participating in group investigations and discussions, and writing up their findings appropriately. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This unit of work is a fun way to teach tourism and to include films in your lesson. It helps students to explore the connection between geography and media, specifically through movie-induced tourism. First to be explored is the representation of place through books and film and the different impressions they can give to one place. The motivation of tourism is discussed through push and pull factors in relation to place, performance, and personality. Local Area Promotion is investigated before, during and after a film’s release. We look at the impacts this can have both positively and negatively in terms of socially, economically, and environmentally on the local area. To this end a case study is completed regarding Bourne Woods, Surrey, England which is the backdrop of many major blockbusters and whether the students believe it should advertise this, in addition to its natural beauty by the Forestry Commission. Measuring the number of tourists or visitors to some areas in respect to what led then there can be difficult and the students suggest the best procedures in collecting this information. The unit of work concludes with the students investigating pre-existing movie tours and designing their own which is then peer-assessed. File also includes two PowerPoints, a video, and worksheets Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This Unit Of Work helps students to define ‘food deserts’ and outline research which has attempted to identify these within the United Kingdom. They will be able to explain how the location of food outlets within the United Kingdom and America influence the geography of affordable health food baskets and identify what is meant by ‘obesogenic environments.’ In addition, they will be able to establish whether the physical environment has an impact to exercise and whether there is a link between social deprivation and fast-food availability. A range of individual and group activities are incorporated within this booklet for students including; drawing and explaining their thoughts and ideas, drawing maps and graphs and interpreting all of these. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This unit of work is a fun way to teach tourism and to include films in your lesson. It helps students to explore the connection between geography and media, specifically through movie-induced tourism. First to be explored is the representation of place through books and film and the different impressions they can give to one place. The motivation of tourism is discussed through push and pull factors in relation to place, performance, and personality. Local Area Promotion is investigated before, during and after a film’s release. We look at the impacts this can have both positively and negatively in terms of socially, economically, and environmentally on the local area. To this end a case study is completed regarding Bourne Woods, Surrey, England which is the backdrop of many major blockbusters and whether the students believe it should advertise this, in addition to its natural beauty by the Forestry Commission. Measuring the number of tourists or visitors to some areas in respect to what led then there can be difficult and the students suggest the best procedures in collecting this information. The unit of work concludes with the students investigating pre-existing movie tours and designing their own which is then peer-assessed. File also includes two PowerPoints, a video, and worksheets Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This unit of work explores England beginning with the country’s location, make up and statistics. England’s landscape is explored using the lyrics from ‘Jerusalem’ and what the students consider the be English are discussed. England’s population is studied in terms of minorities and majorities, census information and its history to help explain this. Why people would want to move to England is explored with the benefits and problems which may arise from this. The country’s roll within the EU (European Union) and United Nations is explored. The weather in England is looked at through the physical factors which effect it across four distinct regions, these features are also studied in relation to where people live and human features. The makeup of the Union Jack is touched upon as well as some of the quirkier sayings from the language. England’s culture is investigated through traditional dress, dance and music, religion, sport, language, royal family, national emblems, and Saint George. The students have the opportunity to discuss and try some products produced within England. Some of England’s more unusual famous landmarks are explored including the Angel of the North, Cheddar Gorge, Sherwood Forest, Stonehenge, Hadrian’s Wall, and Chalk Figures. In addition, how England’s landscape is used in many blockbuster films is investigated with the positive and negative aspects being considered. The beauty of England’s National Parks is appreciated with a discussion as to whether the South Down should have become one and the resulting fallout from various groups. The booklet concludes with the students creating a touring holiday for a visiting family to specific location types. This can be differentiated by including accommodation and a travel log. A range of individual and group activities are incorporated within this booklet, including, annotating maps, their thoughts and ideas, word fills, gathering research from print, drawing, and reading graphs, recording weather, field sketch skills and decision-making exercises. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This booklet helps students to understand stereotypes and how they develop. After a short introduction, race and national identity are discussed in terms of the students own and how they consider others, where these perceptions lay or originate and whether they are biological or social. Next, we investigate where we learn our stereotypes from and whether other aspects aside from race and national identity can be stereotyped. Whether or not these are always negative is questioned. Why we stereotype and is there ever an acceptable time to stereotype is explored. Media influence, historical influence and recall and cognitive dissonance theory provide a platform for studying the effect authors, proximity of the reader, use of language and type and magnitude of event have on stereotyping. The booklet concludes in the students writing and producing their own investigation into the closeness of the English and American cultures from introduction, aim and hypothesis, through to discussion, critical reflection, and conclusion. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This booklet introduces the students to why we carry out fieldwork within Geography for coursework or class investigations, and the types and uses of data sources. Four and six figure grid references are explained and practised alongside learning OS map symbols. Environmental surveys are carried out within their learning surroundings, with their positive and negative aspects being discussed. The students practice drawing their own field sketches having discussed the “Do’s” and “Don’ts” of these and carry out a practical using quadrats in which they build their bar graph skills by presenting their results. Measuring litter gives the students the opportunity to survey their school grounds and progress their pie graph skills and draw conclusions from their results. The booklet concludes with a discussion of appropriate and suitable questions for questionnaires. A range of individual and group activities are incorporated within this booklet, including, gathering research from print and in person, drawing graphs and annotating the data, as well as discussing the pros and cons of each technique and how some of these can be overcome or restricted. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This 39 page booklets allows the students to explore and discover the Seven Original and New Wonders of the World and Natural World through a range of different activities including individual and group tasks. Wonders include: The Seven Natural Wonders Of The World Grand Canyon The Great Barrier Reef The Harbour At Rio De Janeiro Mount Everest Aurora Borealis Paricutin Volcano Victoria Falls The New Seven Natural Wonders Of The World Iguazu Falls Halong Bay Jeju Island Puerto Pricesa Underground River Table Mountain Komodo Island Amazon Rainforest

This 32 page booklets allows the students to explore and discover the Seven Original and New Wonders of the World and Natural World through a range of different activities including individual and group tasks. Wonders include: The Original Seven Wonders Of The World The Colossus Of Rhodes The Great Pyramid Of Giza The Hanging Baskets Of Babylon The Lighthouse Of Alexandria The Mausoleum At Halicarnassus The Statue Of Zeus At Olympia The Temple Of Artemis At Ephesus The New Seven Wonders Of The World Chichen Itza Christ The Redeemer The Great Wall Of China The Taj Mahal Machu Picchu Petra The Roman Colosseum

This 41 page booklets allows the students to explore and discover the Seven Original and New Wonders of the World and Natural World through a range of different activities including individual and group tasks. Wonders include: The Original Seven Wonders Of The World The Colossus Of Rhodes The Great Pyramid Of Giza The Hanging Baskets Of Babylon The Lighthouse Of Alexandria The Mausoleum At Halicarnassus The Statue Of Zeus At Olympia The Temple Of Artemis At Ephesus The Seven Natural Wonders Of The World Grand Canyon The Great Barrier Reef The Harbour At Rio De Janeiro Mount Everest Aurora Borealis Paricutin Volcano Victoria Falls

This unit of work encourages students to appreciate the links between music and Geography, through traditional music and Eurovision. Why music is popular, the many genres and when music is used is studied and investigated for its links. Traditions from Brazil, China, England, India, and Russia are investigated for their similarities in instruments, dances, and festivals. Music as an economic activity is explored, in addition to festivals in the United Kingdom and why they maybe located where they are. Local venues to the students, both indoors and outdoors, are investigated for their suitability for hosting a music festival. The history and who participates in Eurovision is discussed with the positive and negative impacts of having such an event hosted in their country or town. How such an event can cause community conflict through economic, social, and environmental impacts, as well as how these events could be made more sustainable are explored. The unit concludes with the students designing a brand and logo for a sustainable music festival at their school. The final designs are then peer assessed. A range of individual and group activities are incorporated within this booklet, including, gathering research from print, annotating maps, their thoughts, and ideas, calling on their local knowledge and effectively assessing other work. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

I started putting this booklet together in 2015 to help keep lesson plans, tutor time and assembly topics fresh and relevant for the students. Each year it has grown as new days and events have been suggested and added. The celebrations, or days of note, range from religious holidays, medical awareness days, charity fundraising events and include a few fun ones such as No Homework Day, Chocolate Day, World UFO Day, and Naked Teaching Day(!) This year I have added a ‘Sport Fixtures’ page which highlights big sporting events, their dates and the countries hosting them, as well as emphasizing those events which are ‘moveable feasts’, and so change dates each year. Please like and follow us on Facebook @WillsonEducation, Instagram @willsoneducation and Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This unit of work explores England beginning with the country’s location, make up and statistics. England’s landscape is explored using the lyrics from ‘Jerusalem’ and what the students consider the be English are discussed. England’s population is studied in terms of minorities and majorities, census information and its history to help explain this. Why people would want to move to England is explored with the benefits and problems which may arise from this. The country’s roll within the EU (European Union) and United Nations is explored. The weather in England is looked at through the physical factors which effect it across four distinct regions, these features are also studied in relation to where people live and human features. The makeup of the Union Jack is touched upon as well as some of the quirkier sayings from the language. England’s culture is investigated through traditional dress, dance and music, religion, sport, language, royal family, national emblems, and Saint George. The students have the opportunity to discuss and try some products produced within England. Some of England’s more unusual famous landmarks are explored including the Angel of the North, Cheddar Gorge, Sherwood Forest, Stonehenge, Hadrian’s Wall, and Chalk Figures. In addition, how England’s landscape is used in many blockbuster films is investigated with the positive and negative aspects being considered. The beauty of England’s National Parks is appreciated with a discussion as to whether the South Down should have become one and the resulting fallout from various groups. The booklet concludes with the students creating a touring holiday for a visiting family to specific location types. This can be differentiated by including accommodation and a travel log. A range of individual and group activities are incorporated within this booklet, including, annotating maps, their thoughts and ideas, word fills, gathering research from print, drawing, and reading graphs, recording weather, field sketch skills and decision-making exercises. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.