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I teach AS and A Level Geography on the Pearson Edexcel Spec 2016+ and also BTEC Business Level 3 Extended Diploma, Units 1, 4, 5, 6, 7 and 15.

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I teach AS and A Level Geography on the Pearson Edexcel Spec 2016+ and also BTEC Business Level 3 Extended Diploma, Units 1, 4, 5, 6, 7 and 15.
BTEC Business L3 Unit 5 International Business Learning Aim E
anderssonnanderssonn

BTEC Business L3 Unit 5 International Business Learning Aim E

(0)
Presentation created from scratch to match the specification and activities in BTEC Book 2, as well as a set of cards to stimulate class discussion, sorting exercise and categorising activity. A worksheet to consolidate knowledge which can then be used to prepare the analysis/ merit elements of the final assignment for this unit.
Outstanding Scheme of Work SOW template
anderssonnanderssonn

Outstanding Scheme of Work SOW template

(0)
I’ve received a lot of praise for my scheme of work in observations, it has evolved over the last 5 years and I’m now really happy with my standard lesson planning structure. All new lessons slot into this format (for all subjects). This example is for an intro lesson to Tectonics as AS. Update December 2018 - just been observed, outstanding again - planning, recall, stretch, questioning, english and maths, AfL AoL E&D and British Values all included. Update Oct 2019 - Learning Walk observation outstanding - lesson shows evidence of detailed planning and focus on individual learner progression.
BTEC L3 Business Unit 15 Investigation Retail Learning Aims A&B teaching powerpoint and worksheet
anderssonnanderssonn

BTEC L3 Business Unit 15 Investigation Retail Learning Aims A&B teaching powerpoint and worksheet

(1)
I’ve created this powerpoint from scratch, developed using the specification from Pearson/Edexcel and builiding activities and exercises that will make for active lessons and enable the students to complete the assignment on retailing in their local area. Insert your local town, update the maps copying and pasting from google maps (no copyright issues in educational setting) and you are good to go.
A Level Geography Revision Bundle
anderssonnanderssonn

A Level Geography Revision Bundle

8 Resources
Practical approaches to revising exam style questions, use for group work, alter the command word, use for recall or structure practice and discussion. My A* to C class invented a pass it forward game where they pick a question and pick another student to answer it, who can then “phone a friend” and get help from another classmate.
AS Level Geography Diverse Places Revision 30 days
anderssonnanderssonn

AS Level Geography Diverse Places Revision 30 days

(0)
These are so useful for AS and A Level students, they find them a good way to trigger some investigation into their notes or the text book. My most recent A*-C group found them useful in class because if the students pick a question for a classmate there is no hiding, sometimes we have to ‘phone a friend’ and see if anyone can answer it, this shows up the gaps in knowledge and we make more notes, get the old lesson powerpoint out and recap what is missing. The theme of the question can also be used with multiple command words, this builds confidence and depth of knowledge. It is handy for working through from describe, explain, assess, evaluate, describe a case study, recall the facts you remember about… to compare that with and what is your standpoint in relation to,
A Level Geography Identity Migration and Sovereignty Revision 30 days
anderssonnanderssonn

A Level Geography Identity Migration and Sovereignty Revision 30 days

(0)
These questions work really well when recapping lesson content. The themes can be used with a hierarchy of command words too, describe, explain, assess, evaluate. In class my last A* to C group used an ‘ask a friend’ technique and bounced questions around the classroom and all wrote down and discussed the answers, case studies etc.
AS Level Geography Globalisation Revision 30 days
anderssonnanderssonn

AS Level Geography Globalisation Revision 30 days

(0)
These are so useful for AS and A Level students, they find them a good way to trigger some investigation into their notes or the text book. My most recent A*-C group found them useful in class because if the students pick a question for a classmate there is no hiding, sometimes we have to ‘phone a friend’ and see if anyone can answer it, this shows up the gaps in knowledge and we make more notes, get the old lesson powerpoint out and recap what is missing. The theme of the question can also be used with multiple command words, this builds confidence and depth of knowledge. It is handy for working through from describe, explain, assess, evaluate, describe a case study, recall the facts you remember about… to compare that with and what is your standpoint in relation to,
AS Level Geography Tectonics Revision 30 days
anderssonnanderssonn

AS Level Geography Tectonics Revision 30 days

(0)
These are so useful for AS and A Level students, they find them a good way to trigger some investigation into their notes or the text book. My most recent A*-C group found them useful in class because if the students pick a question for a classmate there is no hiding, sometimes we have to ‘phone a friend’ and see if anyone can answer it, this shows up the gaps in knowledge and we make more notes, get the old lesson powerpoint out and recap what is missing. The theme of the question can also be used with multiple command words, this builds confidence and depth of knowledge. It is handy for working through from describe, explain, assess, evaluate, describe a case study, recall the facts you remember about… to compare that with and what is your standpoint in relation to,
AS Geography Tectonics Edexcel Topic 1.2a Assessing Physical processes
anderssonnanderssonn

AS Geography Tectonics Edexcel Topic 1.2a Assessing Physical processes

(0)
A step by step scaffolded tool for consolidating theory and encouraging students to apply the knowledge from block diagrams and theories of plate tectonics together and make arguments. First step is to draw the subduction zone benioff zone block diagram and annotate it. Then draw the subduction zone chain of volcanos scenario and annotate it Then make arguments about how well these two bits of scientific understanding support the differing plate tectonic theories. Final part is a gapped summary with assessment embedded to enable the weaker students to see how to build an argument. Worked well with year 1s today, showed up gaps in understanding around formation of volcanoes near ocean trenches.