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The Royal Geographical Society's 'Young Geography Teacher of the Year' (2014). Currently Second in Department and Head of Travel & Tourism in a large Catholic secondary school in South Yorkshire.

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The Royal Geographical Society's 'Young Geography Teacher of the Year' (2014). Currently Second in Department and Head of Travel & Tourism in a large Catholic secondary school in South Yorkshire.
Strategies to Diminish the Difference (Narrow the Gap) between Disadvantaged and Non Disadvantaged
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Strategies to Diminish the Difference (Narrow the Gap) between Disadvantaged and Non Disadvantaged

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This is a 13 page document full of teaching and learning strategies to diminish the difference (narrow the gap) between disadvantaged and non-disadvantaged ( including PP and non PP pupils). The teaching and learning strategies are informed by findings from the Sutton Trust which rank interventions in terms of months impact. If you are unfamiliar with their work, I would strongly advise researching their teaching and learning toolkit to help guide your PP strategy in school. The booklet contains practical strategies in line with the most effective forms of interventions as identified by the Sutton Trust. Notable examples include; meta-cognitive and self-regulation strategies, effective feedback and guidance on writing effective WWW and EBIs, collaborative learning, reading comprehension and a mastery learning model. This was created as part of my Teaching and Learning responsibility for monitoring and raising the achievement of PP pupils in my school.
Africa: Perceptions and Misconceptions
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Africa: Perceptions and Misconceptions

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This lesson is the first in my 'Into Africa' Scheme of Work. It challenges pupils' perceptions and often misconceptions of Africa. This lesson generates so much class discussion and is a real eye opener for pupils. There are clear and obvious progress checks throughout this lesson and extension tasks to stretch and challenge the most able. This is one of my favourite lessons to teach and generates such a buzz in the classroom whereby pupils are still talking about it in their next geography lesson.
Extreme Weather: Hurricanes Vs Tornadoes
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Extreme Weather: Hurricanes Vs Tornadoes

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This is a lesson extracted from my KS3 Weather SOW with a focus on extreme weather systems. It was adapted in preparation for a 'Mocksted' Inspection whereby it received very pleasing feedback. The lesson itself is fast paced with a focus on smaller, student led activities with clear differentiation opportunities (including extension tasks for HA learners) and explicit progress checks throughout. A dynamic lesson with a range of resources including a pre-prepared worksheet and YouTube hyperlinks. Enjoy!
Asia- Population
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Asia- Population

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This is a lesson taken from a year 7 scheme of work entitled 'Around the World' - an introductory scheme of work to the subject of geography. Each lesson has a particular skill focus with this lesson's focus being 'use of data' as pupils are required to produce a choropleth map for Asia's population statistics. The main task has been differentiated and the worksheet has two versions- one for high ability learners and another for low and middle ability. Extenstion tasks also feature throughout to stretch and challenge. The lesson also features plenty of discussion opportunities and explicit progress checks throughout. Could be easily adapted for year 8 and even beyond to KS4.
Climate Graphs
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Climate Graphs

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A KS3 lesson taken from a weather SOW. This lesson focuses on the features of a climate graph and constructing them. Pupils are required to construct 1 climate graph from 5 potential mystery locations (all data provided) before using investigation to work out where in the world their mystery location is representing. Resources also include an extension sheet for HA learners.
AQA Changing Places Work Booklet Lesson 1
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AQA Changing Places Work Booklet Lesson 1

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A work booklet to compliment the introductory lessons to the new AQA A-Level Changing Places unit. This is a 12 page booklet full of activities which encourage students to change their mindset from GCSE concepts of place to A-Level (and beyond) concepts and theories of place. Pupils are required to consider definitions of place, their own sense of place through their favourite places, media and experienced places along with insider and outsider perspectives on place. As any geographer will know, this is a challenging unit, but this booklet proved very successful with my year 12 class in laying the foundations for the unit. See my shop for lesson 2 (powerpoint and workbook included!)
Blood Diamonds
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Blood Diamonds

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A lesson taken from my 'Into Africa' Scheme of Work focusing on Blood Diamonds and the Revolutionary United Front in Sierra Leone. Undoubtedly, my favourite lesson from this unit and one which was graded outstanding as part of a performance management observation. There are a number of student lead activities throughout this lesson with the main task taking the form of an extended writing task. Pupils are asked to write a letter (using the writing frame as provided) to a local jewellers urging them to sign up to the Kimberley Process - an agreement to ensure that the diamonds sold have been mined ethically and fairly. This lesson is a real eye opener for students and the atrocities of the RUF engage and excite students and generate in-depth ethical discussions. This lesson was designed for KS3 but can be easily adapted to be taught at KS4 and beyond.
Changing Places Lesson 2- Sense of Place Vs Perception of Place
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Changing Places Lesson 2- Sense of Place Vs Perception of Place

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A lesson from my Changing Places Scheme of Work which centres around the difference between a sense of place and our differing perceptions of place and the factors which may influence this. Las vegas, Thailand and Venice feature as mini case studies along with an extensive focus on Tuan's Topophilia(1974) and Place memory.
The British Isles
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The British Isles

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Another lesson taken from my 'Around the World' scheme of work. This particular lesson focuses on the physical features of the British Isles (countries, rivers, mountains and cities). The main skill focus is map work and please note that pupils will require an atlas to complete the main task. Alternatively, a basic GIS could be used (google earth etc) and the skill focus could become GIS. We currently have British Isles whiteboards (whiteboards with an outline of the British Isles on them) and one of the progress checkers uses these- your particular school may not have access to these but the progress check can be adapted for use with just blank mini whiteboards. Lesson was used as part of a whole school learning walk and received very positive feedback on how student-lead and skill focused the activities were. Plenty of discussion opportunities feature along with extension tasks to stretch and challenge.
Why does it rain? (The Water Cycle)
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Why does it rain? (The Water Cycle)

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Another lesson extracted from my weather scheme of work. The lesson focuses on the water cycle and the key terms associated with this cycle. The lesson progresses to explore the key processes of the cycle and then the three different types of rainfall with 2 worksheets to consolidate learning of both the water cycle (and key terms) and the different types of rainfall. The worksheets (main tasks) are cleary differentiated with two different versions avaibale in each worksheet (high & middle ability and lower ability) along with extension tasks throughout the powerpoint. Ample discussion opportunities along with short, sharp tasks to engage, stretch and challenge. Enjoy!
Changing Places Lesson 5- Endogenous/Exogenous Factors
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Changing Places Lesson 5- Endogenous/Exogenous Factors

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A lesson from my scheme of work for the new Geography ALevel: Changing Places. This lesson focuses on perceptions of place and the factors which influence this (endogenous and exogenous factors). The lesson focuses on key definitions of endo/exo factors along with the distinct differentiation between the two. Practical examples are then given to concrete this difference with tasks focusing on our local area (Sheffield-but can be easily adapted to your local area) and exam practice from the AQA specimen papers.
**New AQA GEOG A-LEVEL - CHANGING PLACES** PLACE STUDY BOOKLET
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**New AQA GEOG A-LEVEL - CHANGING PLACES** PLACE STUDY BOOKLET

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I have divided the 'local' place study into 4 key themes: economic change, cultural change, demographic change and socio-economic inequalities (in line with the spec). This is the first booklet which focuses on economic, cultural and demographic change in Sheffield through the 4 rebrands of the city from: Steel City -> City of Sport -> City of Retail (and regeneration of Lower Don Valley) -> Outdoor City The booklet relies on a number of data based sources which I have found online. I cannot upload them as I do not own them BUT there is a free bibliography available to download in my shop. Accompanying powerpoint lesson coming soon along with more resources!!!!
Changing Places Lesson 3- Insider Vs Outsider
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Changing Places Lesson 3- Insider Vs Outsider

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The third lesson from my Changing Places scheme. This is an extensive lesson and took me 3 hours to get through as a range of case studies (including Detroit, South Africa, Grenfell Tower) are used to cover spatial segregation, social exclusions and insider/outsider perspectives.
Changing Places - Contrasting Place Study Intro
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Changing Places - Contrasting Place Study Intro

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The first lesson in my contrasting lesson set. I have focused on Scarborough as a contrast to Sheffield. The idea behind the lesson is to NOT tell the pupils where the contrasting place is. Set the 'sources' up around the room and give each pupil worksheet (all found as slides in the powerpoint). They are to try and work out where the place is whilst evaluating the sources. There is then a card sort activity (which can be downloaded for free form my shop) for Scarborough's history.
Waves
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Waves

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The second lesson in a series of 'coasts&' lessons comparing constructive and destructive waves. Easily adaptable for KS4 particularly for AQA B spec.