AQA A level taster lesson This is a taster lesson for AQA A level that could be easily adapted for edexcell or a GCSE taster lesson with a hazards theme. The first few slides are administrative. The main bulk of the lesson is an interactive game which requires quite a bit of movement. I did this lesson with my year 12s and they absolutely loved it. I hour-100mins lesson needed. Learning objective/WILF (What I’m looking for): WALT: Justify a process of crisis decision making Hazard link: volcanoes

Climate change and tropical storms Learning objective/WALT (We are learning to): WALT: To examine how climate change influences storms This lesson has knowledge checks with a self assessment opportunities. The use of the AQA GCSE Geography Oxford book should/could be used in conjunction with this lesson.

This is a revision booster lesson for AQA GCSE students. It has examiners tips, case studies and skills. I used this with my year 11s on the lead up to the exams and they loved it. They found it REALLY helpful. Fieldwork focus is 2 main areas Human QOL in urban areas Coastal mamangmet and its effect on coastal erosion at Walton-on-the-Naze.

This is a revision booster lesson for AQA GCSE students. It has examiners tips, case studies and skills. I used this with my year 11s on the lead up to the exams and they loved it. They found it REALLY helpful. You could print it as a revision guide, go through it with students to check understanding, print every other page for students to fill in as you go through the PPT…

This is a fully resourced lesson TEEP style lesson. There is a lot of exam practice within with knowledge checks. The main parts of the lesson include…the urban heat island effect, how the shape of cities affect urban climates with examples, a consideration of London and China’s air quality, photochemical smog, solutions to air quality issues and exam practice. Suggested resources other than those withing include AS/A level Hodder textbook A/S/A level Cambridge textbook To address this part of the SPECIFICATION: 3.2.3.4 Urban climate The impact of urban forms and processes on local climate and weather. Urban temperatures: the urban heat island effect. Precipitation: frequency and intensity. Fogs and thunderstorms in urban environments. Wind: the effects of urban structures and layout on wind speed, direction and frequency. Air quality: particulate and photo-chemical pollution. Pollution reduction policies.

This is for 6th form IBDP Geopgraphy teachers. This is a group of 8-10 lessons in one PPT with resources. You will need to Oxford course companion booklet and a copy of Geography and integrated approach by David Waugh. All other resources, worksheets, activities can be found in the powerpoint or documents included in this purchase. These group of lessons cover section 1- the varierty of Urban environments including: The characteristics and distribution of urban places, populations and economic activities Characteristics of urban places, including site, function, land use, hierarchy of settlement (including megacities) and growth process (planned or spontaneous) Factors affecting the pattern of urban economic activities (retail, commercial, industrial), including physical factors, land values, proximity to a central business district (CBD) and planningland use, site, function There are also part of section 2 Changing urban systems including: Urbanization, natural increase and centripetal population movements, including rural–urban migration in industrializing cities, and inner city gentrification in postindustrial cities Centrifugal population movements, including suburbanization and counterurbanization Finally, there are fieldwork oppertunties built into lessons that can be adapted for different urban areas.

This is a revision booster lesson for AQA GCSE students. It has examiners tips, case studies and skills. I used this with my year 11s on the lead up to the exams and they loved it. They found it REALLY helpful. You could print it as a revision guide, go through it with students to check understanding, print every other page for students to fill in as you go through the PPT…

This autumn my year 11s sat the 2019 human paper as a mock exam. My lessons are TEEP style with We Are Learning to (WALT) learning objectives. I planned a structured revision lesson for section A, B and Section C with the focus on water Q5 for the section C option. One lesson is revision based with targeted retrieval practice questions. I have planned this for the use with the Hodder textbook. However, you could change the page number for another textbook or a revision guide. I have marked all of my papers and then created a feedback lesson on the questions that my students found difficult as well as questions which had common mistakes based on the 2019 examiners report. This feedback includes a Student reflection sheet for each question. In the PPT are common mistakes and what the examiner was looking for. I have also created stella model answers for students to use when reflecting on their questions later, also attached. Enjoy :)

Climate graph Brazil Manus Learning objective/WALT (We are learning to) WALT: create a climate graph for the Amazon Rainforest- analyse graphs using evidence This lesson has knowledge checks and assessment opportunity with success criteria. Differentiation: Challenge sheet just instructions and data as well as living graph statements to organise Graph that has been started already for the less able.

The nutrient cycle Can I understand the nutrient cycle? Can I explain the importance of the nutrient cycle on the soil? A mystery lesson aimed at teaching students what the nutrient cycle is and how deforestation affects the nutrient cycle. An assessment task is attached with success critera. All resources for the lesson can be found in the powerpoint.

Revision guide with targeted questions for development including fair trade Students to create independent revision notes using the pack and the targeted questions.

Rio a world city. WALT: suggest the criteria of a world city, describe why Rio is a world city. This lesson allows students to define, describe and map world cities with an emphasis on Rio. There is a differentiated map on for the less able and a differentiated list of world cities to locate with various levels of challenge. There is also a slide modelling what students are being asked to complete. The main lesson is in Smart notebook and resources are in PPT and PDF.

This is a fully resourced lesson TEEP style lesson. There is a lot of exam practice within with knowledge checks. The main parts of the lesson include…Links to the water and carbon unit, food risk factors, flood hydrograph links, SUDs and examples inc exam practice, retrieval practice, the Cheonggychon river case study. Suggested resources other than those withing include AS/A level Hodder textbook A/S/A level Cambridge textbook To address this part of the SPECIFICATION: 3.2.3.5 Urban drainage Urban precipitation, surfaces and catchment characteristics; impacts on drainage basin storage areas; urban water cycle: water movement through urban catchments as measured by hydrographs. Issues associated with catchment management in urban areas. The development of sustainable urban drainage systems (SUDS). River restoration and conservation in damaged urban catchments with reference to a specific project. Reasons for and aims of the project; attitudes and contributions of parties involved; project activities and evaluation of project outcomes.

A revision lesson for AQA GCSE Desert (living world) for paper 1 section C. Resources are withing the PPT. There is plenty of exam practice and success criteria. Clear assessment for learning and differentiation. Easy to follow with do no activity and exit tickets.

This is a well resourced set of lessons using the TEEP template. Links to assessment for learning and well stuctured tasks. 3 lessons in 1 PPT including group work Focus is on 3.2.3.7 Other contemporary urban environmental issues Bedzed-susainable London and Mumabi as case studies. Suggest resources other then the creations attached: Hodder AS/A level Textbook Cambrige AS/A level Textbook To cover this part of the spec 3.2.3.7 Other contemporary urban environmental issues Environmental problems in contrasting urban areas: atmospheric pollution, water pollution and dereliction. Strategies to manage these environmental problems. 3.2.3.8 Sustainable urban development Impact of urban areas on local and global environments. Ecological footprint of major urban areas. Dimensions of sustainability: natural, physical, social and economic. Nature and features of sustainable cities. Concept of liveability. Contemporary opportunities and challenges in developing more sustainable cities.Strategies for developing more sustainable cities Lots of exam focus and checking activities

Waves and tides Learning objective/WALT (We are learning to) WALT - Identify the causes of tides - Describe wave characteristics This lesson is differentiated using hard, harder, hardest tasks. This lesson has knowledge checks with a self assessment opportunity

These groups of lessons are aimed at year 7 with the focus on development, poverty and fair trade with assessments. What is development? How is development measured? What is fair trade and how can it reduce the development gap? What are the SDGs and how can it reduce the development gap? What is oxfam and how can it reduce the development gap?

Resource managment lessons based on the AQA 2016 1-9 specification but used with year 9 for a unit on resource managment when we changed exam boards and up to date with stretch tasks and the I, We, you format with do now and exit tickets.

Paper 2 section C water global water consumption This is for GCSE Geography students looking a water as their section C option. This lesson is just linked to the consumption and availability of water. Learning objective/WALT (We are learning to): WALT: describe the global water supply WALT: describe the global consumption of water WALT: explain the impacts of water insecurity This lesson has knowledge checks with a self assessment opportunities. The last page is a ‘fill out student sheet’ if you are running short on time.

This is a taster lesson for Edexcell A level that could be easily adapted for AQA A level or a GCSE taster lesson with a hazards theme. The first few slides are administrative. The main bulk of the lesson is an interactive game which requires quite a bit of movement. I did this lesson with my year 12s and they absolutely loved it. I hour-100mins lesson needed. Learning objective/WILF (What I’m looking for): WALT: Justify a process of crisis decision making Hazard link: volcanoes