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 :)

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

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

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.

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

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 whole lesson including resources to get student familiar with the GCSE Geography 2019 pre-release on tropical rainforests in Peru. This is for 2019 students who are preparing for paper 3. As the pre-release is on tropical rainforests the lesson is also a good revision tool for Paper 1 section B also. The lessons has knowledge checks based on the pre-release, comprehension questions, typical paper 3 exam questions, some WILF criteria (what I am Looking for) and clear and easy to use lesson powerpoint and word document. Lesson uses TEEP language e.g. prepare for learning, construct meaning, presenting new information, review… Start with students flicking through the pre-release 2019, then complete the quick knowledge check (prepare for learning activity) and review. Go over presenting new information slides including exam tips. Finally allow students to work through the comprehension and exam practice questions or do this same task with your students as a walking talking mock.

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.

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

This is a PLC for the AQA GCSE paper 2 Human 8035/2 – JUNE 2021 paper. It has some models as well as tips of how to get the mark. It is student friendly so your studnets can assess their own progress, reflect on their mock paper and identify which areas/topics/skills that they need to work on and so personalising revision areas of focus. I have completed this for all areas of the paper including the 3 options of food, water and energy.

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.

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 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 different types of waste, an evaluation of incineration vs landfill and lots of exam practice opportunities. 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: 3.2.3.6 Urban waste and its disposal Urban physical waste generation: sources of waste - industrial and commercial activity, personal consumption. Relation of waste components and waste streams to economic characteristics, lifestyles and attitudes. The environmental impacts of alternative approaches to waste disposal: unregulated, recycling, recovery, incineration, burial, submergence and trade. Comparison of incineration and landfill approaches to waste disposal in relation to a specified urban area.

Dubai a coastal area This is a lesson used to map and describe th geographical location of Dubai but also to discover why they have managed to develop so quickly. My students are a bit obsesed with Dubai and loved this lesson. There are some exam style comprehension tasks also. Learning objective/WALT (We are learning to) : WALT: Describe the attraction to a coastal city. Explain how areas change over time. Present information graphically The main lesson is on Smart Notebook and resources are in PPT format or word.

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.

Section 1Measuring food and health lessons for IB geog first exam 2019 optional theme food and health. lesson is PPT. ALL section 1 lessons **(Section 1Measuring food and health) **and activities are included. Linked to the IB first assessment 2019 syllabus.

A level Geography NEA understanding the mark scheme and how to get the best grades I wrote this lesson and created the associated activities after I went on AQA NEA training this year. Learning onjectives as WALT (we are learning to) WALT: summarise the way in which you will be assessed for the NEA WALT: identify areas of the specification your NEA covers WALT: identify strengths and areas for development of the previous years NEAs This lesson has all resources attached and a series of activities to help understand what the marksheet actually means for both teachers and students alike.

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.

Homework to check understanding of Shell in Nigeria.

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.