Lesson Aim: For students to investigate and become familiar with the main factors that have led to economic change in the UK. Lesson Objectives: 1. To establish what the phrase ‘post-industrial economy’ means 2. To examine the growing importance of service industries, finance, research, science and business parks in the UK 3. To investigate the characteristics of the Cambridge Science Park. Resources included: *PowerPoint presentation including hyperlinks * Lesson plan * Template for paired reading sheet- this requires the addition of material from the black Cambridge GCSE for AQA Geography text book (Kitchen el al. 2016) Lesson 17 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. Can easily work as a stand alone lesson. This lesson requires students to make use of: * The new AQA GCSE Hodder text book (Widdowson et al, 2016) * Information from the new Cambridge GCSE for AQA Geography text book (Kitchen el al, 2016) Differentiated with tasks for lower ability students. Three progress checks have been incorporated into this lesson. Homework task included- 9 mark exam question with mark scheme

Lesson Aim: To practice writing accurate geographical descriptions and conducting additional research using a range of sources. Lesson Objectives: 1. To establish what a biome is 2. To use an atlas to describe the geographical distribution of biomes 3. To carry out additional research to add biome facts to your maps Resources included: PowerPoint presentation including hyperlinks to video clips Lesson plan Lower ability biomes card sort Homework mapping worksheet (print the six slide PowerPoint document as a single-page A4 handout sheet) Lesson 3 of 10 from my new scheme of work on Biogeography/ Ecosystems. Also works as a stand alone lesson on biomes. Fully differentiated with resources and additional research tasks for lower and higher ability pupils. This lesson is from a scheme of work that I have written for my Year 8 groups, but it could be easily adapted for Year 7 or 9. Three progress checks have been incorporated into this lesson.

To overcome the problem of my pupils losing their exercise books and assessments, I developed this booklet to enable me to to track progress from Year 7 to Year 9. I have used these books with great success in my department; they have been adopted and adapted across the school by the majority of other departments, who have provided me with lots of positive feedback. Ofsted were very impressed with this idea! At the beginning of Year 7, all pupils are issued with a copy of this A5 progress book, in addition to a manila folder (each cohort has the same colour folder and I keep class sets at the back of my room, each in a large A3 sealable plastic folder with a class sticker on the front). Pupils are not allowed to take their folders containing their progress books home until the end of Year 9, to ensure they do not get lost. All geography assessments are completed on paper and stored in these folders, thereby providing continuos evidence of progress over time throughout KS3. The booklet is completed by its owner throughout the year includes the following sections: * Front cover (school logo can be uploaded here) * Outline of learning journey for the year. * A progress tracker to be updated at the end of each assessment against the individual pupil target for the year * A progress review page which is completed at the end of each unit of work, once the assessed piece of work has been marked and handed back. This requires pupils to evaluate the extent to which their knowledge and understanding has changed, as well as asking them to comment on their progress against targets set at the end of their previous progress review. Pupils then take control of setting their own targets with the view to improving their attainment in the next unit of work. *To promote literacy in Geography, I have included a 'Geo-Literacy' self-review section. * Termly target review page. * Geography skills checklist. * End of year progress review page, focusing on presentation, subject knowledge and Geo-Literacy. I have built in a lesson at the end of each unit of work whereby each class is handed back their marked assessments and are required to complete a progress review page, which must be signed off by the teacher to ensure quality targets have been set. This year 7 version is easily adapted for Year 8 and Year 9; unit names just need to be altered. I have each year printed with a different coloured paper front cover to allow for ease of recognition. At the end of each year you simply need to pass the class set of manila folders containing the progress books & assessments to the next class teacher inheriting your group.

Lesson Aim: To gain a clear understanding as to how nutrients are recycled within an ecosystem, through examination of the question 'how can a salmon become a tree?' Lesson Objectives: 1. To determine what the nutrient cycle is 2. To explain what decomposers and detritivores are 3. To speak with confidence about the role of salmon in the nutrient cycle of an Alaskan forest Resources included: PowerPoint presentation including hyperlinks to animated clips A4 nutrient cycle sheet (back to back with salmon life cycle diagram- to be laminated for future use) G&T/ More able additional reading material- how humans can influence the nutrient cycle Lower ability picture prompts- will also need scissors and glue if these are used (six sets provided) Lesson 2 of 10 from my new scheme of work on Biogeography (Ecosystems). Also works as a stand alone lesson on the nutrient cycle. Fully differentiated with resources and additional research tasks for lower and higher ability pupils. This lesson is from a scheme of work that I have written for my Year 8 groups, but it could easily be adapted for Year 7, 9 or even KS4. Three progress checks have been incorporated into this lesson.

Lesson Aim: To gain a clear understanding as to what deserts are and the ways in which animals have adapted to survive here. Lesson Objectives: 1. To establish what a desert actually is 2. To locate the major deserts of the world 3. To investigate ways in which animals are adapted to life in the desert Resources included: *PowerPoint presentation including hyperlink to additional research site for more able pupils. * Lesson plan * Lower ability pupils- map of the world which indicates the location of the deserts of the world. * Adaptations of desert animals worksheet Lesson 6 of 10 from my new scheme of work on Biogeography/ Ecosystems. Also works as a stand alone lesson on adaptations of animals to life in hot deserts. Fully differentiated with resources and additional research tasks for lower and higher ability pupils. This lesson is from a scheme of work that I have written for my Year 8 groups, but it could be easily adapted for Year 7 or 9. This lesson requires pupils to make use of: Life on Earth – episode 5, Deserts Glue is also required. Three progress checks have been incorporated into this lesson.

Lesson Aim: To gain a clear understanding as to what deserts are and the ways in which plants have adapted to survive here. Lesson Objectives: 1. To draw a desert soil profile 2. To define the key terms xerophytic and succulent 3. To identify a range of desert plants and to establish how they have adapted to life here Resources included: *PowerPoint presentation including desert sky hyperlink . * Lesson plan * Desert plant adaptations card sort plus statement sheet Lesson 7 of 10 from my new scheme of work on Biogeography/ Ecosystems. Also works as a stand alone lesson on plant adaptations to life in hot deserts. Fully differentiated with resources and additional research tasks for lower and higher ability pupils. This lesson is from a scheme of work that I have written for my Year 8 groups, but it could be easily adapted for Year 7 or 9. This lesson requires pupils to make use of: *Heinemann 'Understanding GCSE Geography for AQA Specification A' (Bowen and Palmister, 2009) text book. * Scissors and glue. * Life on Earth – episode 5, Deserts- this is required for an optional plenary activity so is not essential. Three progress checks have been incorporated into this lesson.

Lesson Aim: For students to become familiar with the social and economic changes experienced in two contrasting rural areas. Lesson Objectives: 1. To define key terms 2. To establish the social and economic changes associated with population decline in Truthwall, Cornwall. 3. To investigate the benefits and problems of population growth in Writtle. Resources included: * Ppt. to accompany lesson * Lesson Plan * Penwith worksheet- A5 * Writtle worksheet –A3 (colour) * Home Team explanation sheet- A4, colour, laminated for future use * Investigator- Person number 3 instruction sheet- A4, colour, laminate for future use * Investigator- Person number 4 instruction sheet- A4, colour, laminate for future use Lesson 19 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. Can easily work as a stand alone lesson. This lesson requires students to make use of: * The new AQA GCSE Hodder text book (Widdowson et al, 2016) - for lower ability differentiated task * Scissors & glue * Old GCSE ‘New Edition Understanding GCSE Geography’ For AQA Specification A – Bowen and Pallister (2009) Heinemann- p.178 & 179. * Atlases may be useful. * Access to four computers/ own devices. * Post-it notes/ plain paper cut to size for person 3 & 4 to fit their sections of the A3 worksheet. Differentiated with tasks for lower ability students. Three progress checks have been incorporated into this lesson. Homework task included.

Lesson Aim: For students to understand what the North-South divide is and to know how the effects can be reduced. Lesson Objectives: 1. To produce an annotated map of the UK describing characteristics of the North-South divide 2. To outline strategies that can be used to reduce the North-South divide 3. To collaboratively research transport developments in the UK Resources included: *PowerPoint presentation including hyperlinks * Lesson plan * North- South divide worksheet Lesson 20 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. Can easily work as a stand alone lesson. This lesson requires students to make use of: * The new AQA GCSE Hodder text book (Widdowson et al, 2016 * Four copied pages from the new, black Cambridge Geography GCSE for AQA student book, Kitchen et al (2016) Differentiated with tasks for lower ability students. Three progress checks have been incorporated into this lesson. Homework task included

Lesson Aim: To establish the links between geography and biology and to gain a clear understanding as to what makes up an ecosystem. Lesson Objectives: 1. To find the fib and identify the correct definition for the term ‘ecosystem’ 2. To establish what makes up an ecosystem 3. To conduct research into a small scale ecosystem- a hedgerow. Resources included: PowerPoint presentation A3 Worksheet Lesson plan Lesson 1 of 10 from my new scheme of work on Biogeography (Ecosystems). Also works as a stand alone introduction to ecosystems lesson. This lesson requires pupils to make use of Wider World textbook in addition to the green Heinemann 'Understanding GCSE Geography for AQA Specification A' (Bowen and Palmister, 2009) text book. I have incorporated co-operative learning activities in this initial lesson to enable pupils to work together on differentiated research tasks, with the aim of building a detailed A3 worksheet based on the completion of their component parts. Each pupil will eventually receive an individual A4 copy of their worksheet. I have incorporated three progress checks throughout this lesson and have also included a small-scale ecosystem research task for homework. I have written this scheme of work for my Year 8 groups, but it could easily be adapted for Year 7 or 9. Additional research tasks included to stretch and challenge pupils.

Lesson Aim: For students to gain a clear understanding as to how the UK’s place in the world has changed over time and will change in the future. Lesson Objectives: 1. To establish how the UK’s place in the world has changed. 2. To identify our current main trading links. 3. To investigate how our place in the world may change in the future. Lesson 21 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. Can easily work as a stand alone lesson. This lesson requires students to make use of: * The new AQA GCSE Hodder text book (Widdowson et al, 2016 Differentiated with tasks for lower ability students. Three progress checks have been incorporated into this lesson.

This lesson plan is for two lessons. Lesson Aim: To successfully research a range of management strategies used to reduce the development gap. Lesson Objectives: 1. To establish the limitations of the DTM 2. To establish the causes of uneven development 3. To make recommendations as to which indicator should be improved to bring the biggest improvements in development. Resources included: *PowerPoint presentation including hyperlinks * Lesson plan * A3 worksheet 'Strategies used to reduce the development gap' * Home Team instruction sheet (laminate a class set of 8 for future use) * Investigator instruction sheet (laminate a class set of 8 for future use) * Overview of management strategies A4 worksheet Lessons 7&8 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. These lesson can also work as a stand alone lessons on strategies used to reduce the development gap. This lesson requires students to make use of: * The new AQA GCSE Hodder text book (Widdowson et al, 2016) * Blank paper * Old green ‘Understanding GCSE Geography for AQA specification A’ text books, to be used for additional research. * Single-sided laminated copies of p.212-215 of the black Cambridge new GCSE text book- to be used as additional information for the investigator group. Differentiated with tasks for higher and lower ability students. Three progress checks have been incorporated into this lesson.

Lesson Aim: For students to have a clear understanding as to the impact Shell has had upon Nigeria Lesson Objectives: 1. To investigate the role Shell has played in Nigeria’s oil industry 2. To outline the advantages and disadvantages of Shell’s presence in Nigeria 3. To establish the environmental impact of the oil industry in Nigeria Resources included: *PowerPoint presentation including hyperlinks * Lesson plan * Worksheet to accompany video * Answer sheet for teachers (to accompany video worksheet) Lesson 12 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. Can easily work as a stand alone lesson. This lesson requires students to make use of: * The new AQA GCSE Hodder text book (Widdowson et al, 2016) Differentiated with tasks for higher and lower ability students. Three progress checks have been incorporated into this lesson.

Lesson Aim: To gain a clear understanding into the range of ways humans are having a negative impact upon coral reefs. Lesson Objectives: 1. To establish what coral is 2. To determine why coral reefs are important 3. To identify the main threats facing coral reefs Resources included: *PowerPoint presentation * Lesson plan * Seven ‘threats to coral reefs’ A4 cards, which should be laminated and stuck up around the room. * Lower ability worksheet- Threats to the coral reef table. Clipboards may also be useful. Lesson 7 of 10 from my new scheme of work on Biogeography/ Ecosystems. Also works as a stand alone lesson on threats to coral reefs. Fully differentiated with resources and additional research tasks for lower and higher ability pupils. This lesson is from a scheme of work that I have written for my Year 8 groups, but it could be easily adapted for Year 7 or 9. This lesson requires pupils to make use of: * Life on Earth- episode 9 (the shallow seas) Three progress checks have been incorporated into this lesson.

Suitable for Year 10/ 11 GCSE Geography groups. Objectives: To identify case study specifics that will lead to exam success! To consider some of the human and physical attractions in Kenya, in addition to the impacts of tourism here. To investigate some of the strategies that can be employed to manage tourism A fully resourced lesson based on access to the Heinemann text book 'Understanding GCSE Geography for AQA Specification A' (Bowen and Palmister, 2009) This lesson incorporates a high level of cooperative learning and contains differentiated roles and extension work. I originally planned this lesson during an Ofsted inspection but have since used it for a PM lesson observation. I found it worked best when spread over a double lesson but it could easily be split over two lessons if this is not an option. Resources include: * Lesson plan * Ppt. * Starter activity * Kenya Investigator instruction sheet * Kenya lower ability help sheet * Kenya Home Team instructions *Kenya A3 worksheet