This resource is an opportunity to introduce basic correlation techniques in Key Stage 3. It looks at all the countries that made the final of the World Cup since 1950 along with their current population and HDI. It challenges students to explain anomalies in data (e.g. how come Uruguay did so well when its still a small, less economically developed country) and shows them how to draw their own scatter diagram to explore whether more socio-economically developed countries have more success (as measured by HDI).

This resource was created for a one-hour revision session I had with the entire year group that was sitting Preparation for Working Life that same afternoon. This syllabus still runs until June 2019 so there are a couple more opportunities to sit the examination. There are examples of questions from all the different sections of the paper here and the answers are provided for the shorter questions.

This resource examines the location of the FIFA World Cup in Russia. It looks at where Russia is, generally, then at the locations chosen for the England training camp and the matches in the group stages. It explores the practicality of getting around the place, coping with five different time zones etc. The challenge is to devise Gary Lineker’s travel schedule for him!

This resource looks at some of the social, environmental and economic consequences of hosting the World Cup. It looks specifically at the economic and social benefits and problems associated with running the event. It considers whether it is a safe place to travel to and whether supporters will be looked after. One activity challenges students to imagine they had an older brother who had decided to go to Kaliningrad for the match - would they advice against it or tell him to go? Why?

This resource looks at the pros and cons of building huge stadiums for global sporting events. It examines what is good and bad about stadiums, looks at some health and safety problems with the stadium at Ekaterinberg. It challenges students to write to the organisers of the World Cup expressing concerns about health and safety at the venues and to think about legacy issues. After showing them what happened to the Olympic stadiums in Athens and Montreal it asks students to examine the proposal that the 2030 World Cup might be stages in Argentina and that several new stadiums should be built. Hopefully, they won’t fall for it!

This is a small collection of presentations that was originally designed to support the teaching of the A2 Plate Tectonics unit for the AQA course. It covers revising the structure of the earth from a GCSE-level understanding, detailed notes about different types of plate boundaries and types of volcanic activity. It includes work on Hawaii as an example of a hot spot and introduces some minor extrusive volcanic features.

This lesson takes a look at issues of globalisation and sustainability by considering the 50,000 mile supply chain of the Slazenger tennis balls used for The Championships in Wimbledon. Students have to , first, identify the raw materials (rubber, glue, felt etc.) before going on to look at where they are found and why Slazenger makes balls for a tournament in London 10,000km in Bataan in the Phillippines. The lesson concludes with a variety of differentiated written tasks.

This lesson is an introduction to economic geography that uses the Wimbledon Championships as a case study. Students get to consider the costs and benefits of running the tournament and draw up a simple balance sheet. The lesson covers different types of work (seasonal, temporary, paid, voluntary etc.) and gets students thinking about who the producers and consumers of the services are at the tournament. There is a role play exercise in which two people argue about the cost of going to the tournament and some longer essay questions to extend more able learners and provide homework opportunties.

This lesson is designed to introduce the polar ice caps and tundra biomes to GCSE level students. It starts by looking at the distribution of these biomes, then looks at the climate, the flora and the fauna that are found there. The presentation then gets students to think about the structure of the soil in the tundra and about the problems people might have when the soil is constantly freezing and thawing. There are some maps, graphs, diagrams and images that could form the basis for further work.

This resource was specially written for World Population Day 2018 which was on Wednesday 11 July 2018. The focus is on world population growth, sizes and types of families, the advantages and drawbacks of being part of a large family, the ethics of encouraging people to have lots of children and the question of who should pay the cost of managing and supporting people who plan to have large families. It is designed as a series of tasks which would take several lessons to complete but you can dip in and out of the resources according to the level your students are at - there’s something for everyone from KS1 to KS5, even Reception classes could try the ‘Paper Chain Family’ exercise.

This straightforward multiple choice test is designed to check pupils knowledge and understanding of the Key Stage Two Geography National Curriculum. It can be used at the end of Year 6 and/or the start of Year 7. There are five sections, each of ten questions: Knowledge of Europe, Knowledge of the UK, Latitude and Longitude, Human and Physical Geography and Working with Maps. Pupils simply shade in the box that matches the correct answer on the sheet provided. The teacher can then place the answer grid directly over the pupil’s answer sheet - this needs copying onto an acetate - and all the incorrect answers are instantly revealed so each pupil’s paper can be marked in a matter of seconds.

The ideal pack to get you started on Cold Environments This set of worksheets and notes would be an ideal starting point for teaching this topic. It contains detailed information about the topic, some questions that might be asked of students and, in some cases, some relevant images, tables of data etc. These are the raw materials that get converted into the sets of slides that I sell on TES Resources. The topics are: Introduction to Cold Environments Plants in Cold Environments People in Cold Environments (Siberia) - 2 lessons The Value of Wilderness Managing the Wilderness (Antartica)

This resource looks at the challenges faced by people whose job it is to extract oil from beneath the desert sands or construct vast solar farms in the Sahara. Students are challenged to think about what problems they might have setting up an oil rig in the heart of the desert and are introduced to some of the controversies surrounding the consortium Desertec. This lesson fits part of the AQA 9-1 Geography specification section on hot deserts.

This is a complete lesson for introducing India to classes in KS2 and KS3. It includes a link to a video, from which students take notes about human and physical features of the country and asks students to imagine that they are a travel writer, working for an imaginary company called ‘Indian Inspirations’, A prompt slide gives examples of the place names, features and describing words they could use. The template is included for their submission to the editor, which is 200 words of copy for an introductory page in a travel brochure.

This lesson discusses how plants are designed to live in the harsh desert environment. Students are asked to suggest what qualities a small cactus might need in order to thrive in the semi-desert in Southern California. The examples of mustard and mouse-hair cress are also used to explain concepts such as seed dormancy, ephemeral plants and xerophytes. This resource could be used in Key Stage 3 or 4 and fits the requirements of the AQA 9-1 Geography syllabus for GCSE.

This scheme of work offers almost 50 detailed lesson plans for your Year 8 Geography Scheme of Work. This is plenty to keep a class occupied for a whole year’s learning including ideas for lessons on plate tectonics, Population and Migration, The Savannah and Energy for the Future. There are references to the textbooks that most departments keep sets of and ideas for homework. At around 20p per lesson, you can’t go far wrong.

This resource looks at desertification in the Sahel region. It explores the difference between the nomadic lifestyles of the true desert dwellers and the more settled lives of people living on the fringes of the desert. It looks at the causes and consequences of desertification and involves a group work task.