This resource looks at how extreme the weather has become in the UK. It examines the reasons for droughts and floods and looks at some of the causes of heatwaves. It encourages students to work independently, ideally on a PC, to research some of the impacts of water shortages. It also touches on the increased likelihood of storms in years ahead.

This presentation examines the case for Fair Trade as a means of closing the development gap. It shows how Fair Trade has helped a Colombian farmer to provide his son with an education and at how the Chilecito Schools Project, working with the La Riojana Co-operative, has brought learning to the remote valleys of Argentina and wine to the rest of the world. Students are also challenged to think about the limitations of fair trade. There are a number of tasks and striking images in the presentation to challenge students of all abilities.

This is an assessment to test pupils' knowledge of the Superpowers Unit of Work. It includes questions on what makes a country influential, analysis of graphs, comprehension and the issues surrounding Mexican immigration to the USA.

This is a test on China which is best suited to Key Stage 3 students. It has questions on population distribution, the One Child Policy, air pollution and development. It runs to six pages.

This collection of eleven presentations will help to deliver a unit of work on the Horn of Africa, broadly following the outline suggested by Geog.1 (4th Edition) pp.118-137. It includes an introduction to the continent, lessons on physical geography and climate, a study of coffee farming in the Ethiopian highlands and fair trade. There are also lessons on living and working in the hottest place on earth and on modern day piracy in the Indian Ocean.

These are the resources for our unit, Superpowers, which is what we teach our Year Eights at that crucial time when they are making their option choices - we are a two-year KS3 school. It contains everything you need to teach a seven lesson unit on some of the big issues in the USA, in China and in Russia including immigration, communism, the Cold War, population control, the fight to control the Arctic Ocean and so on. There is even a lesson on Donald Trumps Immigration Policy. There is an assessment available separately on this site.

This resource was used as part of a unit to cross the bridge between KS3 and GCSE. It aims to develop students' geographical skills. This lesson clarifies the difference between war and conflict. Students are then given a number of 'well-known' conflicts to look at in more detail, following which there is an exercise that involves looking at the parts of the world where there is the greatest tension.

This is the first scheme of work we cover with our Year Seven students once they’ve done their skills and map work basics. It covers the make-up of the British Isles, the location and function of its main cities, an explanation of our temperate maritime climate, a lesson on relief rainfall, a skills exercise to do with migration that involves flow lines and lessons on population distribution, inequality and the North-South divide. It assumes that you have copies of Geog.1 in your department, but you could always edit those references out and substitute questions and activities from books that you do have.

This presentation deals with extreme weather in the UK. It outlines some recent extreme weather events (1987 Great Storm, 1976 Drought, 1963 Cold Winter) before looking at the 2010 Big Freeze. Students are asked to explain the causes of the Big Freeze and analyse its social, economic and environmental impact. There are activities including a plenary activity in which the class is invited to respond to a number of imaginary 'complaints' by members of the public during the Big Freeze.

This resource is a collection of 15 PowerPoint presentations that were used to deliver a bridging unit between Key Stage 3 and GCSE Geography but which could also be used for PSHCE lessons. It is ideal for using with Year 8/9 classes who have made their option choices as it engages those who have not opted for Geography but teaches vital skills to those who are going on to GCSE. There are some purely skills-based lessons such as ‘Describing Landscapes: Photo Sketches’ and ‘Contrasting Landscapes of the Middle East’ but other lessons are specfic to certain conflicts and events in history such as 9/11, the Syrian Civil War and the Middle East conflict.

This assessment broadly matches up with the unit In the Horn of Africa in the Geog.1 series. It consists of a question paper and a detailed mark scheme. The questions relate to knowledge of places, completing and reading a climate graph, the coffee trade, employment and development issues.

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 lesson considers the impact of Typhoon Haiyan, specifically on the city of Tacloban in the Philippines. It makes the distinction between primary and secondary impacts of the disaster and looks at the response both locally and globally. Criticisms of the response are also explored. Tasks include sketch mapping, empathy and more ‘traditional’ questions and activities. This resource is tailored to the requirements of AQA’s 9-1 GCSE Geography syllabus.

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 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 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 resource describes the formation of a flood plain and levees. It explains sequential deposition. It looks at how estuaries form and how they are used. There are a number of tasks and activities on the slides. The Exxon Valdez disaster is mentioned as the tanker run aground on a sandbank off the coast of Alaska.

This is a test of map skills, best suited to KS3. It includes questions on map symbols, grid references, measuring distances, giving directions and following routes. To use it you will need a 1:50 000 map of Ipswich.