This presentation looks at changes in the structure of the UK economy between 1960 and 2010. It identifies globalisation and deindustrialisation as the two main forces that have brought about these changes. It defines both terms and looks at reasons why the changes have happened. Finally, it considers the kind of economy that the UK is aspiring to in the 21st century. Complete with relevant graphics, tasks and other stimuli, this resource is ideal for introducing economic change in the UK as required by the AQA 9-1 GCSE Geography syllabus.

This presentation introduces the benefits and drawbacks that come from promoting foreign investment in order to speed up the process of development. There is a little quiz that relates to TNC logos; the lesson then goes on to consider how countries can benefit from working together using the examples of Chinese and British investment in South Africa over the years. The lesson is aimed specifically at students doing the GCSE AQA Geography course, most of whom will be 14-16 years old. There are suitably pitched tasks and engaging pictures.

This presentation invites students to think about the connection between development and changing economic structure. It looks at the example of South Africa, which is one of the BRICS, and challenges students to think about how the changes in employment structure have made development possible. The presentation touches on the effect of apartheid on the economy and includes some thought-provoking tasks and images.

This presentation looks at different types of aid and asks whether, on some occasions, donor countries are really being as generous as it first seems! It presents a table of the different types of aid with examples before going on to look at one long-term aid project in greater detail - the Nurturing Change Project in Narok County in South-West Kenya. Students are asked to consider the benefits of the project, specifically how it might help to close the Development Gap across Kenya. The presentation also features a WorldMapper map showing global patterns of maternal mortality. There are a number of tasks and useful images in this presentation.

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 presentation asks students to consider whether trade in its current form is ever going to close the gap between the rich and the poor. It looks at traffic across our oceans and current patterns of world trade, getting students to think about how Mombasa and Tilbury docks might be different. It explains the concept of a balance of trade, a trade deficit and a trade surplus; tariffs, quotas and trading blocs. Finally it looks at trade shock. There are numerous tasks and engaging pictures in the presentation.

This presentation looks at the various strategies that have been adopted by LEDCs to improve their prospects when it comes to economic development. It considers foreign investment (sugar and tourism in Mauritius), microfinance (Kenya) and debt relief (Bolivia) as ways of promoting economic progress. Students are asked to consider whether just 'throwing money' at the poor is ever going to work in the long term. There are a number of thought-provoking images and questions for group discussion as well as tasks for students to complete independently.

This presentation explores the reasons why levels of development can vary between areas of the same country using Malawi as an example. It looks at patterns of poverty across the country, comparing urban areas with rural ones and considers projections for population growth and malnourishment. It looks at squatter settlements on the urban fringe such as Chatata and at the plight of masses of young unemployed who are resorting to working in the informal sector selling, among other things, biscuits, phone cards and cooking oil.

This presentation looks at the different rates at which countries develop. It explores the physical, economic, social and political reasons why some countries speed along 'Development Road' in the fast lane while others remain 'broken down' on the hard shoulder. There are a number of striking images and statistics included in this presentation.

This presentation looks at the different ways in which development can be measured. It discusses how single measures of economic development can hide inequality and, therefore, not show us the whole pictures. It considers the circumstances in which development can be held back (e.g. Syrian conflict) and looks at the example of global patterns of literacy. There are a number of engaging tasks and thought-provoking images throughout the presentation, which is aimed at the AQA 9-1 Geography syllabus.

This presentation looks at global variations in economic development and quality of life. It explores the Brandt Line (1981), the work of Alfred Sauvy ('First World, Second World ....', 1952), the Happiness Index and the Human Development Index as ways of measuring human development. Students are encouraged to think critically about the strengths and weaknesses of each model and to attempt to draw a Brandt Line for the 21st Century - yes, we know it's impossible; that's the point! This matches up with the bit in the syllabus where it says there are "Different ways of classifying parts of the world according to their level of economic development and quality of life."

This lesson explores how managing climate change involves both mitigation (slowing it down) and adaptation (coping with the change). Students look at carbon capture as a mitigation strategy, at international agreements and at attempts to combat rising sea levels. There are a number of striking images in this presentation that prompt discussion and various tasks for students to attempt, including discussions in groups.

This lesson begins with a graphic that sets out what US citizens perceive to be the greatest threat to the USA and its interests. It then considers the evidence for climate change, citing both physical and human causes and impacts. The plenary activity is all about ‘sharing out’ the blame for global warming, i.e. who or what is responsible for these changes?

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 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 re-working of the one that was here before and which went by the same name. This time it's done in the 'house style' which was only just emerging when I devised these lessons. This presentation goes right back to basics about the Global Circulation and gets as far as identifying the three cells that comprise the global circulation. There is a diagram included on the last slide which teachers will need to print off and photocopy for their classes. There is also a short video presented by an American with a nauseous accent!