This presentation explores the reasons why there is a large Greek community in North London. Specifically, it looks at how the goods and services provided in the area have changed to reflect the large number of people who have moved there from Greece in the recent past. It includes a number of different tasks and activities including some general questions on cultural influence. Students are also asked to practice describing patterns of distribution as shown on a map.

This resource is the first lesson in a unit on Brazil that I am reworking for the department. There is a series of images to consider and an activity that involves looking data up in an atlas and watching an engaging video. The tasks are linked with Geog.2 (Goldfish Edition).

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 is presentation Number Two in the unit 'Migration and Identity'. It explores the difference between voluntary and forced migration with unusual examples. It talks about push factors and pull factors and relates them to New Orleans (Hurricane Katrina, 2005) and Australia ('Ten Pound Poms', 1951). Students are encouraged to consider the push and pull factors at play in both these examples. There are several striking images (e.g. Serbian migrants queueing up in a snowstorm for free food) and has a number of activities aimed at students of different abilities.

KS3 BMI (Key Stage 3 But More Interesting) is a new series in Pocket Point Resources based on the material that I wrote for a textbook that Hodder Education was going to publish until the government moved the curriculum goalposts in 2011. This lesson gets a nine-lesson unit called Migration and Identity started. Students are encouraged to think about their own perceptions of migration and the physical and mental baggage that people carry around as they travel from place to place, often against their will. There's a personal migration journey mapping exercise as part of this lesson.

This presentation looks at the different strategies that are used to manage the flood risk that is posed by the River Lune in Lancashire. It looks at why the Lune needs to be managed and the details of the Lune Catchment Flood Management Plan, which include building a limited amount of hard engineering structures, flood plain zoning, flood risk mapping, Operation Floodline and ways of raising public awareness. There are some images, including clear mapping of the Lune’s drainage basin and a series of tasks for students to complete.

This presentation covers the different types of soft engineering that are used to minimise the impact of flooding in the UK. It covers washlands and river monitoring, education and floodplain zoning. There is a group work/GIS exercise in this presentation and a feature that I have called ‘Fieldwork Focus’ in which students are encouraged to consider why Uttoxeter might be vulnerable to flooding and what they recommend is done about it. The presentation features some striking images and straightforward tasks and questions, too.

This presentation covers the distribution, formation and structure of tropical storms. It begins with a mock examination question about the distribution of these storms around the world and goes on to describe how they develop over the oceans in tropical latitudes. Students are encouraged to draw and label a diagram of a cross-section of a storm.

This resource starts where the previous lesson left off, by getting students to recall what they learned about the global circulation. It then goes into detail about the Hadley, Ferrel and Polar cells with some cultural references that will appeal to teachers born in the 1970s who listened to Spandau Ballet ("Tony Hadley was not a meteorologist") and watched 'Victoria Wood as Seen on TV'. Go on, you know you want to buy it and inject a bit of humour into your lesson.

This presentation looks at hard engineering strategies for managing rivers. It uses Digley and Bilberry Dams in Yorkshire as examples of dams, the River Cuckmere as an example of channel straightening, the Thames Embankment as an example of an embankment and the Exeter Flood Relief Channel as an example of a flood relief channel. There are large colourful photographs, clear text and a number of questions linked to the text. There is an element of OS 1:50 000 map work in this resource.

This Scheme of Work was written as the Geography department's contribution to the Combined Humanities course that the school saw fit to run at the time. The themes imposed on us were Difference, Movement, Authority, Rights and Environment which, for us, gave the topics Brazil, Settlement, Map Studies, Football and the Leisure Industry and Water Supply. There are ideas here for over sixty lessons, some spelled out in more detail than others. All lessons have stated aims, resources, activities, outcomes and possible homework.

This assessment was used at the end of the first unit of work we covered with our Year Seven classes. It concerns the differences between human and physical Geography and includes questions about plans, latitude and longitude, major global features and a descriptive task relating to Everest Base Camp.

This lesson introduces students to river hydrographs. It covers all the key ideas such as peak discharge, lag time, storm flow, rising and falling limbs etc. It includes some questions on an example hydrograph and a check list to allow students to identify exactly what they have and have not understood.

This set of presentations was used to teach the unit 'Rocks, Resources and Scenery' which has a few months left to live as part of AQA's old Syllabus A. There are presentations on the geological time scale, rock groups, the rock cycle and weathering. These are followed by lessons on granite, limestone and chalk landscapes and the impact of quarrying on the local area.

This is a collection of presentations and worksheets that we use to deliver one of our Year Seven units, The Landscapes of Vietnam. I wrote it with the help of our Vietnamese lodger about two or three years ago and it is an interesting alternative to learning about the other countries in Asia that are covered in all the usual textbooks, i.e. China, India etc. It covers physical geography, the monsoon, life on the Mekong delta, issues relating to mangrove forests along the coasts, rice farming and tropical storms. Along with the presentations are some basic resources such as outline maps of South East Asia and Vietnam.

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.

This presentation gives students the opportunity to think about the threat that Russia's armed forces and nuclear missiles pose to the world. There is some information about the extent of Russia's military might, some information about the Cold War and a task in which students are encouraged to explore the capability of Russia's nuclear weapons, specifically the rather scarily-named SS-16 Satan missile, that can travel 16,000km and obliterate an area the size of several US states. With string to represent the range of the missiles and counters to illustrate the extent of the blast, students construct a map and can get a feel for what it would be like to have access to the Red Button!

This resource looks at the factors that influence the likelihood of flooding in any given area. It considers precipitation, geology, relief and land use and invites students to try to explain the distribution of areas of the UK that are considered to be at high risk of flooding. There are activities on the slides and a series of questions at the end of the presentation.

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.