Photo senses starter Key terms Video Story telling with tasks Discussions, emotions, scenarios Real story Diary Example Write your own diary Diary helpsheet Different emotions helpsheet (SEMH/ low ability) Hard challenge included

PowerPoint portfolio Consistent design and font All 8 teaching standards with bullet points in each (from the Teaching Standards) Under each bullet point are examples of how I completed it as evidence Adaptable You can include images/ files to the PPT Your own portfolio should already be online for you to refer to (if you’re training)

Video Key features Sharing thoughts Images Intentions Marriage - why? Image and speech bubbles 4 parts - images and names Reading Henna design Video - 3 notes Images Intentions met so far = time to apply knowledge Leaflet creation (handouts) Use what they learnt today and the information sheet to help make leaflet Extra worksheet if you want to use - gapfill, word bank, exam questions (level included)

25 minutes PowerPoint on Windrush Day (coming up) Cultural awareness Holidays Events History

Updated version: Only English. Used with students for locational knowledge. Timer already set so you don’t need to press anything and check the students/ control behaviour. You can adjust timer settings. 40minutes - 1hr class: alter to suit your needs/ wants to adjust timing. This has PPT, an answer sheet for you, 1 page quiz worksheet (or they can write numbers and answers, depending on the ability of students or your resources), a video (which is already embedded in the PPT but you have this as an in case). Powerpoint is already timed, so you only need to get the class into groups, give them a worksheet and the slides will go through. I monitor the classroom and if they already answered, then I would forward it to next slide to provide more discussion time at end. Guess the country (flags made with their food) Name the colours of the flag Real or Fake flag Short video clip about flags: memory test At the end, you can mark answers by going through with students and having them swap their sheets with another group. You can even expand on each section/ answer by asking about the image which brings into cultural food and famous things of each country, or even some facts that students may know. You can decide how they get full marks. For example, correct spelling only etc. Literacy is important in UK schools and you gain points for correct spelling in exams so you might want to factor your lessons. I used this for English class where they had to translate it from their own language to English so I didn’t mark for spelling but gave them points for trying to spell (usually they would have the word in their langauge). Their geography level are good so I usually did forward the slides. I used this as a reward day which is fun, engaging and has competition between teams. You can give rewards to the winning team if you like, usually candy or in UK it would be commendations.

Height on maps Gapfill and word banks Spot height Layer colouring Contour lines Explanation through colour coding, animations and different perspectives Example drawing 2 minute video summarising Option to draw contour lines on landscapes Short tasks Worksheet applying map skills onto OS map All answers pop up Includes higher thinking skills for those who need challenges Gapfill plenary Helpsheet available for low ability

Writing task Examples Models Card sorts Map categorising Answer sheets

Learning outcomes: Define the term NEE and give examples. Rank and justify the improvements you would make to an LIC. Investigate an African NEE country. Each time you do one, you refer back to it via AFL with students Strong focus on command words as these will be in exam questions (for young or older students to be aware of the meaning of these) Scenario based thinking on own. Pair work on same scenario but having to agree on one decision together. Feedback to class Learning Social/ Economic/ Environmental/ Political. Questions/ prompts per section to help students answer or categorise properly. Do an example together. Model it (especially if they are younger or have needs, otherwise it is already displayed on board) Students read information and put them into the correct categories (10 minutes). AFL and check whole room progress. I added additional 3 minutes with their goal to have one thing per box as 2-3 boxes were mainly done. Challenge included if needed. Random sharing. Depending on your student you can allow them to share any box, or you choose a box (but lower ability/ SEND may not have the box you want). Plenary for students to recheck the intentions and discuss if they met them. This shows their progress and understanding. Handouts available. SEEP in colour or black and white. Information sheet in colour, and shared handouts to have them exposed to graphs, tables and maps, and to help their partner as the task may be difficult for some.

Assessment Challenges included Peer assessing Show progress before and after. 4 marker question (to assist with end of unit assessment) When finished, students to keep their books nice and presented etc. Video List 10 facts Plenary discussion Later: Teacher mark and award marks, checks through books (every few weeks) - rewards for consistent effort, presentation etc, recognition of students within books, and in class next lesson. e.g. postcards home for good work and special stamps, okay work stickers, improvements needed nothing (all is based on student’s progress on their ability)

Starter: 130 slides Plenaries: 122 slides Lots of different resources All hyperlinked to corresponding slides Adaptable (if needed to something specific) Options: Select the one you want to do - through menu Random flick, click to stop - chooses random Keeps your lessons fresh/ different every time. Don’t need to make your own. Keep time aside for starters and plenaries so you can complete them and have fun.

Engaging and exploring lesson through reading. If you don’t have the book, you can print out the pages (included) 1.To describe why Africa is both cursed and blessed by geography. 2. To identify key challenges that Africa faces. 3. To develop a creative piece of work about Africa. • Starter: 5 facts – 2 minutes • Date and title • Learning intentions • Read the book 5 minutes and 2 min discussion task • Comprehension questions (10minutes) – challenges included. • Peer assessment • Raise of hands to check their knowledge • Design a poster • Plenary: share your work Support: Examples, Colour coded, Answers on board, Word bank, Images, Gapfill for lower ability/ SEND

Update 2024: KS3, more creative, scaffolding, and materials added. Lots of visuals Poster task Student examples included as ideas. 1hour lesson Wheel of fortune sharing (built into PPT) Lesson 7.1: Year 7, first class of climate change (causes) Lesson plan (1 page bullet pointed each section) Powerpoint (to follow with the powerpoint) - leaflet/ writing task PPT has videos and built in timer to help you keep your time management. Alter as needed.

A 2 truths and 1 lie game. There is a total of 5 rounds. Answers are animated to appear when you click. It comes up with the correct fact, or an interesting fact that is related to the statement. Title with icons. Rules included with images. This makes it understandable for all abilities, including EAL. 2024 statistics. Extremely fun and is perfect.

These are designed for 1hour. 3 slightly different versions depending on your resources/ class behaviour/ student abilities. You can mix them up. There are some Pokemon themed sections which you can remove/ alter. All materials and helpsheets included. Lesson plans are not included due to confidential data. Gapfill also included for students to try answers. In seats, short task together, short independent task building towards main independent task. Pair work. Similar to a treasure hunt but using words, to decode a secret word. Main activity is fun: linking into science, survival in real life using minimal items such as a leaf or a puddle etc. Depending on which resources you want to use and environment, this can be adapted. In this scenario, it’s in the classroom so it uses a bowl. There are other ways of making a compass but this is the minimal as you want magnetic north to address the misconceptions that North is always in front of you like the maps say. If you happen to not have materials/ or it’s being used by the science department/ don’t have any at home or the budget… you can skip the making compass section and show with your compass/ your phone/ provide compasses (depending on resources). The main activity involves a team game where they have to the teacher from A to B using the classroom. For behaviour control, they can estimate the number of steps (assuming they have also not learnt scale/ distance yet), or if you have a behaved class you can allow one student per team to leave their seat to count steps (limits to about 6 students out their seats at a time for classroom management). The purpose of the lesson is compass directions so the other factors are not important in this class. Future classes will have these skills combined. 2 and 3 looks more into real-life survival skills and involves team activities. There are also extras included depending on the class speed/ lesson time. If you have a break in classes, you can use it to prepare materials/ set up teams to save time. My students know how to move the tables, who’s in their teams, who is the team leader for collecting items (classroom management), and complete it within 30 seconds with materials. You must model it well if it is your first time with such activities.

Definitions mix and match boxes Class activity Low ability student support High ability challenges Examples for scaffold Lots of imagery to address misconceptions Worksheets available (differentiated) Literacy task Hinge questions for assessing knowledge All answers (fade out) All definitions on board under text Plenary to find definitions of unknown words using dictionary practice Reading/ knowledge/ linking to rainforest class 1-2hour lesson depending on ability. Homework included

starter definitions of words (break down into 4 sections) - i do, we do, you do model with worksheets green pen answers lots of challenge questions -prior knowledge and current news. prompt them if needed during questioning. pair discussions of images questioning print out of the images for annotations option gap fill task (print out for lower ability with word bank available for all/ some) back to annotations for those who finished early glue into books/ keep tidy answers via questioning/ reading green pen exam question modelling marking plenary quiz

An impact of climate change - focus on biodiversity Starter - definition of words. challenge included Green pen - add to answers Point left/ right for correct answers (AFL) Students read intentions Students read the maps (write a sentence) - sentence starter on whiteboard Students read endangered line (understading - why?) Mind map reasons - do a few examples and add on board first Green pen add 3 more ideas Key term conservation Break down the word - bio / diversity = diverse stem (on white board) Breakdown sustainable Students to write down if they don’t know the words Differentiated reading (3 versions to make it easier for teacher to split them) Highlighting, writing ideas, challenges Create a poster or fact file (depending on time) success criterion - emphasise there is no marks for pretty work - to do it after the writing challenge e.g. my year 8s wrote half a page of information (mixed ability) for fact files e.g. my year 9s wanted to do more drawings (mixed ability) so their work varied but they were really into it and would need more time. Feedback to class (table or notes - they were much faster with just making notes) - chose 1 per animal - visualiser for recognition and rewards Plenary - which one to save? Hands up voting.

Included full lesson plan Starter Atlas use Maps to label Mind maps about countries - using stats Challenges included Quiz-Quiz-Trade game Note down some facts from the game

Full Lesson (observed by universities and other higher educational roles). Slightly different trade game. Learn about HIC, NEE, LIC - global trade imports, exports - inequalities - international events, etc. You may need a glossary or students may have some prior knowledge about development or globalisation. Reflection is most important. Includes 6 countries. Each countries equipment list included. Amendable. Borrow students’ equipment if needed. Added observer roles for high ability who (who can also act as referees to control behaviour if you have behaviour problems). Make sure they are rewarded. They watch the countries, report to you, and write up a report. A4 sheet with list of questions and prompts for them to complete. Note: You can make it clear if you are allowing or not allowing stealing. I only had one class steal a lot. This can link back to some History and Geography such as South Sudan. Remember to control physical fighting. After game, you have a discussion as they will probably have a lot to say or comment about. Cut it off at the appropriate time. Must calm back down with writing reflection notes. Reflection cards for them to answer prompt questions with challenges. This links to development (not X stole Y etc.) Observers will write their short report. You may have some share at end. I completed it with new classes - considered risktaking by most educators. E.g. Some schools and teachers have never done such a lesson. I’d recommend doing this if you know the class well enough, attempted some freedom lessons that you can trust them during this game, otherwise you need to have good behaviour management or plan B if you struggle to control. I’ve done this and other freedom lessons with new classes often with strict rules because every student are able enjoy and interact with the lessons (with any ability). I used this for observations and gave the “power” to strong/ high ability characters who were able to report everything to me (cheating) as the game went, as well as give rewards and consequences. Even my lowest abilities and SEND, EAL (no English), several behavioural students, all did AMAZING, including good use of key terminology. Honestly was really proud of them. They were able to make the link (maybe with prompts), and I did not need to call a high ability student to help. I only have 2 higher abilities in the class (and one was not in). This class were “successful” by several observers for passing placements and obtaining job offers. The best feedback was nobody attempts it for observation, and if they do - it is a disaster - so when I did this it was great (and the class isn’t a good ability class either)! I had 2 students run away over the fence just before class so they were noisy before class but they were perfect (address behaviour immediately as you need it for this class)

Use Atlases Use Globes Use Maps Gap fill with word bank Differentiated lines of latitude Lines of latitude Find locations - worksheet