This is for Year 12 mixed ability. I recommend printing the worksheets file as A3, and the rest can be as A4. It involves resources e.g. books, but also plenty of up-to-date/ live information which will need to be accessed with internet. E.g. computers, phones, or teacher can print them out from the website. The exam board are aware of these A-level textbooks having older data, but students can infer information as years have gone by. Add information/ own knowledge, their knowledge when looking at boroughs and images. Bring the lesson alive. E.g. One student mentioned the Green Bridge that was unsuccessful, has a similar one built in Manchester instead. Pages are included in the PPT. The aim from the AQA spec: Case studies of two contrasting urban areas to illustrate and analyse key themes set out. This includes: patterns of economic and social well-being the nature and impact of physical environmental conditions with particular reference to the implications for environmental sustainability, the character of the study areas and the experience and attitudes of their populations. Helpful materials: Dictionary - expected key terminology for A level and above white (fourth edition) Hodder A Level textbook - used in this lesson but I have attached a double sided page of information which can be used instead or in addition cool geography - https://www.coolgeography.co.uk/advanced/contemporary.php AQA spec for this unit https://www.aqa.org.uk/subjects/geography/as-and-a-level/geography-7037/subject-content/human-geography/contemporary-urban-environments

Resources: PPT, Graph paper, Help sheets, Templates Keywords: Hypothesis, Perception, Crime, Analysis, Conclusion Starter activity: Where would you like to live? (from reading newspaper headlines) • Describe different peoples’ perceptions towards crimes • Identify patterns in crime perceptions • Explain why there are differences in perceptions of crime Key terms Data Hypothesis Bar chart Peer assess Description paragraph Conclusion Review Group sharing Examples Modelling on board Colour coded Help sheet to scaffold/ help Template available for those who are struggling a lot Prompt questions Challenge – How might someone’s perception of crime be affected?

I use to live and teach in rural Tanzania for a bit so I wanted to share culture about it to the students in an engaging way Starter: images guessing where Objectives Images and storytelling (short) Information sheets - around the room task for engagement - up to date info 2024 Tourism posters Examples Plenary sharing

General homework showcase Peer assessing Give time for them to go around and interact Nominations for rewards/ votes Dingbats of countries

1hr lesson Guess the country images and flag Describe the location - Atlas use and map Video - fact information A3 poster in pairs promoting tourism in airports Success criteria included - slogans, pictures, facts Images/ Montage of ideas Peer assess (group swaps) Plenary

1hr lesson - TEEP model Images - odd one out and why. Challenge included. Definitions Biomes Animals - information collecting. Challenge included. Short story on your daily life (as one of the animals) Sharing 3, 2, 1 plenary

1hr lesson PPT step by step answers, images, colour coded, for low ability/ consistency in answers. Guess where - images and flag Prior knowledge check World map handout Describe location Video Information search (around the room/ sheets) Fill in sheets Lonely planet introduction writing task Peer assessing National Graphic Magazine task

Identity Key words Google Earth - or consider Atlas - depending on students’ locational knowledge and skills Video with a few comprehension questions - AFL Images, Atlas, Split, Latitude images/ information available - explanation available if needed. South Sudan - questions about placement etc. (in lesson plan) Timeline reading Mind map ideas - from timeline prompts - you may want to explain, draw etc. I used Iraq as an example (about the war and religion) - and linking it to humanities - affecting this independence and conflict etc. Design your own country - questions to ask to check understanding Include prompt questions in instructions – e.g., do you want the capital city to be in the mountains or near the river? Why?/ do you want them to speak the same language or something different and why? Questions about their new country - students to justify They label their country Challenges included Random sharing - wheel of fortune included in PPT. Adjust names.

Updated: Loved lesson by schools. Focuses on literacy. I included emotions helpsheet in this for SEMH students. Starter: Life expectancy game using 2024 statistics Graph - students interpret or you explain Definition UK discussion topic - if you have more time - add in a maths question using the numbers (to include numeracy skills in your list) Graph with lots of prompt questions. Depending on ability and past topics you can decide whether you go through this part together or in pairs/ alone. Next slides - if they are quite low ability, do address how it links for understanding. Otherwise, it is easily understandable but check in with lower abilities by having them answer/ share (privately or in class depending how supportive the class is and if you manage behaviour well). Articles, videos included - depending on time and ability you can choose whether to include all. I usually do the summarised slide and a video for lower ability to understand it. Please address misconceptions that NOT every eldery does this. Instructions with success criterion Example which helps a lot Template provided (print out versions available if you have students who aren’t able to write) Challenge included Peer assess - more positives than negatives. Notes: I mentioned TA but she just chills at the back of the room most of the time. High ability (above top set) - if needed - I added lots of information about other countries with videos and personal knowledge (not included in PPT) but I found any of this difficult to fit and engage with average ability as they are only familiar with UK and still lack knowledge on that so I skipped them.

Updated: Great lesson that I completed in several schools. It can fit in 1 hour, or easily be 2 hours. Starter - differences in words Differentiated reading variety: less options from easy to hard (polar bear has missing information for higher ability to think of answers). Full options provide a range of animals if you wanted to provide more variety, have a longer lesson etc. Images and maps included Endangered > Extinct line with examples included for understanding (helps lower ability a lot) Mind map - with examples Definitions included - break down of words (included in the lesson plan for how to do this) Reading information - highlighting (make sure those with polar bears know they don’t have the 2nd highlighter which is prompted on PPT but depending on your students’ ability you may need to tell them). The original reading can be changed to beginning if the school runs reading session routines, this will make them more familiar with the text and ready for the task. Create a fact file. Success Criterion included. Challenge included. Fact file works better as students focus on writing (e.g. Yr 8s mixed ability did half a page in 5 minutes). I used this class in the best schools in Basingstoke. If you have more time, you may want to do a poster but ensure they do not spend ages designing, writing a title or drawing pictures as this shows no application of knowledge. Students present their work. Depending on time and resources, you may want a table (removed from PPT) for them to complete as students present. Otherwise just some simple notes for extra information, but their in depth information will be displayed in their animal/ work. Plenary. If time pair discussions, then class. In PPT, I’ve set as class vote due to time. Reading materials include pictures, graphs, maps, statistics etc. so they have to think about the information. Check students’ reading ages before you give them an animal. Easiest is turtle, then Panda. Majority of students like Panda level. Orangutan has the heavy text which should be given to those who enjoy reading and have a higher than average reading age. E.g. grammar stream students were given polar bear, elephants, orangutans (but kept some pandas for any students who may happen to struggle on this topic).

Video Information of key features Colour code Categorising between tourism/ ecotourism Images and examples Case study with worksheet and challenges Design task with success criterion Student example available

Very fun and engaging deforestation debate (they need some knowledge beforehand, otherwise your help during the debate). All students say it is the best geography lesson they had (including if I do this in other schools as a one off). All students are actively participating in every second of the lesson. I really enjoy this lesson but it is a lot of energy and they need to respond to you. For a class that are noisy/ active I used a bell per round (5), but other classes it is not needed. Hot air balloon debate. There is a bit of preparing time for all students at the start so they are ready. Depending on their ability, during the “note taking” sections (between some rounds), you can give questions to volunteers/ help them out ready for the debate in advance. Otherwise, my students were just practicing their confidence and speech/ public speaking skills. E.g. I had one stand up high and speak loudly, and used the uniform as “one” to vote for him. For example, they may ask for some advice. The lower abilities would take their books to read or use for ideas during this time. You may want to provide a finished handout for the volunteers as they are note taking (unless they are high enough ability to multitask it). I usually photocopy another students’ finished notes to give them because it is related to the actual debate they did, rather than what you’ll guess they will say. After the debate, they have a good view on all stakeholders and can create their own speech about who they support. Sentence starters/ examples, prompts provided. Challenge included. Some students to share their speech afterwards. This builds great confidence in their speaking, reading, and class support. It is fast pace, so behaviour needs to be quickly acted upon. Responsibility shared, more freedom and trust in the classroom. It is something different and worth trying if you haven’t. It will indicate whether you can trust/ give freedom in lessons. This is a shorter version than my original to fit within 50mins-1hr class. It can easily be adjusted.

1-2 hour lesson Lesson plan attached in full (updated) Thinking starter image Facts (prior knowledge check AFL) Videos with questions on causes and impacts News report with example, gapfill/ sentence starters Plenary AFL Worksheets to print 2 versions (diff AFL)

Recap video Video/ diagram explanations available Modellings task Worksheet Reading task Answers Challenges Handouts (lower ability)

Writing task Examples Models Card sorts Map categorising Answer sheets

2 lessons worth

Revision of Africa and Asia

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

Starter images - good and bad things about living there Learning objectives Key terms - word bank and challenge Image explanations to help lower ability I do, we do, you do short activity and challenge question Images for AFL checking push pull factors before main activity Engaging activity - card sort real example Paragraph writing reasons - sentence starters, challenge included A few more examples of different scenarios - students think of factors and intervening obstacles Plenary - push pull factors for themselves

Engaging lesson about the one child policy Depending on your class you can adapt the PPT. The lower and higher ability materials are already available (it’s set on level 3 and 4) Includes opinion line at start and end of lesson. Can be done in classroom on in their books. See how it changes as they learn about the topic. Print out of the colour coded answers for lower ability/ SEND students to assist.