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I am a teacher specialising in Geography and Religious Studies with over 3 years experience to date. I pride myself on designing lessons that fully engages students in their learning Any lesson that you download is fully resourced and differentiated ready to use in a flash. I hope they make a real contributing to your own classroom like they have done to mine.

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I am a teacher specialising in Geography and Religious Studies with over 3 years experience to date. I pride myself on designing lessons that fully engages students in their learning Any lesson that you download is fully resourced and differentiated ready to use in a flash. I hope they make a real contributing to your own classroom like they have done to mine.
Global Poverty

Global Poverty

This contains a fully resourced, differentiated lesson on global poverty. In the main part of the lessons students have to consider a range of definitions to decide what they believe is the best one, use a range of pictures to explain the impacts of global poverty, and finally complete a written evaluation as to whether they believe it is possible to end global poverty. Learning Objectives: To describe the meaning of poverty. To explain the impacts of global poverty. To speculate whether it is possible to end global poverty.
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Hindu Funerals

Hindu Funerals

This contains a fully resourced, differentiated lesson on Hindu funerals. In the starter students have to use two images to draw out initial observations about Hindu funerals. In the main this leads to an information gathering task and a symbolism task, with a GCSE style question included to assess understanding of the material. Plenary is also included. Learning Objectives are: To describe the key features of a Hindu funeral service. To explain how these features reflect their beliefs about life after death.
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What Are Moral Decisions

What Are Moral Decisions

This is a fully resourced, introductory lesson on how people go about making moral decisions. The main part of the lesson mostly focuses on a case study to consider the effects of our moral actions, namely that the minerals from our mobile phones can be sourced (on occasion) to war zones. It contains a written task, peer discussion task and evaluation task. To describe what moral decisions are. To explain the effects of our moral decisions. To evaluate the morality of our moral decisions.
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How Can The Impacts Of Earthquakes Be Mitigated

How Can The Impacts Of Earthquakes Be Mitigated

This contains a fully resourced, differentiated lesson on how the impacts of earthquakes can be mitigated. Focused on the 3Ps, the main part of the lesson involves a discussion task on the difference between the three approaches and the techniques it might involve, leading up to an extended note taking task on how the different techniques can help to mitigate the impacts of an earthquake. Learning Objectives: To describe the different approaches to mitigating the impacts of earthquakes. To explain how these approaches work in practice. To evaluate the effectiveness of these approaches.
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How Is A Newborn Welcomed In Islam?

How Is A Newborn Welcomed In Islam?

This contains a fully resourced, differentiated lesson on how babies are welcomed into the Islamic faith, otherwise known as the Aqiqah Ceremony. The main part of the lesson contains an information hunt on the different practices followed by pair-work where students have to compare the similarities and differences with Christian Baptism. Learning Objectives: To describe how Muslims welcome newborns into the Islam. To explain why these practices are important to Muslims. To compare this ceremony with the Christian tradition.
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Contour Island Practical Lesson

Contour Island Practical Lesson

This contains a fully resourced, differentiated lesson on contours. This lesson, well situated after a lesson on the basics of contours, involves students creating their own 3D cardboard models to show how contours can show the height and shape of the land. It contains a full set of step-by-step instructions and supporting visuals to assist students with this. Learning Objectives: To identify how contours can be represented through 3D modelling. To describe the relief of your models using appropriate geographical terminology.
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Settlement Test

Settlement Test

This contains an end-of-unit test that can be used to assess progress on the core content in a Settlement unit, aimed primarily at KS3 level. This test covers the following topics: settlement hierarchies, services, factors that can affect the site of a settlement, functions of a settlement, Burgess model and urban land use, urbanisation. It can easily be adapted to suit your own school’s local Geography if desired.
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What Is A Settlement

What Is A Settlement

This contains a fully resourced, differentiated lesson which acts as an introduction to settlement. The main part of the lesson involves a brief class demonstration to illustrate the meaning of a hierarchy, a fact finding task on the characteristics of a settlement hierarchy and an O.S. map task where students consider the link between the size of a settlement and the number of services it provides. PLEASE NOTE: DUE TO COPYRIGHT THE OS MAP CANNOT BE PROVIDED. Learning Objectives: To describe the characteristics of a settlement hierarchy. To explain the link between the size of a settlement and the number of services it has.
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What Makes A Good Site For A Settlement

What Makes A Good Site For A Settlement

This contains a fully resourced, differentiated lesson on the factors that make a good site for a settlement. The main part of the lesson involves a brief written exercise to consider the factors that are important when considering the site of a settlement, then an interactive group task (involving dice!) where students create the location of a site of a settlement and have to discuss its advantages and disadvantages, and lastly decide whether it is an appropiate site for a settlement or not. Learning Objectives: To describe the factors that can influence the site of a settlement. To explain the advantages and disadvantages of these factors. To evaluate whether these factors make it an appropriate site or not.
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What Different Functions Can A Settlement Have

What Different Functions Can A Settlement Have

This contains a fully resourced, differentiated lesson on settlement functions. The main part of the lesson involves a simple matching exercise of the different settlement functions, then complete a grid shading exercise of the different indicators of the various functions that a settlement can hold (they are required to justify what they consider the most important indicator for each function as part of this). Learning Objectives: To describe the different functions a settlement can have. To explain the indicators of each type of settlement function. To explore how the function of a settlement can be dependent upon the physical environment.
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Settlement Scheme Of Work

Settlement Scheme Of Work

This contains a scheme of work designed to cover the key content of settlement. It is aimed at KS3 to give students a good grounding in preparation for the more rigorous GCSE's and so contains demanding exercises in a fun, interesting and innovative fashion. Content covered: settlement hierarchies, services, site factors, settlement functions, Burgess model, urban land uses, urbanisation patterns and reasons. It should be taught in the following order: 1. What Is A Settlement? 2. What Makes A Good Site For A Settlement? 3. What Different Functions Can A Settlement Have? 4. How Is Land Used In Urban Areas? 5. Why Is The World Increasingly Urban? 6. Settlement End-Of-Unit Test
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How Is Land Used In Urban Areas

How Is Land Used In Urban Areas

This contains a fully resourced, differentiated lesson on how land is used in urban areas, paying particular attention to the Burgess Model. The main part of the lesson involves students drawing a sketch of the Burgess Model accompanied by a written paragraph describing what it shows, then working in pairs to study visual information sheets of each zone (CBD, Inner City, Inner Suburbs, Outer Suburbs) to explain the characteristics of each zone - this involves a very enquiry based approach and a heavy emphasis on them having to justify their answers based on the visual evidence provided). Learning Objectives: To describe the different zones that can be found in urban areas. To explain how these zones can be used and why they are located there.
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Why Is The World's Urban Population Growing

Why Is The World's Urban Population Growing

This contains a fully resourced, differentiated lesson on the world’s growing urban population (urbanisation). The main part of the lesson involves drawing a line graph to show the increase in the world’s urban population (based on World Bank Data Set) and describing the pattern using data, an interactive peer sharing task on the reasons for the growth in the urban population (they do this by explaining one reason they are allocated in the grid, with pointers to help them, and then share the information with their peers, big emphasis is placed on helping each other to develop their explanations), and lastly a written exercise assessing how influential they believe these reasons have been. To describe how the world’s urban population is growing. To explain the reasons for the growth in the urban population. To assess the importance of these reasons.
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What Are Ultimate Questions

What Are Ultimate Questions

This contains a fully resourced, differentiated lesson which acts as an introduction to the idea of 'Ultimate Questions'. The main part of the lesson involves students working in pairs to generate their own examples of ultimate questions (using stimuli to help), a class viewpoint sharing task (which could be done as a silent conversation), and a written reflection task at the end where they evaluate various viewpoints towards one ultimate question. Learning Objectives are as follows: To describe examples of ‘ultimate questions’. To explain different viewpoints towards some of these questions. To express a reasoned and balanced viewpoint to one of these questions.
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How Is The Christian Creation Story Best Understood

How Is The Christian Creation Story Best Understood

This contains a fully resourced, differentiated lesson on the Christian Creation Story from Genesis. The main part of the lesson involves drawing a storyboard to show the key parts of the story, a pair discussion task on how Fundamentalist and Liberal Christians might view the story (leading to a card sorting task of the reasons behind the views), and finally a written reflection evaluating how they believe the story is best understood. Learning Objectives: To describe the Christian Creation Story. To explain how this story is viewed by different Christians. To evaluate how you personally believe it is best understood.
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How Convincing Is The Big Bang Theory

How Convincing Is The Big Bang Theory

This contains a fully resourced, differentiated lesson on the Big Bang theory. The main part of the lesson involves students annotating a set of images, in the appropriate spaces, to describe how the theory works. It also involves an information gathering exercise on the arguments (religious and scientific) for and against the Big Bang theory, and an evaluation task where students give a score according to how convincing they find the theory based on the evidence and arguments presented. Learning Objectives: To describe the Big Bang theory. To explain the arguments for and against the Big Bang theory. To evaluate how convincing you find the theory.
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How Convincing Is The Theory Of Evolution

How Convincing Is The Theory Of Evolution

This contains a fully resourced, differentiated lesson on the theory of evolution. In the main part of the lessons students complete a gap-filling exercise in order to understand how the basic theory works, work in pairs to rank different arguments (religious and scientific) on the 'Layers of Inference' grid, and finally complete an extended writing task on how convincing they find the theory based on the evidence and argument provided. Learning Objectives: To describe the theory of evolution. To explain the arguments for and against the theory of evolution. To evaluate how convincing you find the theory.
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What Is The Meaning To Life

What Is The Meaning To Life

This contains a fully resourced, differentiated lesson towards one ultimate question: What is the meaning of life? In the main part of the lesson students have to use information cards to describe a range of philosophical views (e.g. Nihilism, Materialism, Religious...) towards the meaning of life and explain how it might affect the way they live their lives, and then conclude the lesson by completing a written task evaluating which viewpoint they agree and disagree with the most and why. Learning Objectives: To describe different philosophical views about the meaning of life. To explain how these philosophies can shape a persons’ life. To evaluate your personal viewpoint towards them.
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Creation Stories Assessment

Creation Stories Assessment

This contains a set of materials in order to carry out an assessment on a 'Ultimate Questions' unit. Students have to devise their own creation story, religious or scientific, and explain how different groups of people (e.g. atheists, Christians) may interpret it and their reasoning for it. This resource is easily adaptable to incorporate into a lesson or another scheme of learning.
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Ultimate Questions Scheme Of Work

Ultimate Questions Scheme Of Work

This contains a fully resourced, differentiated scheme of work on 'Ultimate Questions'. All lessons contain a set of clear activities to meet a set of differentiated learning objectives. They should be taught in the following order: 1. What are Ultimate Questions? 2. What is the Meaning of Life? 3. How is the Christian Creation Story best understood? 4. How convincing is the Big Bang theory? 5. How convincing is the theory of Evolution? 6. Creation Stories Assessment
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The Beatitudes

The Beatitudes

This contains a fully resourced, differentiated lesson on the Beatitudes. In the main part of the lesson students have to write a modern day translation for each one, explain why they are important in pairs and write an extended analysis of how they could be applied in someone's life. Learning Objectives: To describe the meaning of the Beatitudes. To explain why they are important for Christians. To analyse how these could be followed by people in their own lives.
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How Do Spits, Bars And Tombolos Form

How Do Spits, Bars And Tombolos Form

This contains a fully resourced, differentiated lesson on the main depositional landforms created by longshore drift. The main part of the lesson includes a discussion and written task on how spits form, followed by students using an information sheet to produce their own diagrams as to how bars and tombolos form. Learning Objectives: To understand how the process of longshore drift forms spits. To explain the formation of bars and tombolos.
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What Causes Waves (Coasts)

What Causes Waves (Coasts)

This contains a fully resourced, differentiated lesson on the types and actions of waves in coastal environments. The main part of the lesson involves a simple matching-up exercise of key terms, a self-imagining and written task on the difference between swash and backwash, and lastly producing a set of diagrams on the differences between constructive and destructive waves. Learning Objectives: To define key terms related to waves. To describe how waves breaks and exits on a typical coastline. To explain the differences between constructive and destructive waves.
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Why Are Coastlines Important

Why Are Coastlines Important

This contains a fully resourced, differentiated introduction lesson on coasts. In the main part of the lesson students use a stimulus image to generate their own definition of what a coastline is, carry out a image analysis of different coastlines around the room (open-ended but focused questions for students to generate their ideas) and lastly a ranking exercise on different reasons why the coastline is important for people. Learning Objectives: To identify what a coastline is. To describe the key features that make up a coastline. To explain why coastlines are important.
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