This is an A3 sheet that asks students to apply their knowledeg of development and development indicators to the country of Ethiopia. It is a research activity that finishes with knowldege of Ethiopia as a country and of its rating as an LIDC.

Based on the new GCSE levels, these resources are designed to illustrate and explain to pupils how to make progress at KS3. Displays what pupils need to do to improve their geographical knowledge, understanding and skills through the levels. There are sheets for pupils’ books to show how they can progress form their current level to the next as well as classroom display / posters to show the full ladder for each of the three categories (knowledge, understanding and skills).

This 31 page booklet has been written to introduce, explain and test the cartographic and graphical elements of the OCR A specification skills exam. It describes the use of each technique in geography and gives their specific strength sand weaknesses. There is focus on OS maps where it describes in detail how to complete the skills necessary to read an OS map. It finishes by looking in detail at bar, line, pie, scatter graphs and lines of best fit, histograms and radial diagrams. Will be suitable for other exam board specifications.

This is skeleton mind map with all of the key learning objectives included to direct student revision. It contains diagrams for explaining, key words and processes for defining and key concepts for the two case studies identified for students to describe. It is three A3 sheets.

This is a 19 page booklet of activities based on the case study of an LIDC element of the OCR People of the Planet unit. It focuses on Ethiopia and is based on the Hodder OCR A textbook. It covers all aspects of the case study, requiring students to complete mind maps, tables, questions, exam questions and diagrams. This booklet has taken 4-5 hours of lesson time to complete.

This is a collection of homework tasks planned to support the scheme of work. It looks at (1) land use zones - exam question (2) housing - written table (3) decline of the CBD - exam questions (4) traffic - poster (5) slums in EDCs - written letter (6) Sustainable cities - presentation (7) AfL assessment - improving squatter settlements. It can be used as a booklet or each task can be used separately. Booklet includes a knowledge organiser, a feedback/target setting sheet, homework tasks, an AfL task and sample exam for revision.

This is a scheme of work written for the OCR (9-1) Geographical Themes unit ‘UK Environmental Challenges’. It uses the Hodder textbook as a basis for many activities. There is a sheet attached to identify where geographical skills can be delivered within the unit, as well as an evaluation sheet for each lesson for teachers to identify the strengthes and weaknesses of the proposed lessons (designed to encourage this to be a working document).

This is a scheme of work written for the OCR (9-1) Geographical Themes unit ‘People of the UK’. It uses the Hodder textbook as a basis for many activities. There is a sheet attached to identify where geographical skills can be delivered within the unit, as well as an evaluation sheet for each lesson for teachers to identify the strengthes and weaknesses of the proposed lessons (designed to encourage this to be a working document).

This is a collection of eight knowledge organisers based on the schemes of work available. Each has a glossary of key terms, important diagrams for the unit and key facts. There is a knowledge organiser for the following topics: Map Skills, Development and China, Weather and Climate, Urban Living, Volcanoes and Earthquakes, Population, Africa and Rivers.

This is a PowerPoint that looks at four zones of the city - CBD, inner city, inner suburbs and outer suburbs. There are images and maps to illustrate and enable discussion of characteristics. There is also a work sheet that has a blank concentric circle diagram for labeling and questions for pupils to answer.

PowerPoint, based on the OCR A core textbook, that identifies the north-south divide and looks at government strategies to reduce.

This is skeleton mind map with all of the key learning objectives included to direct student revision. It begins with the key words and concepts to the unit linked to development before dealing the human and physical causes of uneven development. It covers the Rostow Model and then moves to look at the main factors affecting the development of Ethiopia. It finishes with urbanisation in EDCs with the focus on Rosario. The resource is three A3 sheets.

This is a resource that offers model answers for both the human and physical questions typical in the Geographical Skills paper. It is based on a river study (width, depth and velocity) and a town survey (function of the settlement). The two questions studied are (1) ‘As velocity increase, width and depth also increase’ (2) Church Stretton caters for an ageing population’. It looks at the purpose of the enquiry, characteristics of the study area, data collection (methodology), presentation, conclusion and evaluation.

This is a booklet that can used to record the key characteristics of each of the seven biomes covered in the OCR A specification. It covers location, climate, flora and fauna and an exam question based on the biome. There is also a two page spread where students can record images of the different types of flora and fauna. It is designed to last four to five lessons depending on detail of exam feedback.

This is skeleton mind map with all of the key learning objectives included to direct student revision. It contains key factors affecting UK climate, extreme weather, Somerset Levels flood, resources and the UK environment, types of energy, changing energy mix, changing energy demand, sustainable energy and UK energy futures. It is three A3 sheets.

This PowerPoint has all of the resources referred to in the UK Environmental Challenges scheme of work and resources all of the lessons. There are 70 slides in this presentation including diagrams, explanations and peer assessment tasks.

Tracking sheets for pupils to identify and monitor progress through a scheme of work.

Tracking sheets for pupils to identify and monitor progress through a scheme of work.

Tracking sheets for pupils to identify and monitor progress through a scheme of work.