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I care very deeply about planning lessons that are engaging for students. I try to ensure that my lessons are visual stimulating and give students plenty of mental imagery to anchor their learning to. I strive to include differentiated resources, opportunities to challenge and chances to practice geographical and exam skills. I appreciate feedback - please, if you have any points for improvements for any of my lessons - do leave feedback and let me know :-)

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I care very deeply about planning lessons that are engaging for students. I try to ensure that my lessons are visual stimulating and give students plenty of mental imagery to anchor their learning to. I strive to include differentiated resources, opportunities to challenge and chances to practice geographical and exam skills. I appreciate feedback - please, if you have any points for improvements for any of my lessons - do leave feedback and let me know :-)
UK Economic Change - AQA GCSE Geography - Economics

UK Economic Change - AQA GCSE Geography - Economics

LESSON COVERS the major changes in the UKs economy including deindustrialisation, the post industrial economy and the move towards service industries, science and business parks. LESSON INVOLES the majority of the lesson is taken up by the creation of a timeline (differentiated by target)- first looking at what happened and when, then using different colours to explain why the things happened/are happening or will happen. The final task is to put these pieces together into a short story supported by mixed up sentences. LESSON RESOURCES the timeline activity is supported by some information sheets that are intrinsically differentiated (some info boxes are easier to read, some more complex). The lesson also includes a 5 minute "Review Previous Learning" task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)
teach_tectonic
MEDC/HIC city, BRISTOL - 7 LESSONS, new urban unit, AQA GCSE Geography

MEDC/HIC city, BRISTOL - 7 LESSONS, new urban unit, AQA GCSE Geography

This bundle contains 8 lessons covering all aspects of the HIC City part of the new Urban Issues and Challenges unit for AQA GCSE Geography, including an introduction to Rio lesson, and a review lesson. Lessons are fully resourced, include a number of GCSE practice questions and differentiation and challenge opportunities for most tasks. Please review with any feedback.
teach_tectonic
URBANISATION: New Urban Unit GCSE AQA Geography

URBANISATION: New Urban Unit GCSE AQA Geography

LESSON COVERS: Urbanisation, rates of urbanisation, push and pull factors, rural urban migration and natural increase. POSSIBLE DOUBLE LESSON LESSON INVOLVES: main features include key word activities exploring and applying the definition of HIC, LIC, NEE, Push and Pull factor. A timed activity where student have 90 seconds to view an image and decide if it is is a push or a pull factor and explain (it is slide 7 - once on the slide click to start the clock, it should go through each image automatically - you can remove the animations if you prefer). This is followed by an activity using the Brandt line map and a topological style map identifying urbanised countries. The last big activity is a categorising activity for rural-urban migration vs. natural change. RESOURCES: copies of the relevant text book pages, along with shading sheets for urbanisation causes, and gap fill support activity for the demonstrate task. NOTES: the construct activity slide for identifying push or pull factors is on an automatic timer. Open the animation pane on the slide to remove if you wish. Please review with any feedback :-)
teach_tectonic
HIC Bristol: Social opportunities, New Urban Unit AQA GCSE Geography

HIC Bristol: Social opportunities, New Urban Unit AQA GCSE Geography

LESSON COVERS: Social opportunties for people in Bristol, broken down into cultural, economic/employment and leisure LESSON INVOLVES: students create a perfect city pie, with slices made up of specific information on different types of social opportunities. Once the slices are made up they than designed a packaging label to sell the advantages of the opportunities they have selected. The students are encouraged to select the opportunities that would make Bristol the perfect city for them. RESOURCES: there are 2 differentiated pie templates: one with three slices, the other with 6. Social opportunity cards with details of 9 different opportunities (3 of each type). NOTES: I lay the opportunity cards out at the front of the class for them to come up and select from. Once they have finished with one, they come back and swap for another one. I usually print off the social opportunities on different coloured paper, to make the different categories obvious. Please review with any feedback :-)
teach_tectonic
LIC / NEE Case Study: Nigeria TNCs vs Aid - AQA GCSE Geography - Economics

LIC / NEE Case Study: Nigeria TNCs vs Aid - AQA GCSE Geography - Economics

LESSON COVERS: the positives and negative impacts of TNCs operating in a LIC/NEE (Shell) and the role of international aid (Action Aid). Considering which best assists development. LESSON INVOLVES: Students start off by defining TNCs and considering their positive and negative impacts. They then are prompted to focus on the positives using an exam question to practice gleaning information from images. The negatives are presented through a video (hyperlinked - accessible in slideshow mode) and students asked to differentiate between making a point and showing understanding. Aid is introduced by a video (hyperlinked) on Action Aid and then an activity using a differentiated article on a health centre case study. The lesson ends with an exam question. RESOURCES: There are 2 articles: the one denoted "MA" is for middle - lower ability, "HA" is for higher ability. The lesson also includes a 5 minute "Review Previous Learning" task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)
teach_tectonic
MEGACITIES New Urban Unit GCSE AQA Geog

MEGACITIES New Urban Unit GCSE AQA Geog

LESSON COVERS: the characteristics of megacities, the issues of living in a megacity and touches upon the future of megacities LESSON INVOLVES: a series of present new information slides and construct activities, including differentiated reading, question and writing activities. Lesson ends with a creative writing task. RESOURCES: the lesson includes a link to a video, a map template with support maps and an article written in both more complex, and more simple language (similar volumes of text on each) NOTES: the link the video is embedded, put the slides into slide show mode and then click on the video screen grab (there is a part two to the video on youtube if you wish to use it) Please review with any feedback :-)
teach_tectonic
Revision Pack: GCSE Geography - AQA New Spec (2018+)

Revision Pack: GCSE Geography - AQA New Spec (2018+)

Differentiated revision pack for new spec AQA GCSE Geography…full details and description below… AQA UNITS COVERED: (resources are fully editable if you teach different units) PAPER 1: Natural Hazards – Living World – UK Physical Landscapes PAPER 2: Urban Issues and challenges – Economic World – Resource Management RESOURCE CODE: HA = HIGHER ABILITY, MA = MIDDLE ABILITY **BIG GCSE GEOG revision guide HA **includes AQA specification pages for annotation, topic mind map pages, topic checklists for notes/diagrams and facts, topic key word lists with space for definitions, exam tips pages, practice questions grouped by skill (map skills, data skills, written skills, etc), command words and SPaG guidance. **MA guide **includes all of the above apart from the specification pages, also the checklists use visual prompts and the key words lists are reduced slightly. (The box on the front of the revision guides is where I write my Top Tips specific to that student so they see it every time they pick it up!!) CHECKLISTS are also included as separate documents and are best printed on A3 **KEY WORDS LISTS **are also included as separate documents (some are quite lengthy but you can edit at will) **EXAM TIPS **slides are specific to how I’ve interpreted and simplified the mark schemes for my students, but are fully editable to suit. The versions in the revision guides are simply screen grabs from Powerpoint if you wish to edit/switch/delete them. PLEASE NOTE all of this content is specific to what I have taught, case studies, language, etc, so please have a look through and tweak to suit your students where necessary.
teach_tectonic
Climate Change Causes: AQA new spec, GCSE Geography

Climate Change Causes: AQA new spec, GCSE Geography

LESSON COVERS: historic and current causes of climate change, both natural and human LESSON INVOLVES: starts with a graph task identifying trends in climate, bulk of lesson involves students using a differentiated Fact Pack containing visual and written information on human and natural causes of climate change. At the end of the research task there is a review and do section where each cause can be summarised by students completing sentence starters and looking at a piece of evidence (this can be led to a greater or lesser extent by the teacher depending on class need). There lesson ends with a piece of written work where students have to back and debate either human or natural causes. RESOURCES: The fact pack includes two types of text boxes - one with simpler language and one with more complex (the key for each is on the task slide). The link to the video can be accessed by putting the powerpoint in slide show mode and clicking on the screen grab. There are also two versions of the causes template that can be used depending on ability - equally you can simply ask students to make notes in their books. Please review with any feedback :-)
teach_tectonic
LIC Rio, Urban planning for Urban poor, New Urban Unit, AQA GCSE Geography

LIC Rio, Urban planning for Urban poor, New Urban Unit, AQA GCSE Geography

LESSON COVERS: different elements of the Favela Barrio project and it is improving quality of life for favela residents. LESSON INVOLVES: the main task is a round-the-room differentiated info hunt activity, followed by a differentiated before-and-after annotation activity. RESOURCES: the info hunt posters should be put up around your room, or alternatively can be printed off as slide show handouts and used while students are sat at their desks. The before and after sheet has a differentiated version with sentences starters (see page 2). Please review with any feedback :-)
teach_tectonic
KEY WORD sheets - GCSE Geography: AQA New Spec

KEY WORD sheets - GCSE Geography: AQA New Spec

Here are differentiated key word sheets for the below AQA units. Each word has a space for students to write definitions - also available as part of my Big GCSE Geog Revision pack here: https://www.tes.com/teaching-resource/revision-pack-gcse-geography-aqa-new-spec-2018-11876525 AQA UNITS COVERED: (sheets are fully editable if you teach different units) PAPER 1: Natural Hazards – Living World – UK Physical Landscapes PAPER 2: Urban Issues and challenges – Economic World – Resource Management RESOURCE CODE: HA = HIGHER ABILITY, MA = MIDDLE ABILITY
teach_tectonic
UK North South Divide - AQA GCSE Geography - Economics

UK North South Divide - AQA GCSE Geography - Economics

LESSON COVERS the evidence for and strategies for addressing the social and economic North South Divide. LESSON INVOLVES Starter involves adding economic data to a UK map. The first main task requires students to note down key terms and then to watch a video do discover what those key terms mean. The second main task provides the students with timed slides with information about three strategies to address the north south divide: HS2, Enterprise Zones and LEPs (local enterprise partnerships). Students then colour code the strategies to link it to the information taken earlier from the video. The final plenary is a video with a bad word in it – my students can handle that but feel free to omit if wish! LESSON RESOURCES videos are hyperlinked to the screen shots. Put into slide show mode and then click on them. The lesson also includes a 5 minute "Review Previous Learning" task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)
teach_tectonic
Supervolcano - KS3 Geography's TOP TEN - Lesson 3

Supervolcano - KS3 Geography's TOP TEN - Lesson 3

LESSON COVERS: exploring what a super volcano is, how they are formed and how they are different to other volcanoes, and the potential extent of the effects of a super eruption (local vs. global) LESSON INVOLVES: exploring the definition of a super volcano and using a video to introduce the concept and look at how they are formed. Developing map skills and data skills through comparing eruption size to regular eruptions. This task has a support graph for students to use. Using video to introduce the idea of local and global effects, using notes taken from these videos to add information to maps of the world/north america - depending on ability. RESOURCES: support graph template is available to complete or simply use as a guide for students to create their own. The two types of maps are in the same file on different slides - print as required. NOTES: the link the video is embedded, put the slides into slide show mode and then click on the video screen grab. Please review with any feedback or if you spot any weevils in the lesson :-)
teach_tectonic
LIC Case Study: Nigeria's Industrial Structure - AQA  GCSE Geography new spec - Economics

LIC Case Study: Nigeria's Industrial Structure - AQA GCSE Geography new spec - Economics

LESSON COVERS: the changes and current status of Nigeria's economy and employment structure (Uses the Oxford AQA GCSE textbook: edited by S.Ross) LESSON INVOLVES: Students start by creating a graph depicting Nigeria's current employment structure. The main task of the lesson is to create a differentiated CV for Nigeria - the different parts of the CV related to different elements of learning about Nigeria's economy. The final task is to write the personal statement as a persuasive summary of what they have learned and why Nigeria should be considered for the future role of HIC. Students can write of sketch their CV information but must write the final statement. Lesson also includes a 5 minute review slide with questions from previous topics (can be skipped or edited if not relevant) RESOURCES: Their are two CV templates: MA - middle to lower ability/grades, HA higher ability/grades. The CV should be printed A3. The Oxford text book is used, but the lesson format can easily be edited to fit a different country with a different text book to support. The lesson also includes a 5 minute "Review Previous Learning" task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)
teach_tectonic
UK Infrastructure and Sustainability - AQA GCSE Geography - Economics

UK Infrastructure and Sustainability - AQA GCSE Geography - Economics

LESSON COVERS Improvements to the UK transport infrastructure including: HS2, motorway upgrades, Heathrow third runway, Liverpool port improvements. Going on to look the challenges this presents for sustainability and Torr Quarry as an example of sustainable economic development. LESSON INVOLVES Watching a series of videos and making differentiated targeted notes on the different improvements in transport identified above. Then an exam question to identify that the increase in economic development leads to increased emissions. After this students then create a differentiated mini infographic on Torr Quarry as an example or where development can be sustainable - taking into account social, environmental and economic impacts. Final task is an exam question. Peer assessment mini plenaries, starter and final plenary are also included. LESSON RESOURCES There are sheets for students to make their video notes on, as well as template for the mini infographic. IMPORTANT - for the info graphic task the lesson uses the Blue Oxford GCSE Geography AQA text book (edited by S. Ross). If you don't use this text book the infogaphic task can be adapted for whichever case study you choose to use. The lesson also includes a 5 minute "Review Previous Learning" task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)
teach_tectonic
China Three Gorges Dam - Geography

China Three Gorges Dam - Geography

LESSON COVERS: the location of the dam, how a dam works, the advantages and disadvantages of the dam and how it may impacts people and the environment. LESSON INVOLVES: students first generate questions for themselves about the dam which they then come back to answer later. The dam is then located by slowly zooming in on google earth (students to identify when they can see it). There is a video to make notes from on how a dam works, then a video for students to collect advantages and disadvantages (each video is hyperlinked if you click on the screen grab once in slide show mode). Students then read people profiles and plot each person on a graph to show how they are effected by the dam (differentiated). The final task is to write a letter as the president to the dam designer arguing for or against the dam's construction in the first place. RESOURCES There is an extra information sheet for any students wanting ore information. Please review with any feedback :-)
teach_tectonic
HIC Bristol, social inequality, New Urban Unit, AQA GCSE Geography

HIC Bristol, social inequality, New Urban Unit, AQA GCSE Geography

LESSON COVERS: to case study areas in Bristol (Filwood and Stoke Bishop) and the contrasting quality of life residents experience in each area. LESSON INVOLVES: a practice exam question to describe the location, a thinking task to interpret photos and a long photo sorting and annotation task. Lesson ends with a verbal debate. RESOURCES: only resources will be the sheet of photos. You will need a good supply of scissors and glue though. Alternatively you can ask students to glue in the entire sheet and create a code for each image and to annotate with really long arrows, or through numbering the photos. NOTES: this lesson plan is based on a 75 minute lesson, but can be streamlined using the above adaptation. Please review with any feedback :-)
teach_tectonic
HIC Bristol: Environmental opportunities and challenges, New Urban Unit, AQA GCSE Geography

HIC Bristol: Environmental opportunities and challenges, New Urban Unit, AQA GCSE Geography

LESSON COVERS: three ways in which Bristol has taken the opportunity to overcome environmental challenges, including: reducing congestion by using the integrated transport system, providing more habitat and green space through urban greening, and saving resources through comprehensive recycling schemes. LESSON INVOLVES: students are told that Bristol is on a mission to become Europe's greenest city, and that there are three steps to achieving this mission: recycling, urban greening, and integrated transport. For each opportunity there is an activity, including a compound graph drawing activity for recycling. Lesson ends with an exam question. RESOURCES: the video is hyperlinked - put the powerpoint in slide show mode, and click on the screen grabbed image of the video. All other resources are attached here, but you will need graph paper for the graph. NOTES: this is potentially a DOUBLE LESSON Please review with any feedback :-)
teach_tectonic
LEDC / LIC Rio (social challenges and opportunities) - Urban - GCSE AQA Geography

LEDC / LIC Rio (social challenges and opportunities) - Urban - GCSE AQA Geography

Rio - social challenges and opportunites LESSON COVERS: What the challenges/issues and possible opportunities/solutions are for energy and clean water supply to the favelas and sanitation. LESSON INVOLVES: short issue introduction video, followed by an short exam question, then a long activity to trade and read through resources and select appropriate information (differentiation is embedded in the resources - ie. the complexity of writing varies but is not made explicit), followed by further exam practice questions. RESOURCES: planned as a trading activity, but all can be printed off as a information pack and handed out individually or in pairs. NOTES: link to the video is embedded in the video screen shot (just play the slide show and click on the screen shot) the keys represent key words.
teach_tectonic
LEDC/LIC city Rio (Health & Education vs. Unemployment & Crime) Urban GCSE AQA Geography

LEDC/LIC city Rio (Health & Education vs. Unemployment & Crime) Urban GCSE AQA Geography

LESSON COVERS: Favela Barrio's adult education classes, new health care centres and addiction help services, pacification, positives and negatives of drug gang rule, informal jobs, scarcity of jobs. LESSON INVOLVES: students think about the life of a 12 year old in the favela and what life options he has available to him. They make life decisions at age 12 and 20 for a boy called Adeo and detail their choices for him on a Life Decision sheet. The information they need to inform these decisions and complete their sheets is on the slides. RESOURCES: The Life Decision sheet is usually printed A3, their is also a differentiated version with sentence starters. NOTES: the information slides can be printed, I just always try to plan my lessons as paper free as possible. And TMT means "This means that...."
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LEDC / LIC city Rio (introduction)- Urban - GCSE AQA Geography

LEDC / LIC city Rio (introduction)- Urban - GCSE AQA Geography

Welcome to Rio de Janerio! LESSON COVERS: the location, population and importance of an LEDC/HIC city on different scales. LESSON INVOLVES: students creating an A3 Welcome to Rio information sheet. The sheet will have 4 sections with a differentiated info slide for each section. Slides are timed to create pace, but this can be manually overridden. RESOURCES: are included and their use is indicated on the slides. The video link is embedded in the video screen shot (just play the slide show then click on the screen shot, it will take you to the video). You will need to tweak the Atlas page number depending on your atlas brand. NOTE: The keys indicate key words
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