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Hello. My methodology for lesson planning consists of three key concepts; Simplicity for the teacher - I aim to plan lessons that are paper-resource light. Clarity of understanding for the student - I aim to plan lessons that are clear in their sequencing. Professional appearance - I aim to plan lessons that are designed for students rather than the board room. I teach my lessons successfully and with enjoyment, but not every teacher is the same. I always appreciate constructive feedback :-)

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Hello. My methodology for lesson planning consists of three key concepts; Simplicity for the teacher - I aim to plan lessons that are paper-resource light. Clarity of understanding for the student - I aim to plan lessons that are clear in their sequencing. Professional appearance - I aim to plan lessons that are designed for students rather than the board room. I teach my lessons successfully and with enjoyment, but not every teacher is the same. I always appreciate constructive feedback :-)
Supervolcano - KS3 Geography's TOP TEN - Lesson 3
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Supervolcano - KS3 Geography's TOP TEN - Lesson 3

(2)
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, 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 a video to introduce the idea of local and global effects, using notes taken from these videos to add information to maps of the world or 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 :-)
Fairtrade - GCSE Geography AQA 9-1, Changing Economic World - Reducing the development Gap
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Fairtrade - GCSE Geography AQA 9-1, Changing Economic World - Reducing the development Gap

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LESSON COVERS How the Fairtrade process works, the positive impacts for producers, and an overview of product pricing. LESSON INVOLVES Starter asks students to think about and list where they may have seen the Fairtrade logo. The concept of Fairtrade is then introduced (key indicates key word). Main task uses an infographic of how Fairtrade profits and premium are spent to improve quality of life. Students either answer questions (target 4-5) or create flow charts (target 6+) to indicate how Fairtrade can reduce the development gap. The challenge version of this task gives students the option to create a flow chart with option boxes. Following this students evaluate product price comparisons – Fairtrade vs. other products. The lesson ends with an exam question with an example answer that is fully editable to suit the techniques you teach. LESSON RESOURCES Videos are hyperlinked to the word “video” on the slide. Put into slide show mode and then click on them. Please review with any feedback or if you spot any weevils in the lesson :-)
HIC city Bristol intro lesson, New Urban Unit AQA GCSE Geography
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HIC city Bristol intro lesson, New Urban Unit AQA GCSE Geography

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LESSON COVERS: an introduction to Bristol's location, it's importance as a city, why it has become so big and what migration means for the city. LESSON INVOLVES: whole lesson creative activity - the creation of a welcome to Bristol mat, to be populated with differentiated info from the slides, and or/supporting photocopy. RESOURCES: welcome mat should be printed out on A3. NOTES: The info slides are on timers and will change every 13 minutes - this can be easily adjusted on the transition settings, or overridden manually. To access the youtube video put the powerpoint in slide show mode and click on the video screen grab. Please review with any feedback :-)
HIC Bristol: Social opportunities, New Urban Unit AQA GCSE Geography
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HIC Bristol: Social opportunities, New Urban Unit AQA GCSE Geography

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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 :-)
Climate Change Causes: AQA new spec, GCSE Geography
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Climate Change Causes: AQA new spec, GCSE Geography

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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 :-)
Christmas Geography KS3 lesson - Longitude and Latitude
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Christmas Geography KS3 lesson - Longitude and Latitude

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LESSON COVERS What longitude and latitude is and how it can be used to locate countries. The different characteristics of countries including biomes, temperature and other features. LESSON SUMMARY Lesson starts with a “quick maths” task where students are asked to come up with various numbers (no.of reindeer, continents etc) and add/subtract them to come up with an answer (closest wins as they rarely get it right, but have fun trying). First main task introduces Longitude and Latitude using a very catchy video, and then gives students a chance to locate countries using these coordinates. The second main task asks students to use their list of countries to plot Santa’s trip and describe the places he visits using information maps (biomes, temperature and other features, as well as your own atlas if you wish). The lesson is Christmassy themed throughout, with extension and differentiation, and there is a grid reference support task for those who are struggling with longitude and latitude. LESSON RESOURCES For the video click on the word “video when it is in slide show mode”. Students need to use the map template in conjunction with an atlas to work out which countries they land on (if you don’t have atlases you can print world maps from the internet). The information maps can be put up on the board if you’d rather not print in colour, equally you could ignore them altogether and use your own biome maps, or other information from your own atlases.
China Three Gorges Dam - Geography
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China Three Gorges Dam - Geography

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

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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 :-)
LEDC/LIC city, RIO - 8 LESSONS, new urban unit, AQA GCSE Geography
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LEDC/LIC city, RIO - 8 LESSONS, new urban unit, AQA GCSE Geography

8 Resources
This bundle contains 8 lessons covering all aspects of the LIC 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.
HIC Bristol: Environmental opportunities and challenges, New Urban Unit, AQA GCSE Geography
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HIC Bristol: Environmental opportunities and challenges, New Urban Unit, AQA GCSE Geography

(1)
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 :-)
Sinkholes - KS3 Geography's TOP TEN - Lesson 1
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Sinkholes - KS3 Geography's TOP TEN - Lesson 1

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LESSON COVERS: discovering what sinkholes are, why they happen and the dangers they pose for humans LESSON INVOLVES: students form questions about a sinkhole photo to start the lesson - they then come back and answer these questions at the end. A video introduces the concept and then definition and key words are explored. A map is used to explore and describe where they occur. Another video then explains how they occur, students then explain in their own terms through annotated diagrams. To end there is a writing exercise where students imagine they are the brother of a man swallowed by a sink hole. SKILLS: -Map skills with direction and continent and country location. -Diagram drawing and annotations RESOURCES: the lesson includes link to videos. If you put the lesson in slide show mode and click on the screen grab of the video it will take you to the video itself. Or you can click on the image and go to insert>hyperlink across the top and copy and paste the link out of the box. NOTES: most activities are differentiated and/or have challenge and support options Please review with any feedback/improvements required :-)
Geography Revision GCSE AQA 9 -1 - Key Word Sheets
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Geography Revision GCSE AQA 9 -1 - Key Word Sheets

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Here are differentiated key word sheets for the below AQA units. Each word has a space for students to write definitions. 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
URBANISATION: New Urban Unit GCSE AQA Geography
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URBANISATION: New Urban Unit GCSE AQA Geography

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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 :-)
UK population distribution, New Urban Unit, AQA GCSE Geography
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UK population distribution, New Urban Unit, AQA GCSE Geography

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LESSON COVERS: looking at why some areas of the UK became heavily populated in the past, and why some areas are heavily populated now (looking at job availability, economic opportunities, culture, etc) LESSON INVOLVES: identifying key words (location, distribution and settlement), using clues about urban growth to identify major cities on a map. Students annotate and draw arrows onto a map to show how urban areas and populations are changing now, identifying influencing factors and making predictions, and looking for similarities between influencing factors in the past and now. Lesson ends with an exam question. RESOURCES: there are two maps with this lesson, the "Who am I maps" have the options for the clues on them, the "So now..." maps are for the annotation task. There is also a bonus clues sheet for those struggling with the Who am I task, as well as a partially complete table for those student who may need it. NOTES: the annotating map task will require prior knowledge of reasons why people migrate. If you haven't studied that in this unit yet you can teach or tweak the lesson accordingly. Please review with any feedback :-)
LEDC/LIC City Rio, Economic development and opportunties, New Urban Unit, AQA GCSE Geography
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LEDC/LIC City Rio, Economic development and opportunties, New Urban Unit, AQA GCSE Geography

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LESSON COVERS: why Rio was able to host the world cup and the economic opportunities available to it as a result. includes positives and negatives. LESSON INVOLVES: Main task involves students using a tourist map of Rio, and their grid referencing skills to locate and find features of the city that can give rise to economic development (depending on quality of printer - you may need to work through and point some out on the board). They then use an info sheet to annotate those places with detail and facts. They first look at the positives, then a video and a further back up info sheet helps them understand the negatives. The lesson ends with an exam question. (There is also an opportunity to review grid referencing skills before the main task) RESOURCES: A3 map sheet with grid referencing table. HA (higher ability) and MA (middle ability) info sheets, with negatives sheet. NOTES; the link to the video is embedded, just put in slide show mode and click on the video image. The keys represent key words. It is sometimes easier to put the big map up on the screen, it depends on the quality of your print out as to whether or not they can locate the places.
UK Economic Change - AQA GCSE Geography - Economics
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UK Economic Change - AQA GCSE Geography - Economics

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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 :-)
North South Divide - AQA GCSE Geography - Economics
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North South Divide - AQA GCSE Geography - Economics

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LESSON COVERS The evidence of and strategies for addressing the social and economic North South Divide. LESSON INVOLVES Starter involves adding economic data to a UK map. The primary teaching task requires students to note down key terms and numbers and then to watch a video do discover what those key terms mean in the context of a North South divide. The main task provides the students with timed slides (7 minutes each) with information about three strategies to address the North South divide: HS2, Enterprise Zones and LEPs (local enterprise partnerships) and are asked the record the information of the slides in specific ways according to target grade. Students then colour code the strategies to link it to the information learned earlier in the video, evaluating the strategies, matching them to specific issues. The final plenary uses a video. It has a bad word in it – my students can handle that but feel free to omit if wish! LESSON RESOURCES Videos are hyperlinked to the video screen shots. Simply 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 :-)
LEDC / LIC city Rio (introduction)- Urban - GCSE AQA Geography
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LEDC / LIC city Rio (introduction)- Urban - GCSE AQA Geography

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

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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...."