Differentiated revision sheets for 9-1 AQA GCSE Geography…. 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 – Changing Economic World – Resource Management RESOURCE CODE: HA = HIGHER ABILITY, MA = MIDDLE ABILITY Topic checklists break the topic down into mini-topics then provide space for notes/diagrams and key words/facts. The MA checklists use visual prompts in the notes/diagrams section – again these can be changed if you prefer to use an image more specific to what you have taught. Document is fully editable. I print double sided on A3 to provide more room for student notes, but can can be used on A4

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 :-)

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 :-)

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 :-)

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 :-)

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 :-)

LESSON COVERS: reviews all elements of the LIC city part of the urban unit, including: urbanisation, megacities, social challenges and opportunities, environmental challenges and opportunities, health and education vs. crime and unemployment and opportunities for economic development. LESSON INVOLVES: starts with a "find somebody who" 9 question review activity, followed by a key word sheet completion activity (the extension task for which can be used for the following mini plenary (take some sample dominoes from a student and distributed them around the class and then play verbal dominoes)). then the main task of the lesson is to complete a unit review sheet on which students rate their confidence on different aspects of the topic then use their previous work to make notes/visual reminders. lesson ends with a class-made quiz. RESOURCES: review sheet should be printed A3 if possible. The screen grab on the slide of the "find somebody who" sheet does not match the actual sheet (just in case you get confused). NOTES; this lesson is designed to be very un-teacher led.

LESSON COVERS: opportunities for people migrating to Rio, push/pull factors, causes of rural urban migration and urbanisation. LESSON INVOLVES: the mayor of Rio reaching out to persuade people to migrate to the colourful city. First students use an exam style question to identify population trends in Rio. Then they matching different types of people on profile cards to different opportunities cards, then creating a visual representation of this, followed by a practice exam question. RESOURCES: opportunity and people cards to sort/match/shade as you wish. An optional fact sheet for inclusion of L3 specific information for higher ability

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.

LESSON COVERS How goats can be bought through Oxfam, Goat Aid operating countries, benefits of goats for reducing the development gap, as well as possible negatives. LESSON SUMMARY Students are initially presented with an image of a goat and asked for ideas on the advantages of goat ownership. This is followed by a 3 mark map-based exam question. Main concept is presented through 3 short videos. Students are then required to shade advantages and disadvantages of the scheme on a sheet with a challenge task for more able students to write the advantages and disadvantages from the sheet as paragraphs. Following this students then create a visual representation of the positive impacts, and knock-on positive impacts of goat ownership, with higher ability students asked to analyse the value of these benefits. Finally there is a 6 mark exam question. LESSON RESOURCES The videos are all hyperlinked into the word “video” which can be clicked on in slideshow mode. The “goat benefits tree” example document can be edited or used for scaffolding/for lower ability students. If you’d rather not print the shading sheet students can copy comments down into a table instead.

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 :-)

LESSON COVERS: GNI, HDI and other indicators of development, the "north south divide" of development, and looking at how effective development indicators are. LESSON INVOLVES: students introduce to relevant key words, shown two videos - one introducing HDI and another introducing GNI, with a differentiated task for each. Following this there is a differentiated development indicators task where they research and evaluate each one. There is then a map task task where students illustrate the north south divide and add specific details on specific countries in each part. The final task is an exam question, with a quick plenary at the end. RESOURCES: The indicators task table is also saved as a separate document for you to print out for those students who need some egging along. The map task maps AND higher level maps are save in the same document. The development indicators task refers to a text book - just substitute this information for whichever dictionaries or texts books you wish to use. NOTES: the link the video is embedded, put the slides into slide show mode and then click on the video screen grab. Some tasks have a TOP TIPS box for students to contribute ideas and teacher to type up. Please review with any feedback or if you spot any weevils in the lesson :-)

LESSON COVERS the social and economic impacts of the changing economy for a rural area (the Outer Hebrides) and a more urban area (Cambridgeshire). LESSON INVOLVES Students first locate the rural and urban areas of Britain on a map. Following this they then mark on where the Outer Hebrides and Cambridgeshire are located through a series of clues. Some questions then accompany two graphs to give an introduction to the two locations. Students then use the info-coins sheet to write economic effects or social effects inside pound signs or people, they then place those on their map (this task can be simplified to simply annotating the map. Students then add their own understanding of the knock-on effects of these impacts to their map. Theses task are differentiated by target grade. LESSON RESOURCES The info coins task refers to the Blue Oxford GCSE Geography AQA (edited by S. Ross) text book for extra support. If you don't use this text book you can offer some other form of 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 :-)

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.

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 :-)

FULLY EDITABLE…… These packs, one for higher ability on one for middle ability, are fully editable to adapt to your topics, or specific case studies. We give them to students as a one-stop-shop for everything we have taught them and as a point of reference to check revision guide content against. Content can be easily edited but as they are they currently cover: UK Physical Landscapes, Natural Hazards, Living world (with cold environment), and Changing Economic World, Urban Issues and Challenges, Resource management (energy focus). Each pack (which can be printed as a large booklet) contains: space on the front page for students to record target exam tips the exam question numbers SPaG guidance command words exam tips (can be removed if they don’t fall in line with your own guidance) mind map pages for each topic topic break down sheets where each topic is broken down into smaller parts, with space for making revision notes, writing down key words or facts. (HA = higher ability as leaves space for notes, MA = middle ability and has prompt images in the note spaces, which can be deleted if preferred) key word lists with space for definitions (HA includes more words than MA) The pack can equally be broken down, key word lists, topic sheets can be copied and pasted out to be printed/edited separately.

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 :-)

LESSON COVERS: the causes (meteorological) and effects of the Boscastle flash flood LESSON INVOLVES: starts with a spot the difference activity, then shows a video of flood footage from which students have to note down effects (and knock on effects as a challenge). They then use a video and a differentiated selection of key words to write an explanation for why it happened (looking purely at weather conditions). They then practice the skills of annotation to music (you can modify this task however you wish - I play "Barbara Streisand" by Duck Sauce and get them to pass their annotation sheet on every time they hear the words "Barbara Streisand". I make sure they know who to pass to to create a whole class chain. They love it - it generates a lot of excitement and hurried writing - the song is hyperlinked to the text box). The lesson ends with a task menu for different skill sets. RESOURCES: there are sheets for the annotation task and an extra info sheet for the final demonstration task if student feel they need it. Please review with any feedback :-)

LESSON COVERS: strategies used in London to overcome congestion, including: the London Underground, the Emirates skyline, the buses and the Santander hire bikes. LESSON INVOLVES: starts with exploring some facts about congestion identifying the trend that congestion is increasing. A video highlighting congestion issues in London is a precursor to a task where student look at different congestion strategies, rating them on a diamond graph with 4 axis, explaining how they've rated them, and looking for a pattern that shows the most effective strategy. Lesson ends with an exam question. RESOURCES: The diamond graph can be drawn from scratch by higher ability students, but there is a ready made copy if support is required. The video is accessed by putting the powerpoint in slide show mode and clicking on the screen grab. The strategy sheets can be printed (double sided) on different colour paper to enable them to be more identified, equally they can be put up on the board for students to work through altogether. Text on the strategy cards is differentiated. NOTES: Blank boxes on slides 4 and 7 are for the teacher to type in ideas as students are contributing them. Please review with any feedback :-)