This lesson introduces the mountain biome, climate and adaptations. It examines how humans are affecting the mountain biome by examining deforestation in the Himalayas, and the consequences of this. Progress in KS3 Geography required for the final part of this lesson

The ninth lesson in the Y9 Africa unit supports pupils to understand the push and pull factors causing migration to urban areas, especially informal settlements, and the challenges and opportunities these areas provide. The final part of this lesson requires access to the Progress in KS3 textbook (Hodder)

The tenth lesson in the Africa unit focuses on water management in an international context, with the case study of the GERD in Ethiopia and the implications for Sudan and Egypt. It includes a short DME on how to manage the situation.

This lesson introduces the concept of genocide and focuses on the Rwandan example. It introduces why there was division between Hutus and Tutsis from the colonial era and also presents pupils with the key players (RPF rebels, government, army, Interahamwe, etc. The main part of the lessons is to watch and consider the film Hotel Rwanda, which is not supplied as part of this lesson **(you need to buy your own copy). **

The final lesson of the Y9 Africa unit supports pupils to understand how Africa’s youthful population, increasing life expectancy and health levels and education standards put Africa in a prime position to work with MNCs to achieve export-led development. It includes a significant guided DME (increasing development in Tanzania) to introduce pupils to Paper 2 at GCSE.

Intended forY9, this is a fully-resourced synoptic unit about international relations designed to support pupils as they move towards GCSE Geography. The unit examines international relations and the factors that affect these, superpowers, alliances, trade, hard- and soft-power, Belt and Road Initiative/debt-trap diplomacy, the causes, consequences and solutions of war and the role and efficacy of the UN. There is an optional final series of lessons to allow pupils to watch Hotel Rwanda to support their learning and provide a but of light relief at the very end of the year - the film is not provided and you should be sure to examine the accompanying PowerPoint that explains the premise to pupils and also states the exact time where the “N” word is used in the film so you can mute it. Pupils examine the main causes of war before investigating the positive and negative outcomes that arise from it. There is an engaging activity designed to promote their use of chains-of-reasoning (ready for GCSE Geography) to elaborate these points. Finally, the environmental impact of conflict is introduced.

Intended forY9, this is a fully-resourced synoptic unit about international relations designed to support pupils as they move towards GCSE Geography. The unit examines international relations and the factors that affect these, superpowers, alliances, trade, hard- and soft-power, Belt and Road Initiative/debt-trap diplomacy, the causes, consequences and solutions of war and the role and efficacy of the UN. There is an optional final series of lessons to allow pupils to watch Hotel Rwanda to support their learning and provide a but of light relief at the very end of the year - the film is not provided and you should be sure to examine the accompanying PowerPoint that explains the premise to pupils and also states the exact time where the “N” word is used in the film so you can mute it. This lesson asks pupils to identify the criteria for being a ‘superpower’ then uses an engaging Top-Trumps style activity to ask them to rank countries based upon their eligibility. They they examine a model piece of extended writing before writing their own paragraph to argue which is the most important country in the world and why based upon this criteria.

Intended forY9, this is a fully-resourced synoptic unit about international relations designed to support pupils as they move towards GCSE Geography. The unit examines international relations and the factors that affect these, superpowers, alliances, trade, hard- and soft-power, Belt and Road Initiative/debt-trap diplomacy, the causes, consequences and solutions of war and the role and efficacy of the UN. There is an optional final series of lessons to allow pupils to watch Hotel Rwanda to support their learning and provide a but of light relief at the very end of the year - the film is not provided and you should be sure to examine the accompanying PowerPoint that explains the premise to pupils and also states the exact time where the “N” word is used in the film so you can mute it. The PowerPoint introduces the complex background to the Rwandan genocide and provides guidance for teachers on leading learning through this film. This film is certified as a ‘12’. Do not show it to younger or more vulnerable children.

Intended forY9, this is a fully-resourced synoptic unit about international relations designed to support pupils as they move towards GCSE Geography. The unit examines international relations and the factors that affect these, superpowers, alliances, trade, hard- and soft-power, Belt and Road Initiative/debt-trap diplomacy, the causes, consequences and solutions of war and the role and efficacy of the UN. There is an optional final series of lessons to allow pupils to watch Hotel Rwanda to support their learning and provide a but of light relief at the very end of the year - the film is not provided and you should be sure to examine the accompanying PowerPoint that explains the premise to pupils and also states the exact time where the “N” word is used in the film so you can mute it. Pupils are introduced to the BRI and the potential for debt-trap diplomacy. There is a guided reading exercise to examine this together. The lesson also include an engaging starter and plenary to encapsulate learning from within this unit.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson briefly introduces the history of conflict between the two Koreas and moves on rapidly to examine the impacts of this in terms of development indicators. Pupils they become familiar with the concept of an authoritarian dictatorship and personality cult. The role of internment camps is examined in some detail to hook pupils’ interest. Pupils examine if NK is indeed a communist country.

Intended forY9, this is a fully-resourced synoptic unit about international relations designed to support pupils as they move towards GCSE Geography. The unit examines international relations and the factors that affect these, superpowers, alliances, trade, hard- and soft-power, Belt and Road Initiative/debt-trap diplomacy, the causes, consequences and solutions of war and the role and efficacy of the UN. There is an optional final series of lessons to allow pupils to watch Hotel Rwanda to support their learning and provide a but of light relief at the very end of the year - the film is not provided and you should be sure to examine the accompanying PowerPoint that explains the premise to pupils and also states the exact time where the “N” word is used in the film so you can mute it. Pupils are asked to identify a range of types of hard and soft power using dual coding and introduced to the concept of ‘smart power’ before looking at real-world examples. They are then asked to produce a piece of extended writing to explain how hard and soft power can affect spheres of geopolitical influence.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson looks at the economic growth of China and how it has occurred over time. It also examines factors such as the location of industry and the role of containerisation in globalisation, together with some of the environmental impacts of China’s industrialisation.

Intended forY9, this is a fully-resourced synoptic unit about international relations designed to support pupils as they move towards GCSE Geography. The unit examines international relations and the factors that affect these, superpowers, alliances, trade, hard- and soft-power, Belt and Road Initiative/debt-trap diplomacy, the causes, consequences and solutions of war and the role and efficacy of the UN. There is an optional final series of lessons to allow pupils to watch Hotel Rwanda to support their learning and provide a but of light relief at the very end of the year - the film is not provided and you should be sure to examine the accompanying PowerPoint that explains the premise to pupils and also states the exact time where the “N” word is used in the film so you can mute it. This lesson examines the factors affecting international relations and asks pupils to map the major geopolitical alliances of the world.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson examines the persecution of th Uighers and the role of MNCs in receiving products produced through forced labour. This is a serious lesson that addresses many ethical issues and includes an examination of the allegations of organ harvesting, forced steralisation, brainwashing and surveillance of Uighers in China.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson examines how the restrictions of the discharge of the Mekong impacts upon countries and communities along its long profile. The lesson culminated in an exam-style question to develop pupils’ ability to responds to “To what extent to you agree” questions.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson examines the impact of climate change, sea-level rise, mangrove deforestation, unintended outcomes from coastal defences, etc, upon the erosion of Vietnam’s coast, together with strategies of how Vietnam intends to address this.

A check-20 style assessment and marking PPT (pupils self mark all but the final, extended-answer question).

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This is a two-lesson (possibly three if you wish) group task. In teams, pupils complete maps to show biomes/climate zones and precipitation in Asia. They are given maps to show average temperatures Jan and July and a series of photographs of biomes. There is also a jigsaw-based activity where they need to link up the climatic factors affecting biome distribution - best for more able members of the team. They then use this to create a poster to display in your classroom.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson introduces the location and discharge of the major Asian rivers. Pupils are reminded of the key elements of their ‘Rivers’ unit (studied earlier but not required as this can also form an introduction to rivers). They create a scatter graph to plot discharge vs. areas of the drainage basis to establish if there is any correlation. They consider what other factors might influence discharge before looking at population density of Asia and considering how water supply might be related to this. The lesson ends with a video on the importance of the Yangtze River.

Intended for Y8 but suitable for Y9, this lesson is part of a fully-resourced synoptic unit about Asia designed to draw together pupils’ learning from the past two years in Geography. The unit includes elements of coasts, rivers, climate change, development, urbanisation and looks at more challenging and contemporary issues such as the roots of the development gap between North and South Korea and also the abuse of Uighers in China. This lesson uses a range of development indicators to examine rates of development in Asia. There is a mathematical exercise in calculating the average GDP in each region of Asia and in categorising countries based upon the World Bank criteria. The flaws in using GDP are examined and HDI is reintroduced from their ‘Development’ unit. Pupils then use a range of evidence to answer an exam question based upon the title of the lesson. Finally, the historical growth of GDP in Asia as a whole is compared with that of other continents.