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This is a writing frame/template for a 9-mark Evaluate question for AQA GCSE Geography. I am trialling these with my GCSE students. They are probably not perfect but I’ve tried to break it down as much as possible for students struggling with longer answers and higher-order command words. This should be printed out on A3, folded in half to make an A4 booklet, with each page on one side. The format of how this works: pg1 - Walkthrough - I’ve really tried to take a step-by-step guide (and for your weakest students they should only ever use this perhaps?) pg2 - Template - This is where it’s more of a compartmentalised layout so they can see it’s in 4 sections for Evaluate - I suggest when they have mastered the Walkthrough version, that they go straight to the Template Version. pg3 - Exam Answer - so how they would see it in the exam pg4 - Improved answer - I’ve put on a levels table in student speak and hen you’ve marked it, they have to find evidence of what you mean and fill in last column. Then there is space for them to make improvements to ONE section of their answer. Thanks for looking and hope you found this useful to you and your students. Good luck with your results! I also have templates/writing frames for 9-mark Assess and 6-mark Assess and Explain. These also come as a bundle.

This is a writing frame/template for a 9-mark Assess question for AQA GCSE Geography. I am trialling these with my GCSE students. They are probably not perfect but I’ve tried to break it down as much as possible for students struggling with longer answers and higher-order command words. This should be printed out on A3, folded in half to make an A4 booklet, with each page on one side. The format of how this works: pg1 - Walkthrough - I’ve really tried to take a step-by-step guide (and for your weakest students they should only ever use this perhaps?) pg2 - Template - This is where it’s more of a compartmentalised layout so they can see it’s in 3 sections for Assess - I suggest when they have mastered the Walkthrough version, that they go straight to the Template Version. pg3 - Exam Answer - so how they would see it in the exam pg4 - Improved answer - I’ve put on a levels table in student speak and hen you’ve marked it, they have to find evidence of what you mean and fill in last column. Then there is space for them to make improvements to ONE section of their answer. Thanks for looking and hope you found this useful to you and your students. Good luck with your results! I also have writing frames/templates for 9-mark Evaluate and 6-mark Assess and Explain. They also come as a bundle.

This is final (9th) lesson of Enquiry Question 3 of the water unit. In this lesson, various examples are shown to the students with the expecatation that students will research some of their own local, grass-roots examples as part of the Independent Study Task (IST). Thanks for looking.

This is the 8th (and penultimate) lesson from Enquiry Question 3 of the water unit. This lesson allows students to complete a SWOT analysis of different top-down approaches to water management. It also contains an exam question and markscheme. You may need to refer to the Hodder flag book for the Independent Study Task. Thanks for looking.

This is the sixth and seventh lessons of Enquiry Question 3 from the water unit. This lesson explores the Nile with students but then sets them up to present information on the Mekong and Colorado rivers. The Independent Study Task concerns water conflicts in Gaza. Thanks for looking.

This is the 5th lesson of Enquiry Question 3 of the water unit. This looks at a local water conflict within a country. Students use the information to inform a class debate. Thanks for looking.

This is the fourth lesson of Enquiry Question 3 of the water topic. This introduces the idea of the importance of water as a way to develop but uses the Aral Sea to show when this goes wrong. Contains a card sort. Thanks for looking,

This is the 3rd lesson of Enquiry Question 3 from the water topic. This lesson uses a little chalk and talk before students use the short case studies to help answer the exam question from the June 2018 paper. Thanks for looking.

This is the second lesson of Enquiry Question 3 of the water unit. This lesson draws on the IST (Independent Study Task) set after Lesson 1. But this also goes onto exam practice and takes an in-depth look at the command word Evaluate. Includes a markscheme. Thanks for looking.

This is the first lesson of Enquiry Question 3 of the water topic. This lesson introduces the idea of an unequal water world and water scarcity with students interpreting information (a good Paper 3 skill) to describe and evidence the issue with water. The Hodder flag textbook is needed for this. There is a very extension Independent Study Task with this lesson which must be completed in order for Lesson 2 to work. Thanks for looking.

This is the final lesson from Enquiry Question 1 of the carbon and energy unit. This lessons looks at the impact of fossil fuels as an overview. The Independent Study Task gets students to research a case study of an ecosystem. You will need the Hodder Flag textbook. Thank you for looking.

This is the fifth (and penultimate) lesson of Enquiry Question 1 of the carbon and energy unit. This lesson takes students through the importance of plants, NPP and differing climates. This is essentially chalk and talk as I found the topic matter somewhat complex and consulted a biology teacher in the school who talked me through a lot of the concepts. The Independent Study Task looks at soil health. The Hodder flag textbook is needed for this lesson. Thank you for looking.

This is the fourth lesson in Enquiry Question 1 from the carbon and energy unit. This lesson looks at positive and negative feedback loops using different examples. Videos and questions prompt students through this lesson. There is an Independent Study Task to complete with this lesson. The Hodder flag textbook is needed for this. Thank you for looking.

This is the 3rd lesson from Enquiry Question 1 of the carbon and energy unit. This lessons looks at the fast carbon cycle and puts the onus on students to research this (needed for subsequent lessons). Students use the information provided as a starting point to their research and present to the class using the Attitude to Learning Criteria in different areas of presentation skills. Thank you for looking.

The second lesson from Enquiry Question 2 of the carbon and energy unit. The lessons looks at the slow carbon cycle and looks at geology, volcanic outgassing, and chemical weathering as well as an overview of the rock cycle. The Hodder flag textbook is needed. There is an independent study task to follow this lesson up with. Thank you for looking.

The first lesson of Enquiry Question 1 of the carbon and energy unit. In this, students learn the idea of what carbon is and what the carbon cycle is. There is some information in this lesson from the Hodder flag textbook. Recommended background reading (for teacher and students): http://jcourtneywhite.com/wp-content/uploads/2016/09/The_Story_of_Carbon.pdf Challenges the idea that carbon is seen as something ‘bad’ in the media when actually it’s very important! Thank you for looking.

An updated popular resource which had a lot of downloads but only one piece of feedback. This lesson is a role-play/drama activity based on the news story of the scientists in the dock (Oct 2012) about how Italian siesmologists are on trial for not predicting L’Aquila (2009). The information used has come from BBC articles and videos. The powerpoint has notes on how to set the lesson up whilst the word documents are the witness statements and judges questions. It is important that you have done previous work on earthquake prediction, but that they DON’T KNOW what happened with this trial in real life until they’ve been through the courtcase. Works well with top set yr9 or even GCSE. This is a lesson to invite the Head to sit in and be a judge!