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LESSON COVERS: The environmental impacts of development (rapid urbanisation, deforestation, oil extraction) juxtaposed against the improvements in quality of life. LESSON INVOLVES: Students start off by matching images to facts and then to explanations of the environmental issue identified above. They then annotate these images with what they have learned. They then add sketches/doodles to a sketch of a Nigerian person to outline their improvements in quality of life. The final task is to create a proportional symbols map to demonstrate the impacts vs. improvement, leading the students to make a judgement over whether the development is actually worth it. RESOURCES: There is the picture to cut out and annotate, as well as the template of a person to trace (or print and cut out). There is also a map of Nigeria for their proportional symbols task, and the proportional symbols to either cut out or trace. IMPORTANT: For one of the tasks the challenge extension and additional (but not crucial) support material refers to the Oxford GCSE Geography text book (blue cover) if you don’t use this these elements can be deleted or changed. 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 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 :-)

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

FULLY EDITABLE…… These slides can be displayed to lead revision lessons/tasks, or printed off as revision resources for students. Each slide is fully editable to adapt to the specifics of what you have taught if/where they differ. In presentation mode slides can be navigated from slide 1. The hyperlink allows you to click on the case study you want and be taken to it. To return to the home page click on the home symbol at the top of the slide. Equally you can go through them with clicks or arrow keys in the usual way. 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).

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 :-)