Simranjouhal78@gmail.com

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1. Starters:Lesson starters should prepare and engage pupils for learning

• Use this simple starter to create a sense of enquiry for lessons.

• Quick and simple• Change the photos for

different topics/lessons• Give a broad range of photos

within the lesson – differentiate

• Higher ability pupils may begin to answer their own questions

• The questions can act as prompts for lower ability pupils

• Support on board: think about the social impacts (impacts on people). Think about the scale of the damage created

E.g. What is the cause of this? (L4-5)

What are the short/long term economic impacts

here? (L6-7)

E.g. When will this damage be cleared? (L4-5)

When will the country fully recover financially? (L6-7)

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Task Write a list of questions relating to your image E.g. What is the cause of this?

(L4-5) What are the short/long term economic impacts here? (L6-7)

E.g. When will this damage be cleared? (L4-5)

When will the country fully recover financially? (L6-7)

L7: Same as L6, but relates to SEEP (Social,

Economic, Environmental,

Political)

L6: Specific questions, analyzing the image in

depth

L5: Same as L4, but links to specific

countries in the world (scale)

L4: Simple questions relating to the image

Success Criteria:

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Display it on classroom walls and allow pupils to become

familiar with it

Link Blooms Taxonomy to learning objectives, lesson

outcomes, and success criteria‘s.

2. Linking Blooms Taxonomy to LevelsEach learner will be able to demonstrate a different level of skill

Task:Produce either a report or an article for a magazine

comparing the working conditions, pay and hours for workers doing jobs at different stages in the mobile

phone industry.

Grade C:Will list the

difference in working hours, conditions and pay of workers in the mobile

phone industry

Grade B:Will effectively

compare the difference in

working hours, conditions and

pay of workers in the mobile phone

industry

Grade A-A*:Will effectively

compare the difference in working hours, conditions and pay of workers in the

mobile phone industry (across all 3

sectors). A* will link to SEEP

Boxing Day TsunamiBoxing Day Tsunami

By the end of the lesson you should have:

1. To have completed a map and table showing the details of the countries affected

2. Written a detailed paragraph about the countries affected

Lesson 9

EpicentreImpactDamage Less Economically Developed Country (LEDC)

3. Linking Blooms Taxonomy to Learning ObjectivesEach learner will enter/leave the classroom at a different level

Success Criteria:

• Describe how supervolcanoes are formed

• Describe and explain in detail how supervolcanoes are formed

• All of the above and explain what the effects were of the Yellowstone eruption

ALL (3-4)M

OST (4-5) SO

ME (5)

4. Scale and MapsDon’t just rely on YouTube videos!

• The importance of scale in Geography is highly studied but often forgotten when teaching

• Pupils should be considering the social, environmental, economic and political positive and negative impacts of the issue/topic studied

• Photo prompts, YouTube or independent research can aid this

• Most lessons should start with a map visualisation demonstrating scale (Easily done on Google Earth by zooming in/out)

Higher ability pupils should be considering all

four

Pupils should be thinking about the positive and negative impacts of an

issue

Yellowstone Supervolcano

• http://www.youtube.com/watch?v=QNcFlaiekDo

Yellowstone National Park, Wyoming (north west) USA

Yellowstone Supervolcano

• http://www.youtube.com/watch?v=QNcFlaiekDo

5. Pupil IndependenceAllowing pupils to work independently and stay motivated

• Create a sense of healthy competition amongst pupils to get them motivated

• Pupils answer any questions they like as long as they achieve the target number of points

• Questions are differentiated as demonstrated in how many points they are worth

• Total target points can be differentiated for pupils

• Pupils can work at their own speeds

Differentiated and targeted to the individual

Healthy competition whilst promoting independence

Each activity is worth points. You must complete enough activities to reach a minimum target of 16 points.

Total of 16 points

Activity 1: What are the main characteristics of a

supervolcano? (2 points)

Activity 1: What are the main characteristics of a

supervolcano? (2 points)

Activity 2: Draw detailed diagrams and explain

how supervolcanoes are formed (4 points)

Activity 2: Draw detailed diagrams and explain

how supervolcanoes are formed (4 points)

Activity 3: What is a caldera?

(1 points)

Activity 3: What is a caldera?

(1 points)

Activity 4: Where is Yellowstone

located and when did it occur?

(3 points)

Activity 4: Where is Yellowstone

located and when did it occur?

(3 points)Activity 5:

How do supervolcanoes differ from ‘normal’

volcanoes?Hint: it may be useful to read over your notes

from previous lessons.

(3 points)

Activity 5: How do supervolcanoes

differ from ‘normal’ volcanoes?

Hint: it may be useful to read over your notes from previous lessons.

(3 points)

Activity 6: Draw and label a supervolcano. Include the features: crust, pipe/crack, magma, mantle, caldera, wide top

(2 points)

Activity 6: Draw and label a supervolcano. Include the features: crust, pipe/crack, magma, mantle, caldera, wide top

(2 points)

Activity 7: Where are supervolcanoes likely to form? Collision or destructive plate margins?

(1 points)

Activity 7: Where are supervolcanoes likely to form? Collision or destructive plate margins?

(1 points)

Activity 8: List 3 possible effects of the

Yellowstone eruption (3 points)

Activity 8: List 3 possible effects of the

Yellowstone eruption (3 points)

Activity 9: Select two questions

from your starter sheet and answer it

(3 points)

Activity 9: Select two questions

from your starter sheet and answer it

(3 points)

Activity 10: What is a hotspot? (1 points)

Activity 10: What is a hotspot? (1 points)

Activity 11: What is a geyser? (1 points)

Activity 11: What is a geyser? (1 points)

Each activity is worth points. Four points are worth one merit. You do not have to answer all the questions.

4 points = 1 merit

Activity 1: How do glaciers impact

landscapes? (1 point)

Activity 1: How do glaciers impact

landscapes? (1 point)

Activity 2: Draw a detailed diagram explaining

how corries are formed (4 points)

Activity 2: Draw a detailed diagram explaining

how corries are formed (4 points)

Activity 3: What is an arête?

(1 point)

Activity 3: What is an arête?

(1 point)

Activity 4: What does an arête look

like? (1 point)

Activity 4: What does an arête look

like? (1 point)

Activity 5: What is a pyramidal peak?

(1 point)

Activity 5: What is a pyramidal peak?

(1 point)

Activity 6: What does a pyramidal

peak look like? (1 point)

Activity 6: What does a pyramidal

peak look like? (1 point)

Activity 7: What is the

difference between a V and U shaped

valley? (3 points)

Activity 7: What is the

difference between a V and U shaped

valley? (3 points)

Activity 8: How do glaciers shape V and U shaped valleys?

(2 points)

Activity 8: How do glaciers shape V and U shaped valleys?

(2 points)

Activity 9: What are interlocking and

truncated spurs? (3 points)

Activity 9: What are interlocking and

truncated spurs? (3 points)

Activity 10: Add specific named case study examples to all your answers (double

points)

Activity 10: Add specific named case study examples to all your answers (double

points)

Activity 11: Highlight your key geographical words used (1

point per appropriate key word)

Activity 11: Highlight your key geographical words used (1

point per appropriate key word)

6. Creativity with Play dough Engaging yet educational ways to teach

• Used across all key stages – including A-Level

• Must have a follow up/purpose!

• Engaging alternative to ‘regular’ teaching

• Play dough can be easily and cheaply made at home the night before

Recipe for a bag of play dough:

•1 cup of plain flour (cheapest will do)•½ cup of salt•2 table spoons cream of tartar•2 tablespoons vegetable oil•1 cup water •Few drops of go

Keeps it fun!Alternative way of

teaching

Great for SEN or lower ability pupils and

kinesthetic learners

Cave Arch

Stack

Stump

Cave

Headland

Crack/fault/joints

Cave

Formation:Lines of weakness such as faults occur in headlands

Abrasion and hydraulic action erode the fault to form a cave

The cave is widened and deepenedThe sea cuts through to form an arch

The sea erodes the foot of the arch and widens itThe roof of the arch becomes too heavy and collapses

Part of the former cliff is now isolated as a stackOver time the stack is undercut and collapses

A stump is the remains of the eroded stack

A-Level class studying coastal landforms and processes:•Pupils created a coastline using the play dough•They then had to add the labels, showing each landform created•Next they were to rearrange the step by step process of the formation of these landforms•Once complete, pupils completed an exam question

My Example

Visual to aid learning.Pupils more confident to apply to exam practice

7. Low Literacy Strategies to support pupils with low literacy or who lack confidence

in extended writing

• Low literacy levels can have a huge impact on students, especially when it comes to exam practice and gaining full marks

• Use word banks, sentence structures, sentence starters, and group work to improve literacy levels and create confident learners

• The following page shows an A4 double-sided help sheet – easily adapted for any topic, lesson or task required.

Use colours to separate each section – this helps!

Use a sentence structure, as well as

starters

Sentence Structure

Point Mountains are extreme environments.

Evidence I know this because _______

AnalyseThis makes life here more dangerous than _______ because _______

Read the information sheets and decide which use of mountain areas is

most important to Peru.

Sentence Structure

Point I thought that _______ was the most important use of mountains

Evidence This is important for Peru because _______

Analyse This helps the people / economy / environment because _______

STRETCHDo you think these activities can go on forever? (are they sustainable?) If not, how could Peru develop sustainably?

Read the information sheets and decide which use of mountain areas

is most important to Peru.

AdjectivesbeautifulDesertedfragilefreezingWindypeacefulremoteTranquilExtreme Nounsblizzarddesertmountainswilderness

EnvironmentWildlifeconservationdevelopedenvironmentfragileglobal warmingPolluted

Deserts AdaptationsAltitudeSustainableStalinisationSoil erosionTourismDrought

Use key geographical vocabulary to show understanding

F magazine articleL ProfessionalA Year 11 studentsP To inform

How do people use deserts?

IntroductionDescribe the climate (include temperature, wind and precipitation) Hours of daylight in winter and summer? Scenery

Describe where they are found. You can use a diagram to even show how some deserts are formed.

e.g. Rain shadow desert.

IntroductionDescribe the climate (include temperature, wind and precipitation) Hours of daylight in winter and summer? Scenery

Describe where they are found. You can use a diagram to even show how some deserts are formed.

e.g. Rain shadow desert.

PEA- The uses of deserts in LEDCs and MEDCs–

PEA- What could the problems be on different groups?

PEA- The uses of deserts in LEDCs and MEDCs–

PEA- What could the problems be on different groups?

Conclusion: This is the strongest part of your argument.

What could happen in the future.

How would people and the environment be affected.

Conclusion: This is the strongest part of your argument.

What could happen in the future.

How would people and the environment be affected.

Planning Space

How do people use deserts?

4 Descriptive writing. Begins to justify viewpoints.

5

Starts to explains using connectives (e.g. because/this means that). Starts to explain reasons the ways in which people use deserts. Identifies at least one group of people who use deserts. Gives justified conclusions.

6

Analyses the ways people use deserts and begins to explain the impacts of this use.

Discusses more than 1 group of people in depth. Starts to link how sustainable our use of an environment is. Good use of terminology.

7

Analyses the ways people use deserts and begins to evaluate the pro’s and con’s of these uses.

Explicitly links our use of environments to sustainability referring to case study examples.

Explains the use of and impact on a variety of different groups of people. Key terminology used regularly.

IntroductionDeserts are found towards the ______________ of continents. The temperatures can be very

_______ during the day and very _________ at night. The climate is ________ with very little ___________.

Draw a map or diagram to support your answer.

WestHotColdRainfallWarm

How do people use deserts?

Main section

The Mojave desert is used by ....

The reason for this is... This can have an impact because....

The Thar desert is used by ....

The reason for this is... This can have an impact because....

Conclusion: I think that using deserts in this way could have an impact because…

Rain shadowTourismMilitaryFarmingSustainableTribesImpactsGlobal

Add some more:

Planning Space

How do people use deserts?

4 Descriptive writing. Begins to justify viewpoints.

5

Starts to explains using connectives (e.g. because/this means that). Starts to explain reasons the ways in which people use deserts. Identifies at least one group of people who use deserts. Gives justified conclusions.

6

Analyses the ways people use deserts and begins to explain the impacts of this use.

Discusses more than 1 group of people in depth. Starts to link how sustainable our use of an environment is. Good use of terminology.

7

Analyses the ways people use deserts and begins to evaluate the pro’s and con’s of these uses.

Explicitly links our use of environments to sustainability referring to case study examples.

Explains the use of and impact on a variety of different groups of people. Key terminology used regularly.

8. Hand outs Laminated sheets that can be used for every and any lesson/learner

• Laminate and reuse • Quick and easy resources

to support and stretch pupils

Ideas include:• Connectives list (improve

literacy)• Suggestions or prompts

how to make Social, Environmental, Economic and Political points (supporting lower ability pupils or those who want structure help)

• Ideas how to link to sustainability (stretching the higher ability)

Can be used with any class, topic, or learner.

Generic resources within the classroom

How to link to SEEP

How to link to sustainabilitySustainable development is

development which meets the needs of the present without

compromising the ability of future generations to meet their own

needs.

Sustainable development attempts to minimise the negative impacts

of development by considering the needs of both the environment and

future generations of people.

Ask yourself:•Can this go on forever?•Will this damage the economy in the future?•Will it have a negative impact on the environment in the future?•Will it effect the economy?•What will happen to the governmental laws?

Although it may be beneficial now, it may have negative impacts in the future. Discuss

9. Success Criteria’s and Mark SchemesMake an exam board mark scheme accessible for pupils

Mark schemes tend to be too vague or inaccessible for pupils to understand.

Translate mark schemes to make them understandable

and applicable for pupils.

This can be done by creating simple lists of things for pupils to include in their

answers in order to gain that mark

(see next pages for examples)

Helps improve peer marking over time too!

Mark Scheme:

4 Descriptive writing. Begins to justify viewpoints.

5

Starts to explains using connectives (e.g. because/this means that). Starts to use specific evidence in answers. Gives justified conclusions. Some SPaG errors

6

Analyses reasons why mountain environments are extreme by linking their ideas with other locations or situations.

Uses specific evidence in answers. Gives a justified conclusion. Few SPaG errors.

7

Analyses reasons why mountain environments are extreme by linking their ideas with multiple locations or situations.

Uses specific evidence in answers. Begins to link to sustainability by discussing future scenarios. Gives a justified conclusion. Flawless SPaG.

Explain why mountain environments are considered extreme

AF3 Enquiry and Communication : Mark scheme

Level 6

Explains the reasons behind different values and attitudes towards the issue of crime.

Recognises and describes how conflicting opinions can cause issues for people and society when it comes to issues relating to crime.

I will use examples when I explain ideas.I will explain why different groups of people may have different views and take this into consideration when I write about solutions.I will begin to explain in depth how sustainable human actions are.

LiteracyI will plan work before writing and proof read it afterwards.I will focus on my SPAG.I will use key words where possible.

Level 5

Explains that societies react to different groups in different ways.

Starts to consider how these views may be biased.

I will suggest realistic solutions.

Literacy I will use the phrase ‘this means that’ to help extend my writing. I will use more key words in my sentences.

Level 4 Describes how physical and human processes can change the lives of people living there when it comes to crime.

Recognises a range of alternative viewpoints when it comes to crime.

I will use connectives (because/also) in my answers so I can describe in more depth.

I will use key words in my sentences. In my writing I will describe why different groups of people have

different viewpoints.

www:___________________________________________________________________________________________________________

EBI:______________________________________________________________________________________________________________

Level before FIT:

Level after FIT:

With reference to a product you have studied, explain why workers involved in primary production are paid so much less than workers in shops selling the product. (6 marks + 3 SPaG)

Grade achieved:

Target grade:

List any SPaG errorsMark scheme:

Level 1 (1-2 marks) Simple statements, little explanation. No or weak reference to a specific product.

Level 2 (3-4 marks) Statements are developed and include clear explanation. Some reference to a specific product.

Level 3 (5-6 marks) Statements are well-developed and clear explanations relate to a specific product.

WWW: EBI:

With reference to a product you have studied, explain why workers involved in primary production are paid so much less than workers in shops selling the product. (6 marks + 3 SPaG)

Level 1 (1-2 marks)Basic points No reference to the source Reasoning may be weak or unclear Simple statements

Level 1 (1-2 marks)Basic points No reference to the source Reasoning may be weak or unclear Simple statements

Level 2 (3-4 marks)Explains the working conditions of each step of the phone industry productionExplains the pay of each step of the phone industry productionRefers to specific locations Good reasoning and logic in parts of the answer

Level 2 (3-4 marks)Explains the working conditions of each step of the phone industry productionExplains the pay of each step of the phone industry productionRefers to specific locations Good reasoning and logic in parts of the answer

Level 3 (5-6 marks) Explains the pay, working conditions for each step of the phone industry (primary, secondary, tertiary) Refers to specific places and facts/figures Compares and justifies each step Creates a balanced argument Reasoning is clear and logical with good expression of language.

Level 3 (5-6 marks) Explains the pay, working conditions for each step of the phone industry (primary, secondary, tertiary) Refers to specific places and facts/figures Compares and justifies each step Creates a balanced argument Reasoning is clear and logical with good expression of language.

How to start:Many workers involved with primary production of mobile phones are paid far less than workers in shops selling these products. Firstly, primary production of mobile phone mostly occurs in…. Here, they begin…

10. Showing progress in lessonsObnoxious Observations and Ofsted - Ideas how to show progress of

the individual in lessonsLego

Give pupils a series of questions (must be differentiated). They must stack a Lego piece on top of one another for every question answered. This shows how much work is being done by each pupil, allowing you to monitor the progress made. (Note, this method may not demonstrate the quality of the pupils work here)

Post it notes

One of the best tools to show progress is post-it notes! •Colours can be differentiated for each level, or G&T pupils•Can be used before, during and after content has been taught in the lesson•Can be anonymous if preferred•Post-its can be stuck on a spectrum showing where pupils stand on a viewpoint (see next page)