Gives learners examples of sentence starters and appropriate language to use for each part of the paragraph or essay. For example, how to introduce evidence or an explanation. There are also suggestions for introduction and conclusion language. It helps learners to add structure to thier longer pieces of writing. Useful for English as second language learners and can support less confident writers. It fits on one slide so is easy to display. In my context, it is useful in History and Geography but could be used in any subject requiring more detailed written responses.

Used with a GCSE class for them to understand how to structure their sentences and recognise which ones are Points/Evidence/Explanation. They found this quite tricky, especially linking up the sentences and finding the various SPaG errors but their written work has improved hugely since taking the time to go through these skills. Could be used for homework or in class as a main activity.

Engaging SPAG and PEE starter pack and Power Point slides taken from extracts of Karl Pilkington's hilarious travel diaries, The Idiot Abroad. Each starter features a short extract, with a short SPAG and an extended PEE or comprehension starter, together with an image of Karl Pilkington. Starters are ideal for KS4 students or later KS3 and suitable for a variety of different exam boards e.g. WJEC or AQA as they involve the same core skills. Also included for free is a bumper word puzzles Power Point which is normally £2: https://www.tes.com/teaching-resource/word-quizzes-11195792 Please rate and visit my shop store for more great resources: https://www.tes.com/teaching-resources/shop/EngageinEnglish Thank you. (Credits: images royalty free, taken from Wikicommons and pininterest.com)

Unstuck cards which are structured to help students improve their written work. These can be used for key stage 3 and 4 classes. Includes: PQE PEE PEEL I have laminated a class set of each of these and use these regularly.

I've been trying to develop students skills at writing extended answers that explain, using PEE. To help with the feedback, I've been developing stickers that students can understand and hopefully act upon next time!

A4 geography writing mat resource outlining the key techniques, structures and phrases for students to follow to succeed in extended writing activities. This resource can be used for all attainment and ability levels, from scaffolding lower attainment writing through models, to challening those requiring more depth in explanation. Suitable for AQA GCSE exam question technique, as well as Key Stage 3 writing to build confidence and embed practice at an early stage. Each writing technique caters to the requirements of exam command words such as, ‘Explain’, ‘Describe’, and ‘To what extent’. A variety of structures covered, for example: TEA (Trend, Evidence, Anomaly) PEE (Point, Evidence, Explanation) LOAD (Locate/Introduce, On the one hand, Alternatively, Decision)

This lesson introduces Storm Desmond by asking students to tell the story of what happened to them during the floods. The pupils are then given a character (character stickers are provided) and asked to take notes on the character and a question about the flooding. The pupils will then be read a story incorporating a wide rage of factual information about the floods, told through the eyes of the 6 characters. After reading the story scramble the groups to share the information that they have collected. Writing frames for PEE paragraphs are included as are mark schemes and exemplar examination questions, based on sample assessment materials.

This lesson is based on a mystery ‘What is the impact of UBS moving to Leeds on the city?’. the starter reminds pupils about types of employment and how to read / plot pie charts. Pupils are introduced to the 5 main characters in the mystery. The pupils then have to read mystery cards (which include a wide range of factual information) and classify them before linking them together to explain the impact of UBS bank setting up offices in Leeds. A PEE writing frame at the end of the PowerPoint, encourages students to develop their explanatory writing skills.

The lesson starts with a video clip about how wind energy is produced followed by a map description activity. There are the two symbol / image cards one containing advantages and another disadvantages, both incorporating factual information. A PEE paragraph is modelled and then students are asked to produce their own. The next activity is a decision making activity using OS maps to choose where a wind farm should be located. the plenary consists of an examination question, with a mark scheme.

This is a KS3 level lesson on preparing for a tsunami response. It also explores how people responded to the Boxing day 2004 tsunami in the Indian ocean. Key facts about the lesson are: The content covered by the lesson are; Definition of a tsunami, comparing tsunami wave with a normal sea wave, identifying practical steps to take in a tsunami, examination of the response to the Boxing day tsunami in 2004, classifying the responses to the 2004 tsunami as short and long term. Learning resources used in the lesson are; Quiz, images, video clip, odd one out type task, written task using PEE technique with model answer as example, matching and analysis task. Answers are included for most of the tasks. What do you get in the package: The lesson is planned in detail and all of the resources for teaching the lesson are included in the ppt; starter, learning activities with resources, clear outline of learning tasks and a plenary. However, students should always be encouraged to use their text book to broaden their understanding. Now just download and teach!

Firstly, there is a white board quiz linked to the causes and effects of flooding. This is designed to recap previous knowledge. Next the students are introduced to the River Eden and it’s key features. After that the students are asked to collect facts about the different human activities that occur around the river from information sheets. Once these are complete introduce the students to the impacts that human activity can have on the river landscape. Next, arrange the students into small groups. Using the information sheets and a planning sheet they need to plan out PEE paragraphs as a team. After that the students need to write their own 8 mark examination response to a human activity question using their planning sheets to help them. There is a writing frame and mark scheme to accompany this. Finally, the students are asked to demonstrate their understanding of how the human activity changes along the whole river. All resources are included at the end of the PowerPoint.

The lesson starts by asking the students to consider how different parts of the reef ecosystem are interdependent. It then reminds the students of the value of reefs. Next there is a map interpretation activity showing areas of reef that are under threat followed by a you tube clip. Students are then split into groups and given a threat to coral reef in St Lucia information sheet. there are four sheets; fishing, tourism, bleaching and disease. They are asked to create a teaching resource to use to teach their peers. there is also a rate my teacher mark scheme for the students to assess each other and a note taking sheet to encourage the students to use PEE paragraphs. These can be marked using the 8 mark, mark scheme provided. There is also a threats to coral reef homework activity provided. All resources are included at the end of the PowerPoint.

This lesson will focus on students producing high quality explanatory written work. To start students explain the greenhouse effect and global warming to one another in pairs. Next they discuss why sea level has risen over the last 20 years. The prediction on the next slides shows students what their answer is likely to be and how you plan to develop and improve their answers during the lesson. Next split the students into 8 groups of 3-4. Give each group a resource and ask them to read it and interpret the images in silence for 2 minutes. They then discuss it as a group to develop the understanding of the weaker students. Finally, they use the writing frame to produce a high quality PEE paragraph. This is repeated for each of the 4 resources/effects of global warming. Next there are some exemplar examination questions for pupils to discuss / attempt. The plenary is a ‘pimp my answer’ activity. There is a poorly written answer, which they have to improve form memory to make it amazing. All resources are included at the end of the PowerPoint.

The aim of this lesson is to build up a case study of sustainable transport in Mumbai. The lesson starts by introducing the students to a definition of sustainable transport. Next the students are split into groups. They are given a resource linked to one of three sustainable transport solutions, these include improved rail links, new road building and improvements in bus transport. They are given 10 minutes to read this and then create a teaching resource on flip chart paper. After that each group takes it in turn to teach the class. They should outline the sustainable strategies and explain how they work. Whilst talking, the other students should take notes on their speech in order to complete a PEE paragraph. They will also need to write a paragraph about their own solution. At the end of the speech they should rate their teacher. They can use a different colour for each of the two groups that they will hear on their rate my teacher sheet. Finally, they can practice planning an 8 mark answer and assess their note taking sheet. All resources are included at the end of the PowerPoint.

This scheme of work reflects content changes to the KS3 Geography syllabus. The Geography Student Leaders and members of the Geoggers extra-curricular club were heavily consulted and part of this unit has been written up in partnership with them (thank you!). The scheme of work takes a location-based approach covering many different aspects of physical and human geography, but also introduces relatively ‘new’ concepts such as conflict/war and international interdependence (e.g. migrant labour). This scheme also is designed to be the first real occasion where students rigorously practices their extended writing (PEE) and introduces themed-based GIS. This scheme of work is assessed by a written report which explicitly asks students to recall the learning in class. As a whole unit, this scheme of work is expected to take around 12-14 hours. You will need to download the “Sakkal Majalla” font for the text to display properly (easily found online for free). Not all resources could be uploaded (e.g. the Human Planet and Planet Earth videos, the raw files for the card game and the Lesson 8 Aegis GIS file (Aegis3 or Aegis3 Viewer needed) - but I can supply the card game files and GIS file on request. I would be very grateful if you could review our work, in order to help others judge whether the resource(s) are useful, and how they could be improve them. Thanks! Why FREE? While the resource is my own creation, it contains elements from other sources (which are cited/referenced where possible) and this resource is considered ‘legacy’ and will not be updated. But I work very hard on making resources that are effective and engaging, so please leave me some kind feedback and visiting my ‘Geogramblings’ website where more up-to-date stuff is available!

A lesson designed to teach students about the various tourist activities in the Arctic and the potential positive or negative impacts this may have on the area. I used this lesson with a low mixed ability year 7 class. The lesson contains differentiated resources and a structured homework task (to design a postcard for the Arctic).

This lesson is designed to teach about the many reasons for conserving wildlife e.g. scientific research, application to technology, ethics, recreation etc. This was an observation lesson I used with a year 10 environmental science class, however it can be easily adapted for ks3 and 4 Geography or biology. The resources include detailed information sheets, a detailed power point, writing frames, modelled GCSE answers and various activities.

Guidance on how to structure responses: including points, evidence, explanation and link. The resource has clear and concise guidance for each stage as well as an example question and paragraph response. Extremely useful when assisting students in their examination technique. Can be used as a wall poster, PowerPoint slide or table resource.

These classroom activities work to explore how international trade can both help and hinder people in developing countries as they try to improve their lives. Through real-life examples, pupils are encouraged to consider the notion of ‘fairness’ and think about the positive impact of buying products that have been fairly traded upon the lives of people in developing countries.

A selection of challenges and activities to complete in your school grounds, locally and while on trips away from school including holidays. These are samples from two complete books.