Revision Booklet This editable guidance booklet will support learners in their revision of a variety of subjects. The booklet includes general approaches to develop retrieval practice and revision strategies with links and space to explain to students how they can apply the strategy to your subject area. All ideas are supported by research. The booklet is editable in order for teachers to customise to their subject area.

The booklet starts with an outline of the required case studies and examples from the AQA specification and identifies the name of those we have studied. In order develop student independence in the revision process each case study contains a blank templates that encourage students to revise the key content for each of the case studies and examples covered in the AQA GCSE Geography course. These are then followed by an exam question that has been scaffolded to support students. The scaffolds can easily be removed or reduced for those students that do not need them. You can find more of my resources at www.mrshumanities.com

A 6 hour scheme of work to teach students key map and atlas skills. Lesson 1 - Locating cities Lesson 2 - Latitude and Longitude Lesson 3 - Choropleth Maps Lesson 4 - Map symbols, 4 figure Grid References and Describing Routes (can also include scale) Lesson 5 - 6 Figure Grid References Lesson 6 - Interpreting Maps For the rest of the resources visit https://mrshumanities.com/2016/11/15/zombie-apocalypse-atlas-and-map-skills-sow/

A template for creating work booklets for any subject. I've used them for primarily Opening Minds (used to teach PSHE, Citizenship and RE), along with a few for GCSE Geography and KS3 Humanities Homework. Simply outline the success criteria on the first page. I would then highlight the criteria achieved in one colour and the criteria to attempt to progress in another. Thus reducing marking workload. For each lesson, change the title and L/O and add any information, activities or required resources. Includes opportunities for DIRT, reflection and self-assessment.

18 Ideas for Marking, Feedback and Directed Improvement and Reflection Time A variety of ideas to improve and reduce marking and feedback whilst still promoting quality feedback. For more information visit https://mrshumanities.com/2016/04/03/updated-marking-feedback-and-dirt-ideas/ or www.mrshumanities.com for more T&L ideas

A 6x6 grid for encouraging students to get to know one another. Great for year 7 forms or new form groups. How to use Students need dice. In pairs they roll the dice to determine the cell coordinates. A student then asks the question in the cell and the other/s answer it. It could be printed off and laminated or simply displayed using a projector.

Lesson on the decline and extinctions of mega-fauna as part of a study on climate change. Can be done as two lessons or one lesson and choose between the two tasks offered in the powerpoint. When I've taught this students have enjoyed taking the role on the wall sheet home with them to decorate to suit thetheory of climate change or hunted to extinction.

Mini-test on rivers with answer sheet to aid self or peer assessment. River Features Key Processes Types of Erosion Long Profile Transportation Processes

Worksheet to complete on how shield and composite volcanoes differ.

Simple template for thinking hats activities.

Simple quiz on rivers. Multiple Choice - river features, processes and landforms Is it hard or soft engineering?

Introduction unit of work to introduce year 7 to geography - looks at locating places, personal identify, scale of place & maps skills. Ideal for finding starting points of year 7 in their geographical knowledge. Can be used with lower year groups as well.

A complete unit of work on global connections - based on clothing. Looks at Transnational Companies, Trade, Globalisation, Worker's Rights and Fair Trade. Cross-Curricular, some differentiation. Suitable for Key Stage 3

Powerpoints and resources for a Scheme of Work on Climate Change Planned for 2012-2016 Edexcel B specification but suitable for other GCSE specs. I'm sharing these resources to support others in their planning for the new specs. Some of the resources have been adapted from resources I've collected over the years. Please feel free to ask for credit where credit is due.

Powerpoint and resources for carousel activity

Need to Know Learning Matrix Topic - Women's Suffrage and the Right to Vote I use these to assess student understanding and progress through the term and to provide quality feedback without the need for excessive comment writing. I simply put the matrix in the front of the students book, every time I mark their books I highlight the relevant criteria in one colour (usually yellow) and criteria I would like them to attempt in DIRT in another (usually pink). Once the criteria to attempt is achieved I simply tick it off on the matrix. In their books I will write WWW and list the codes for the criteria achieved. I will then draw steps to indicate how to level up and write the corresponding codes of criteria I want them to attempt. The Need to Know questions are based on the lessons & learning objectives over the term, which are also used to create the coded success criteria. I find this technique reduces the time I spend marking books however allows me to provide quality feedback and to clearly see progress over the term. It's great for outline the SoW and encouraging independent learning. Hope it's of use.

Need to Know Learning Matrix Topic - Population Growth and Megacities Linked to AQA GCSE Geography I use these to assess student understanding and progress through the term and to provide quality feedback without the need for excessive comment writing. I simply put the matrix in the front of the students book, every time I mark their books I highlight the relevant criteria in one colour (usually yellow) and criteria I would like them to attempt in DIRT in another (usually pink). Once the criteria to attempt is achieved I simply tick it off on the matrix. In their books I will write WWW and list the codes for the criteria achieved. I will then draw steps to indicate how to level up and write the corresponding codes of criteria I want them to attempt. The Need to Know questions are based on the lessons & learning objectives over the term, which are also used to create the coded success criteria. I find this technique reduces the time I spend marking books however allows me to provide quality feedback and to clearly see progress over the term. It's great for outline the SoW and encouraging independent learning. Hope it's of use.

Need to Know Learning Matrix Humanities Topic - Food and Farming Covered aspects of local history, farming and agriculture. Key skills - source analysis. I use these to assess student understanding and progress through the term and to provide quality feedback without the need for excessive comment writing. I simply put the matrix in the front of the students book, every time I mark their books I highlight the relevant criteria in one colour (usually yellow) and criteria I would like them to attempt in DIRT in another (usually pink). Once the criteria to attempt is achieved I simply tick it off on the matrix. In their books I will write WWW and list the codes for the criteria achieved. I will then draw steps to indicate how to level up and write the corresponding codes of criteria I want them to attempt. The Need to Know questions are based on the lessons & learning objectives over the term, which are also used to create the coded success criteria. I find this technique reduces the time I spend marking books however allows me to provide quality feedback and to clearly see progress over the term. It's great for outline the SoW and encouraging independent learning. Hope it's of use.

Need to Know Learning Matrix I use these to assess student understanding and progress through the term and to provide quality feedback without the need for excessive comment writing. I simply put the matrix in the front of the students book, every time I mark their books I highlight the relevant criteria in one colour (usually yellow) and criteria I would like them to attempt in DIRT in another (usually pink). Once the criteria to attempt is achieved I simply tick it off on the matrix. In their books I will write WWW and list the codes for the criteria achieved. I will then draw steps to indicate how to level up and write the corresponding codes of criteria I want them to attempt. The Need to Know questions are based on the lessons & learning objectives over the term, which are also used to create the coded success criteria. I find this technique reduces the time I spend marking books however allows me to provide quality feedback and to clearly see progress over the term. It's great for outline the SoW and encouraging independent learning. Hope it's of use.

Need to Know Learning Matrix I use these to assess student understanding and progress through the term and to provide quality feedback without the need for excessive comment writing. I simply put the matrix in the front of the students book, every time I mark their books I highlight the relevant criteria in one colour (usually yellow) and criteria I would like them to attempt in DIRT in another (usually pink). Once the criteria to attempt is achieved I simply tick it off on the matrix. In their books I will write WWW and list the codes for the criteria achieved. I will then draw steps to indicate how to level up and write the corresponding codes of criteria I want them to attempt. The Need to Know questions are based on the lessons & learning objectives over the term, which are also used to create the coded success criteria. I find this technique reduces the time I spend marking books however allows me to provide quality feedback and to clearly see progress over the term. It's great for outline the SoW and encouraging independent learning. Hope it's of use.