This lesson focuses on people's attitudes to money, then explores their own. It is a lesson that can be taught on its own, or as part of a wider unit on wealth and poverty.

This is a lesson on how rocks shape the land, focusing on limestone and gritstone landscapes in the Peak District. Designed in support of the New GA unit 'The Role of Stones', so some of the images have had to be changed.

A fully resourced lesson on the effects of volcanic eruptions. It focuses on the types of volcanic hazard, how they threaten people and how its effects vary with different levels of economic development. Aimed at KS4 classes, in support of AQA Geography B syllabus.

This contains a full lesson on the Lesotho Highlands Water Project for WJEC Syllabus. Includes content on what makes a good area for a dam. Water project, water management, dams, hydroelectricity.

This lesson focuses on the different ways in the mass media influences our values, whether that be in a positive or negative manner. This is designed to take place over two 50-minute lessons.

A fully resourced lesson where students are introduced to the skill of measuring scale. It also includes an idea for a class practical on scale, where they have to measure out and scale the classroom itself!

Please find attached numerous resources for the Boxing Day (2004) tsunami. Boxing Day Tsunami, Indian Ocean Tsunami, Indonesian Tsunami, Asian Tsunami

This 50 minute lesson addresses A.J. Ayer's response to criticism from his strong and weak verification in the form of direct and indirect verification, then explores the strengths and weaknesses of the verification principle. In the plenary an evaluation of its relative success is discussed. Constructive feedback would be a bonus.

This contains a full lesson on urban processes with resources attached. Urban processes, Settlements, Urbanisation, Counter-urbanisation, centralisation, suburbanisation, gentrification.

This is a fully resourced and differentiated lesson on the Rock Cycle for KS3. It is a combination of adapted resources and some of my own. In particular, it includes several back-up activities due to the difficulties that some students can have grasping the topic

This contains a full lesson on Shanty Towns. Shanty town, Slums, Nairobi, Kenya.

This is an independant learning lesson which might be useful as a useful introduction to megacities. It involves a wonder starter, main activity watching the first episode of Andrew Marr's megacities and a differentiated plenary.

This contains a fully resourced, differentiated lesson on charities. This contains a set of activities to meet the following objectives: To describe what a charity is. To explain the reasons why people give money to charity. To evaluate whether it is any less moral to give money to charities abroad than at home. This resource has been adapted from an excellent resource by 'Charity Choice' which can be found here: https://www.tes.com/teaching-resource/charity-choice-1-hour-citizenship-lesson-plan-6051322

This contains a fully resourced, differentiated lesson on the world’s growing urban population (urbanisation). The main part of the lesson involves drawing a line graph to show the increase in the world’s urban population (based on World Bank Data Set) and describing the pattern using data, an interactive peer sharing task on the reasons for the growth in the urban population (they do this by explaining one reason they are allocated in the grid, with pointers to help them, and then share the information with their peers, big emphasis is placed on helping each other to develop their explanations), and lastly a written exercise assessing how influential they believe these reasons have been. To describe how the world’s urban population is growing. To explain the reasons for the growth in the urban population. To assess the importance of these reasons.

This contains a fully resourced, differentiated lesson on the via negativa. The main part of the lesson involves a set of discussion tasks and short written tasks to understand how the via negativa works, from which they then produce fact files on how three different scholars (including Aquinas) have contributed to the argument, leading to an evaluation task where students generate their own arguments for and against the via negativa 'providing the only the true way to understand God'. Some ideas have been borrowed from other contributions on TES, to whom I am very grateful. Learning Objectives: To describe how the Via Negativa approach works. To explain how scholars have supported this approach to describing God. To evaluate the effectiveness of this approach.

This contains a fully resourced, differentiated lesson on religious experiences aimed predominantly at KS3 students. I have adapted previous material uploaded onto TES and included some of my own also. Learning Objectives: To describe the different types of religious experience. To assess the evidence for religious experiences. To evaluate whether or not they provide convincing proof for the existence of God.

A fully resourced introductory lesson to paganism.

A lesson on the Four Noble Truths that aims to take a different direction to other lessons posted on TES. It focuses on whether they adequately explain why there is suffering in the world. Please comment for feedback.