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I’m beginning to utilise some ideas from Helen Young’s course earlier in the week. For the first time in my career I have drafted a revision timetable for students. Each week will focus upon a topic,  supported by a knowledge and a past papers session at dinner or after the College day.

We give students revision notes but I’m concerned that their use of these (Am I being optimistic?) is passive, as a result I’m putting together A5 mini-booklets for each of the topics. The aim is for students to use these alongside their class and revision notes.

Feel free to download a copy and adapt to your syllabus. Clicking on the image above will (should) take you to a copy of the file. (1mb docx).

Spent a day this week in the Peak District, visited Peak Cavern.

Conducted velocity measurements using flow meters.

And mourned damage to the most inappropriate fieldwork bag ever.

Talking of fieldwork, picked up on a tip off from Alan Parkinson about the Enhancing Fieldwork Blog.

I did some online INSET about my use of technology via Google Talk to another school in Derbyshire. A first for me, sat at home in the backroom. I didn’t really do it justice, it was hard to speak about ideas without the visual prompts available and it was hard to strike up a dialogue. I hope some of the colleagues took at least one idea away. I have to say thanks to the Year 10 ICT leaders, who managed my session, without them it would have been a massive mess!

We finished and dispatched our sample for the controlled assessment for the CEA Geography Spec. Thanks to Graeme Eyre for writing three posts concerning the specification, derived from a recent support meeting for English centres.

Congratulations to David Rogers who’s Long Shore Drift video won one of the prizes on the Dream Teachers video competition.

Had a request about a crime scheme I wrote nearly eight years ago, and lead me to rediscover Geointeractive.

Also said a goodbye to one of my education mentors who retired this week, enjoy the rest Mr Warrington, a true gentleman. I shall never forget my interview grilling.

After what seems an endless term, I’m off to have a rest. Happy Easter.

Case study summaries for the CEA GCSE Geography course. (1mb pdf)

Student syllabus summary for the GCSE CEA Geography course. (261kb pdf)

I’ve updated a couple of bits on RG. Added my Holderness case study podcast to the coasts page, updated the starters and plenaries page, and added a couple of resources to the CCEA resource page on the exploitation of Coal in China. There are a number of great clips on YouTube such as the only below, I’ve removed them from the PowerPoint due to copyright.

Continuing with the population resources, this time Polish migration.

Introductory PowerPoint, classification task and summary sheet.

If any has a copy of the BBC programme ‘The Poles are coming’, I’d be very grateful.

Just beginning to write some population resources for the CCEA spec. I tend to write quite ‘traditionally’ as a basis, then develop additional strategies later on…

I’ll be using the great population jelly babies game as an introduction.

Also produced a living graph exercise on World population growth and a simple factors affecting birth and death rates fill in sheet.

Simple presentation and supporting student worksheet, under tectonics.

Had a bit of a rest yesterday.

Started a new page for my CCEA tectonic resources.

Two new resources, an introduction to different rock types and the rock cycle

and a plenary activity based upon this brilliant video.

Continuing with the development work. Today’s topic- Fair Trade, which is also our controlled assessment task for this year. I’ve adapted some Key Stage 3 resources from the food topic.

I wanted to take a source-based approach.

I’m going to start the theme by watching a Channel 4 programme for schools called ‘Consumer Power- Chocolate’, it was online at Teachers TV but can no longer be found in the search, it provides a good overview of the conditions faced by cocoa farmers and the issues related to the trade.

Also found this video which I feel gives a good overview of the concept of Fair Trade.

I’ve then produced two pen portraits of cocoa farmers, adapted from real case studies, but emphasising the areas I wanted. Followed by a task considering the arguments for and against the concept of Fair Trade.

Whilst using these sources I want students to summarise their findings in the sheet provided, which I’ll then go over using the following presentation, well that’s the plan…

P.S. mustn’t forget a little tasting