Stratford School Academy
Schemes of Work
GEOG: RESTLESS EARTH
Year 10 – Restless Earth
Geography: YEAR 10 – Restless Earth
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The Earth and its layers
Plate Margins
Landforms at Plate Margins
Fold Mountains
Uses of Fold Mountains – Case Study: The Andes
Super volcanoes
Impacts and Effects of Eruptions – Case Study:
Montserrat
Causes of Earthquakes
Effects and Impacts of Earthquakes – Case Study:
Chile and Haiti
Causes, Impacts and Effects of Tsunamis – Case
Study: The Boxing Day Tsunami
Assessment points and
Written feedback points
tasks
 Mid Unit – Week 4
 Lesson 9 and Lesson 13, in line with
Exam questions modelled on
assessment points
past GSCE papers
 Week 4 and week 8, books should be
 End of Unit Test –
marked.
Week 7
Exam questions modelled on
past GSCE exam papers
 Exam question
practise and feedback
incorporated into
every lesson
Assumed prior learning (tested at the beginning of the unit)
KS3 knowledge of unit on tectonic plates and movements.
Learning Outcomes (tested at the end and related to subject competences)
Drawing maps, graphs and diagrams.
8
Content of the unit
Case studies
Number of weeks
I can add labels to sketches
I can draw diagrams to explain a sequence
I can plot data on to maps.
I can add detailed annotations to sketches
I can complete a graph using data given to me.
I choose appropriate labels, keys and titles for my maps and graphs
I can draw graphs accurately with data provided
I can select which data to present on a map or chart
I can choose appropriate types of graph / map to display my data
I can identify and explain anomolous results
I can evaluate data collection and presentation methods.
I can suggest improvements to the data collection / presentation methods used.
I can identify and give facts about an event or place
I can identify and describe an issue facing a place
I can apply a case study to describe causes, impacts and responses
I can apply a case study to explain causes, impacts and responses
I can explain how management can reduce the impacts of a problem / challenge.
I can explain different opinions towards an event or process.
I can explain the justification for a particular management strategy.
I can evaluate different opinions towards an event or process.
I can evaluate the impacts of a process or event for different stakeholders.
I can evaluate the sustainability of management choices and provide further suggestions.
Page 1 of 13
Stratford School Academy
Schemes of Work
GEOG: RESTLESS EARTH
Lesson
1
Clear learning
intentions
Clear success criteria
Hook
Presentation of content
Guided practice
Independent
practice
(homework)
Closure
What is the Inside of the
Earth Like?
E/F - Identify and
describe key features of
the earth’s structure.
Teacher explains structure
of the course – how many
units, how they will be
assessed, which topics will
be studied, when etc
PowerPoint
Diagram of Earth’s layers
Keyword bank
YouTube clip
Oxford Textbook
Close passage worksheet
Video clip outlining the layers
of the Earth. Students to
complete diagram and labels.
Differentiated questioning.
Feedback to class
Exam Practise – Explain
how the tectonic plates
move (4 marks)
Close passage: ‘What
do we mean by ‘plate
tectonics’?’
Less able – includes a
word bank.
D/C - Label and describe
the inside of the earth.
B+ - Explain the link
between plates,
earthquakes and
volcanoes.
Picture of erupting
volcano, geographical
questioning.
Recap of previous
knowledge about the
layers of the Earth and any
other knowledge of
tectonic processes.
Keyword match up. Students to
write in their keyword glossary
Define the two types of crust.
Create a table comparing the
continental and oceanic crust
(page 9)
Draw and label a diagram
showing how convection
currents work (page 9). Write a
definition for convection
currents in own words.
Feedback to class.
Page 2 of 13
Stratford School Academy
Schemes of Work
GEOG: RESTLESS EARTH
2
Where are the edges of
the Earth’s crust located
and what happens there?
E/F - Define tectonic
plate, name some
tectonic plates and label
them on a map.
Four pictures and
differentiated questions –
Variations on ‘how are
these four objects
related?’
PowerPoint
Keyword match up exercise
Blank world map
YouTube clip
D/C - Describe the
location of the tectonic
plate boundaries and the
direction the plates are
moving in.
Keyword and definition match
up. Self-marking.
Stretch Activity – Draw a
diagram to show all the ways
tectonic plates could move in
relation to one another
Diagram displaying Pangea.
Class discussion – How has the
Earth’s crust changed over
time?
Watch clip showing the last 300
billion years and how tectonic
plates have moved.
B+ - Link the movement
of tectonic plates to the
distribution of
earthquakes and
volcanoes.
On a blank world map, draw in
the lines of the 8 major tectonic
plates. Label with name of plate
and direction plate is moving.
Volcanoes of the World – Class
discussion – do students notice
anything about the location of
volcanoes around the world? (If
they don’t make the link
themselves, ask them to
compare their map they have
drawn the tectonic plate lines
on with the map of the location
of volcanoes. Can also direct
them to page 13 of the
textbook) Differentiated
questions for students to
answer. Class feedback.
Exam question – Discuss with
students how to answer the
question. Show the answers
and ask students what mark
they would award it. Need to
justify why based on the mark
scheme.
Page 3 of 13
Exam Practise – Explain
the location of the
world’s volcanoes (4
marks)
Post It Notes - Two
things you have
learned today. One
thing you would still
like to know.
Stratford School Academy
Schemes of Work
GEOG: RESTLESS EARTH
3
How are the different
types of volcanoes
formed?
F/E - Know the
difference between
destructive and
constructive plate
boundaries.
D/C - Describe how a
constructive volcano and
a destructive volcano are
formed, using a diagram.
Constructive
Destructive
What do these two words
make you think of? What
is happening to the Earth’s
crust at each boundary?
PowerPoint
Oxford Textbook
Differentiated worksheets
Homework sheet
Discuss homework question.
Students to peer mark and give
WWW and EBI.
Draw diagram of constructive
plate boundary and label.
Remind students that all
diagrams in Geography need
titles and labels. Students to
self-mark and correct work if
needed. Write paragraph
explaining how constructive
margins are formed.
Differentiation – SEN: print
close passage, give word bank
G&T: Put into own words.
Self-mark and correct if
needed.
Further questioning – How
is new crust made? How is
crust destroyed? How is
rock turned into mantle?
B+ - Explain how
different types of
volcanoes are formed
using process vocabulary
and geographical key
words.
Draw destructive plate
boundary diagram and label.
Self-mark and correct if
needed. Write paragraph
explaining how destructive
plate boundaries are formed.
Self-mark and correct if
needed.
Differentiation – SEN: print
close passage, give word bank
G&T: Put into own words.
Self-mark and correct if
needed.
Read page 10 and 11. Create a
table summarising each plate
boundary and landforms that
occur there.
Page 4 of 13
Homework sheet – Past
exam question – Write
one sentence to explain
what is happened in
each diagram. (3 marks)
True or False – Use
red and green sheets
in back of student
planners
Stratford School Academy
Schemes of Work
GEOG: RESTLESS EARTH
4
What are the different
types of crust and how
does this affect the
landforms created?
F/E - Know the 2 types of
crust and 4 differences
between the 2 types.
D/C - Know the names of
3 types of plate
boundary and say what
type of crust is involved
at each and which
direction it is moving.
Picture of gas and ash
clouds coming out of the
sea – geographical
questioning
Different crust types sheet
Direction of plate movement
sheet
PowerPoint
Oxford Textbook
Recap differences in
continental and oceanic crusts,
plate boundaries and direction
they move
Exam question and scaffolded
response. Students complete
close passage to get a 4 mark
answer. Can use textbook.
Differentiation – Word bank for
SEN
Students self-mark and correct
if needed.
B/A - Describe the
characteristics of
landforms created at
plate boundaries.
View fold mountain, shield and
composite volcanoes. What do
they have in common? At what
plate boundaries do they
occur?
A* - Explain how the
type of plate boundary
affects the
characteristics of the
landforms there.
Read page 12-13 and
summarise information into a
table that shows characteristics
and landforms at each type of
plate boundary.
Stretch Activity for G&T
Look at completed table.
Questioning – Which boundary
causes the most damage?
Which boundary is the safest?
Exam question practise. Look at
exemplar answers once
students have written their
own. Choose 2-3 students to
read their answer and others to
critique. What mark? Why?
What could they add to
improve their work? No hands
classroom.
Page 5 of 13
Homework sheet –
several past exam
questions
Can you?
Get a show of hands
for who can answer
each question,
starting at red.
Choose one student
at random to answer,
keep going until the
question is answered
completely and
perfectly.
Stratford School Academy
Schemes of Work
GEOG: RESTLESS EARTH
5
What are fold mountains
and how are they formed?
F/E - Identify where fold
mountains are located.
D/C - Describe how fold
mountains are formed
and complete a labelled
diagram.
Exam Question – Where
are fold mountains
located?
Share 2 answers, choose a
student to give a mark,
WWW and an EBI verbally
PowerPoint
Oxford textbook
Table worksheet
B+ - Explain how fold
mountains are formed
using process vocabulary
and key geographical
words.
Watch video clip explaining
how fold mountains form.
Complete past exam question,
writing one sentence to explain
what is happening in the
diagram. Choose students to
read out answers, put on slide
so students can correct and
mark their work.
Stretch Activity
Case Study – Himalayas
Students to use textbook to
build a case study for uses of
fold mountains. Activity is
colour coded to show students
what they need to do to
achieve each grade. Fill out
table.
Exam Question practise – How
would you answer this
question? What information is
needed? What is the command
word asking you for?
Look at answer. What mark
would they award? Justify. How
can it be improved?
Page 6 of 13
For next lesson –
Research one super
volcano eruption. How
was the earth affected?
True or false?
Series of questions,
use red and green
planner pages
Stratford School Academy
Schemes of Work
GEOG: RESTLESS EARTH
6
What is a super volcano?
F/E - Know what a super
volcano is and describe
its characteristics and
location
Investigative skills using
key geographical
terminology – asking and
answering questions
about a specific picture
PowerPoint
Oxford Textbook
Differentiated worksheet for
Sen students
D/C - Describe the
potential impact of a
super volcano eruption.
Watch clip showing the
characteristics of the
Yellowstone caldera. Students
to write a definition of a super
volcano.
Exam practise – Look at a
picture showing the worlds
known locations of super
volcanoes. Where are super
volcanoes located in the world?
Stretch Activity – Compare to
plate boundaries
B+ - Compare and
contrast the impact of
super volcanoes
compared to ordinary
volcanoes
Use textbook to add more
words to the keyword mat.
Check understanding of each.
Can students explain using their
own words? Keep asking until it
is perfect.
Draw and label diagram
showing the characteristics of
the Yellowstone caldera. Check
they understand what is meant
by ‘characteristics’. Write a
paragraph explaining how the
caldera was formed as well as
specific data about it.
Differentiation – print to give to
SEN students a s a gap fill
G&T students to write in their
own words. Can use textbook
for reference if needed.
Page 7 of 13
Homework – A look at
Yellowstone national
Park. Diagram and
questions.
3, 2, 1 – 3 effects of a
super volcano
eruption, 2 facts
about Yellowstone, 1
thing they found
interesting
Stratford School Academy
Schemes of Work
GEOG: RESTLESS EARTH
How are super volcanoes
different to other volcanoes?
Create side by side lists.
Students can use textbooks for
reference.
Diagram of the effects and
impacts of a super volcano
eruption. Shows two different
eruptions millions of years
apart. If Yellowstone was to
erupt now, how would the
world be affected?
7
What were the effects of
the Montserrat eruption?
F/E - Identify effects of a
volcanic eruption.
D/C - Categorise effects
(primary, secondary,
social, economic,
environmental)
Exam Questions – What is
pyroclastic flow?
What is a primary and
secondary effect of a
volcanic eruption?
PowerPoint
Oxford Textbook
Video clip
Keyword mat
Linking statements
worksheet
B+ - Describe effects in
detail using a case study.
Add the lessons keywords to
their keyword mat. Questioning
to ensure understanding of
each word.
Clip showing the eruption and
impacts of it. Students to create
a case study file of the eruption
and effects of the Montserrat
eruption. Write effects they can
see in the clip.
Need to categorise these
effects into primary and
secondary. Add these
definitions to keyword mat.
They also need to classify each
as either social, economic or
environmental. Go over what
each means, choose student to
provide an example for each.
Add specific detail and data
using page 16-17 of the
textbook. Include a table to
show the immediate and long
term responses to the disaster.
Page 8 of 13
Revise for mid unit test
Look at sample
answer. Students to
mark, need to be
able to justify. Look
back over their own
answer and attempt
to improve.
Stratford School Academy
Schemes of Work
GEOG: RESTLESS EARTH
Model linked statements and
explain how important it is to
do this to move from level 1 or
2 answer to a level 3.
Activity sheet where students
need to match the effect with
its explanation
Exam Question Practise Choose one volcanic eruption
you have studied.
Explain the effects of the
volcanic eruption. (8 marks).
Discuss how to answer the
question. Students to answer
question in their book.
Differentiation – keyword bank
to include in answer for SEN
8
What Do I Need To Know
For My Mid-Unit Test?
9
Mid Unit Test
F/E - List information in
Create flashcards to revise
exam answers
keywords, processes and
D/C - Explain information structure of the Earth
in some detail in
response to exam
questions
B+ - Understand what
the question is asking me
and use in depth case
studies and examples to
explain the answer.
Flash cards
Revision Guides
Oxford Textbook
Discuss and complete a series
of past exam questions in order
to revise for the mid unit test.
Test paper
Students to complete test
paper in half an hour to model
GCSE paper
Page 9 of 13
Revise for the test
Discussion of how
the test would be set
out and remind
student to complete
past papers online.
Stratford School Academy
Schemes of Work
GEOG: RESTLESS EARTH
10
How are earthquakes
formed?
F/E - Describe where
earthquakes occur and
define ‘Conservative
margin.’ Know what the
Richter and Mercalli
Scales are.
Picture of the where
earthquakes occur around
the world. Exam question:
How are earthquakes
distributed around the
world? (4 marks)
Oxford textbook
Video clip
Powerpoint
Keyword mat
Differentiated worksheet
D/C - Outline how
earthquakes are formed
using process
vocabulary. Describe the
differences between the
Richter and Mercalli
Scales.
Go over how plates move at
constructive and deconstructive
margins. How else can the
plates move in relation to one
another?
Draw a diagram of how plates
move at a conservative margin.
Watch the video clip and
answer the questions,
Two stretch questions. Can also
use the textbook for this.
Use page 20 of the textbook to
draw a diagram of an
earthquake within the crust.
Add definitions of the keywords
to the keyword mat.
Stretch questions.
B+ - Use key words
(focus, epicentre, seismic
waves) in my answer.
A* - Evaluate the utility
of the Richter and
Mercalli scales, and the
way they measure
earthquakes
Exam Question practise –
Discuss how to answer the
question. What will get marks?
What is unnecessary? Students
to answer question.
Differentiation – SEN can have
close passage, more able
students to have word bank or
not.
Copy definitions into keyword
mat for Richter Scale and
Mercalli Scale/
Answer questions.
Stretch questions.
Page 10 of 13
Research the world’s
strongest earthquake
and create a factfile on
it.
What have I learnt?
What progress have I
made?
What else do I want
to know?
Stratford School Academy
Schemes of Work
GEOG: RESTLESS EARTH
11
How Do Different
Countries Cope After
Earthquakes?
F/E - Identify the effects
of earthquakes
Create an acrostic poem
using geographical
terminology ‘Earthquakes’
PowerPoint
Oxford Textbook
D/C - Categorise effects
and give some detail
B - Explain further
consequences of
earthquakes
A-A* - Use detailed case
study facts in my answer
Using the information in the
PowerPoint, create fact files
comparing an earthquake in
Chile (MEDC) and in Haiti
(LEDC). Need to be able to
compare both effects and
responses and be able to say
how being a MEDC or LEDC
affects these things.
Exam question practise - How
does the depth of the
earthquake’s focus, and the
location of its epicentre, help to
explain some of the effects
seen in Chile and Haiti? (4
marks)
Using case studies of
earthquakes you have studied
in MEDC’s and LEDC’s, compare
and describe the responses to
these earthquakes (6 marks)
Using examples of earthquakes,
explain why some cause more
destruction and death than
others (6 marks)
Can use the textbook if needed
Students to peer mark using the
mark scheme provided
Page 11 of 13
Explain the effects of an
earthquake or volcano
you have studied. Use a
case study in your
answer.
(8 marks)
Post it notes –
Something I’ve
learned, something I
don’t understand
Stratford School Academy
Schemes of Work
GEOG: RESTLESS EARTH
12
What is a Tsunami?
F/E - Know what a
Tsunami is.
D/C - Describe the
effects of a Tsunami
Mark homework question:
Explain the effects of an
earthquake or volcano you
have studied. Use a case
study in your answer.
PowerPoint
Oxford textbook
SEN differentiation – scaffold
for report, diagrams of
tsunami forming
B+ - Explain the cause of
a Tsunami
Watch clips showing the
tsunami devastation. Students
should make notes about the
effects of tsunami that they can
see. Feedback after the clip to
ensure that all students have
covered all the effects. Ask
them to label either as
immediate or secondary
effects.
Two diagrams showing how a
tsunami is formed and how the
wave changes as it approaches
land. Students should darw
both into their books. Make
sure they include the title and
labels.
Differentiation – Give students
diagram and get them to copy
the labels onto it.
Write a paragraph explaining in
their own words how a tsunami
is formed.
Differentiation – SEN: Give
students a close passage or can
read a paragraph and try to put
it in their own words.
Can use the textbook if needed.
Using the textbook and what
they have seen in the clip,
students produce a
seismologists report about the
tsunami that hit on Boxing Day.
Differentiation – Provide SEN
with scaffold to answer the
questions
Give students the answer to a
question – what question do
they think it is answering?
Page 12 of 13
Exam Practise
Outline how a tsunami
happens (4 marks)
Describe the effects of
one Tsunami you have
studied. (8 Marks)
Give one fact for
Immediate effects
Tsunami features/
Plate tectonics
Secondary effects
Explain how people
Immediate response
could reduce the effects
of tsunamis in the future. Long term response
(8 marks)
Stratford School Academy
Schemes of Work
GEOG: RESTLESS EARTH
13
14
15
End of Unit Assessment
Prep
End of Unit Assessment
End of Unit Assessment
run through
BTEOTL I will:
Know how to answer
those questions I find
hardest.
Smith
proformas…prioritise your
skills and subject
knowledge.
Dependent on group
BTEOTL I will:
PLC up on the board.
Model answers
Know my weaknesses for Pupils to note down
future revision
strengths and weaknesses.
Page 13 of 13
Groups to select resources to
help with skill/knowledge
revision.
Run through model answers
with class. Class to annotate
papers.
Revise for end of unit
assessment
Tell me something
you know now that
you didn’t know
before.
Prep for your “therapy”
Sharing…what are
our biggest
weaknesses?