Mrs Humanities

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Resource – Rainforest Role Play Game

Rainforest Role Playing GameSome of you may have noticed my post last month on twitter about my proposed role playing game to teach about the tropical rainforest.

Now that we’ve finally played the game I thought I’d share it with you.


Primarily a decision making exercise; pupils are given a role to play and have to make decisions and contributions to the game based upon their role. In this scenario pupils are taking on the role of a variety of pre-created roles but you could easily get them to come up with their own.

Game Scenario

Pupils were introduced to the survival scenario – they were in a private plane as part of a group going tio carry out research in the Amazon rainforest when they hit trouble in the skies causing their plane to crash just south of the Amazon river. They now need to work as a team, using each others strengths to survive.

RPG game scenario


Each role was carefully thought out in advance to ensure the pupils would be able to ‘think’ like the person and so they had a particular skill to contribute to the challenge.

RPG character roles


In order to play the game, each group were given a copy of the instruction sheets, a set of 3 option cards and a pack of cards with a variety of natural and human resources that would be available to them from either the rainforest environment or the plane. They were also given 12 blank cards and a white board pen.

In addition some groups were provided with ‘Survival Cards’ these were tips and ideas to help them consider what to build and how to survive.

Option Cards

RPG option cards

Resource Cards

resource cards 1 resource cards 2

Survival Cards

survival cards

At the front of the room I had a “Mission Complete” table where paper, colouring pencils, scissors were kept along with the dice to roll as part of missions 2 and 5.

The Game 

Each group were given a variety of cards – firstly the option cards, secondly natural resource cards and thirdly human resource cards. They then had a number of blank cards to add a suitable resource they may have had in their luggage or on the plane that could help them to survive; whilst the captain and plane hostess had up to 3 – the captain had a spare for later on in  the game.

RPGOnce roles were chosen and pupils had sorted the cards into separate piles the game started. For each mission they had to design something to meet the challenge on the option card they’d chosen. If they had read the instructions carefully before started they would have realised that they had very little water and this would should be their first option as they had shelter in the form of the plane and a short supply of food available.

RPG game

The pupils carried out each mission in turn, showing their completed design to me after missions 1 and 3 to confirm whether they passed or not. Essentially what I had been looking for was a labelled their diagram, an explanation of their design and justification of their reasoning behind it; if they achieved these they were allowed to move on. Failure to meet these criteria meant they were sent back to ‘adjust’ their design.

Pupils were encouraged to use the names of features found in the rainforest as well as the layers etc. in their explanations. Whilst they did well at referring to the layers and characteristics of the layers developed from the previous lesson, the one thing I found was they were not using the natural resource cards to full affect.


How did they win? Well in short they had to complete all of the missions set, unfortunately when I played with the first class only 1 team worked together effectively enough to make it through the missions and survive the rainforest. The second class however…. well they all perished as a result of to much enthusiasm. They just simply did not read the instructions or work effectively enough as a team to complete the challenges; perils of the rainforest I guess.


Firstly the decision making aspect of the game was most effective, there were so many ideas being discussed with a variety of debates over heard. The pupils were using their knowledge of the rainforest layers studied in the previous lesson to make decisions, along with the work we’d done on Preparing for Natural Disasters in term 3 where they considered human needs and survival skills.

Secondly it developed my pupils use of geographical terminology and reasoning; it was very interesting overhearing conversations and debates where pupils were disagreeing with one another based on their understanding.

Thirdly, it appealed to the boys. Raising boys achievements has been an aim this term; this worked. They had the opportunity to design, verbally discuss, lead etc. all of which involved little to no writing. They were pleased yet they made such progress. #win

Areas for Improvement 

More time – an hour was not enough. 1.5 hours would be ideal for this activity to give them the time to design, label and explain effectively.

More role play – whilst some groups truely took on the role of their character their were many that just thought like themselves. Next time I’d like a few props to get them into character.

More use of the resource cards – pupils were clearly making use of the human resources, there were designs with straws and bottles to catch water, ponchos over tree branches for shelter and so on but they lacked natural resources in their designs. Whilst they discussed for instance they layer in which they’d hang their water catchers and why, they weren’t using a great deal of the terminology introduced during this lesson. Next time I’d make a rule that they have to bring up the resource cards used and demonstrate where they’ve used them in their designs.

Overall though it was a very enjoyable success.

Can I use it?

If you’d like to use my resources head over here for the resource.

download here

Since I don’t own the copyright on the images on the resource cards, I’ve taken them out. I’ve left the Survival Cards images as I’ve hyper-linked to their source.

Let me know if you use it, any feedback would be appreciated.

Mrs Humanities

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Resource – Farming and Diversification

farm diversification At the moment year 8 are studying a topic on Food and Farming.

They started by looking at different types of farming, then moved onto subsistence vs. commercial farming.

Later they carried out a historical enquiry into how farming has changed – we looked at a local case study of hop picking.

We spent two lesson interpreting historical resources using the source overlay I shared last week and a set of rotation squares. They then spent a lesson writing a levelled report on how hop picking has changed using the sources they had previously studied.

To bring the topic together next week we are looking at issues in farming and the idea of farm diversification. Mrs Judd aka @geographyJudd very kindly sent me her resources for a recent lesson she had carried out on farm diversification which is going to be great.

I’ve adapted it to suite my learners and was then inspired to carry out an enquiry into the possibility of farm diversification within the college site. Fortunately the school is located with the grounds of a rural, land based college so we are fortunate to have agricultural land around us.

In the 1 hour lesson my students will be going to 3 fields around the site that are used in different ways.

Two are pastures for livestock, one near a road the other near the school car park, whilst the final site is the college playing field.

Students will be expected to work in groups to carry out a landscape detective survey, visual analysis and annotated field sketches. The landscape detective survey and visual analysis were inspired by work from FACE-Online.  I’ve taken their ‘How farmers make decisions’ exercise and adapted to suit my needs.

The aim of the investigation is to determine which of the 3 sites the college should use to offer ‘Glamping’ facilities during the summer months to earn an extra income from the agricultural land. They must think like farmers in order to ensure the land can be returned to his former use after the summer. They will have to consider the needs of the holiday makers as well their own.

Each group will be given an investigation booklet, clipboards, a compass and the aim of the investigation. The higher ability students I will encourage to be independent, they can read through the booklet and ask questions whilst the lower ability I will go through each task to ensure they understand what is expected of them.

First student must  read through the booklet and take responsibility of a task in the field.

front cover

Pupils will then start by recapping the 4 and 8 point compass and then as a group must carry out a risk assessment.

risk assessment task

The tasks include the following for each site


analysis 2

Finally there’s a page for additional notes


Once jobs have been divided and pupils are clear on the expectations we’ll head to the 3 sites and carry out our data collection.

I’ve never had the opportunity to carry out field work other than with GCSE groups for their controlled assessments so I hope it works.

Finally for the next two weeks they will write up their findings and present either a power-point presentation or written report on their decision.

report writing

I want them to start using graphs and data presentation they might be expected to use at GCSE, so I’ve planned for a computer lesson to enable each student to create and complete a kite diagram on the visual analysis of each site.

kite diagram

Hopefully it will work out. If not, it’ll be an experience to reflect upon and improve for next year.

Hope it’s given you ideas. If you’d like a copy of the resource click here.

Mrs Humanities


Resource – UK Population Distribution

UK Population Distribution Resources
Last week it was our self-evaluation week so observations galore. Fortunately we know in advance when we will be observed, giving us time to prepare.

I was booked in to be observed teaching a low ability year 7 class. The topic of the lesson was UK population patterns. I’ve taught the topic many times over the last few years but had never come up with a way to make it distinctly ‘active’. Usually it has involved discussing population distribution in the classroom, demonstrating sparse and dense population densities and looking at a few maps to describe and find reasons for the patterns.

I knew this would not be engaging enough this time. I struggled for ideas initially but eventually came up with this…..differentiated task pots

I’d set similar tasks to those I carried out in the past but created more choice, challenge and engagement.

There were cards sorts instead of a powerpoint, worksheets instead of well a powerpoint… I’m sure you get how it’s been carried out before.

I started by creating 3 levels of task, identified by a spice grading.

l3 worksheet l4 worksheet l5 worksheet

(please note I do not own the copyright of the maps used, they were in resources I’d used at a previous school and I’ve taken them out of the versions you can download)

I’ve used spice rating many a time before but thought I’d add some intrigue to the task by placing the card sort materials into takeaway cartons. And yes, it worked, the students were eager to engage with the tasks in order to open their carton.

spice 1 spice 3 spice 2

In each container there were cards suited to the task set on the worksheet.

Level 3 (spice rating 1) – cards to sort into sparse or dense
Level 4 (spice rating 2) – cards to sort into those relevant to London or the Scottish Highlands
Level 5 (spice rating 3) – 4 location cards and both picture and text cards to help explain why there would be a sparse or dense population.

The opportunity to write on the tables with a white board pen I imagine helped make the activity engaging.

population distribution task

I used for the first time WAGOLL  (what a good one looks like) to demonstrate to the students what I would be looking for as part of the level 5 card sort task. It helped them to focus on what my expectations were and how they should go about it. Will definitely use WAGOLL again.


The feedback from the lesson was very positive (judged Outstanding, even though I don’t like gradings).

You can download my resources below.

I’ve take images out but you can easily replace them.

level 3 worksheetlevel 4 worksheetlevel 5 worksheetpopulation distribution card sort population distribution

Hope the resources are of use.

Mrs Humanities

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Antarctic Exploration – The Shackleton Vs. Scott Debate

Antarctic explorationRecently Mr Humanities and I were discussing which was the greater explorer, Scott or Shackleton. Now my money was on Shackleton, fortunately Mr Humanities and I are like peas in a pod and he agreed with me before I’d even started my triumphant speech. It got me thinking though…. this could be a great class activity.

Next time I teach the ‘Exploration and Adventure‘ topic, I’ve decided I’m going to lose a lesson on a modern adventurer and instead teach about both explorers. For homework the pupils will then compare and contrast the expeditions, discoveries and achievements of both parties in preparation for a debate lesson.

I remember studying both Scott and Shackleton briefly at University. It sparked an interest and I wish there’d been greater opportunity to study their expeditions and achievements in greater detail. Now is the time to further expand that knowledge. So with today being the birthday of Ernst Shackleton, here are some useful links to support the teaching of their historic adventures.


Ernst Shackleton
BBC Biography

Shackleton Epic – An Australian site with lots of interesting information and a variety of teaching resources.

Shackleton in Schools – Interesting site with a small array of resources mostly aimed at KS1 and 2, the links page is particularly useful.

South – The story of Shackleton’s 1914-1917 expedition – downloadable e-book.

Shackleton’s Antarctic Adventure  – resources to accompany the film with the same title.


Robert Falcon Scott
BBC Biography

Scott’s Last Expedition – New Zealand based website with lots of relevant information to support teaching

Scott’s Last Expedition Teacher Resource Book – variety of activities

Captain Scott’s Journey – Resources to about the environment and experiences of Scott’s team during the Race to the South Pole.

Captain Scott of the Antarctic  – Teaching resources of the expedition


Other Resources
BBC – What makes a modern hero? – a possible way to introduce the two explorers, discussion could take place around what do pupils think makes a modern hero/adventurer/explorer?

Antarctic Heroes – Plenty of information and resources from another New Zealand based website – particularly useful for looking at the lives of explorers whilst on expeditions to Antarctica.

Scott Polar Research Institute – An interesting site with an array of polar research that could be relevant to the classroom

RGS Resources on Antarctica – Resources for KS1-2 which could be adapted for KS3, particularly low ability students.

Education Through Expeditions – a website I’ve recently discovered for a “non-profit organisation with a vision to inspire young people to learn more about the world around them and provide resources which can enhance the way environmental education is delivered in the classroom.”


Hope these are of use.

Mrs Humanities


Resource – Exploration and Adventure

assessment resourcesThis term year 8 have been studying the world of exploration and adventurer. I found this great scheme of work and resources on the TES and have used it as the basis for this terms work.

Whilst I did a lot to make the lessons suitable for my students, the resources were brilliant informative and engaging.

I liked the homework idea of the adventurer profiles and kept with them but made 3 templates for the students to choose from. I wanted them to investigate the types of adventure others have had and to understand their motivations and challenges. This worked well for the higher sets but some of the lower set struggled with the research, my fault really. Next year I will give some ‘fact-sheets’ to the lower ability students with key information and they just need to decide what information is relevant for their profile.

My favourite part of the topic has to be the assessment. I want my students to want to explore the world, we’ve looked at an array of explorers and adventures throughout the past 100 years or so and now it’s their turn to design their own adventure. For homework the week prior to the assessment I have set them the task of coming up with their ideas and bringing in some research to aid their decision making.

The homework set for each ability group was slightly different.

Set 1 had the task of researching 3-5 locations they would like to visit on their journey, which had to include 2 different environments. This wasn’t limited to the destination but could also include the journey. I wanted them to also bring in some key information about their chosen locations such as daily/night-time temperatures, annual rainfall, hours of daylight etc to help them consider the challenges they might face.

Set 2 were similar except the key information was suggested as a stretch and challenge task within the homework set.

Set 3 were told to research just 1-2 locations they’d like to visit. I will be providing them with fact sheets on 3 different locations which they will choose from in addition to their own choices. In addition they were provided with a sheet of possible choices to support their research.

The Assessment

Yes the National Curriculum underlies the basic ideas of the assessment but my main purpose of THIS assessment is to develop their interest in the wider world and their locational knowledge. I’ve noticed over the last few years that learners have a limited general knowledge of the world, often influenced through media and the likes. I want this to change which I why I was eager to develop a topic on adventure and exploration this year to inspire that interest and intrigue to the rest of the amazing features of our planet…. hopefully it might encourage some  of them to take a higher role in conserving it.

The assessment scenario is that the Royal Geographical Society* are running a competition to fund an expedition with a prize of £10,000. The pupils have to plan their adventure and complete one of two tasks based upon ability. The higher task will be letter to the RGS outlining the adventure idea whilst the other task is to complete an application form about the adventure.

higher ability assessment task assessment task

This assessment is to be covered over two lessons. The first lesson is the so-called planning stage – pupils will be given an A3 sheet with a series of questions to enable them plan their adventure. I’ve two versions of the sheet, one with a few more hints than the other to direct thinking. The second lesson students will be completing the extended writing task.

higher ability assessment plan lower ability assessment plan

In order to scaffold students the application form features questions and sentence starters to focus their answers on the details required. Here’s an example –

Application Template

In addition I created a feedback grid to go with the application sheet to make marking less time consuming whilst giving success criteria for the levels.

AFL feedback sheet

Last week after introducing the homework I had a number of students tell me there wonderful ideas, hopefully the rest will be as excited about this assessment next week.

For a download of each resource click the icons below

assessment taskassessment task sheetplanning sheetplanning sheet with scaffoldapplication template

Thanks for visiting. Feedback welcomed.

Mrs Humanities

* please note the RGS are not running such a competition and have no affiliation with the resources produced here.

Creative Commons License

These resources are created by Mrs Humanities and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Based on a work at

plenary display board


The Interactive Plenary Board

Plenary BoardAfter 3 weeks of working on it here and there since the beginning of term, the Interactive Plenary Board is finally complete.

I’m really pleased with the results plus the kids are enjoying it so far.

It built up slowly, going from this…
plenary display

to this…
finished extend assess reflect - plenary display board

I now have peer assessment guidance and have identified what WWW and EBI stands for as no matter how many times we do it somebody ALWAYS has to ask what it means. I’ve also printed off smaller versions of the tickets with WWW and EBI guidance on the back to support learners in writing appropriate feedback.

So far I’ve only really been able to use it with year 8 since year 7 are currently working on their Dangerous World project; they’ve been completing Exit Tickets each lesson to demonstrate their understanding so far.

Year 8 however are engaging with the activities and particularly like the social media based ‘Assess’ activities. Not sure if that is a good or bad thing however!

Since I only see my classes twice a week so far reminding them of the new procedures when they finish the main part of the lesson has been important. Encouraging them to choose a suitable task for the time left e.g if they’ve 10 minutes to go they should choose an ‘Extend’ task; whereas if they have 5 minutes they should pick an ‘Assess’ task or roll a plenary to decide on the plenary task. The ‘Reflect’ tasks I feel need more direction, so I’ll be the one to decide when they do these, once they have practised them a number of times they should hopefully be able to recognise how long they need and choose accordingly.

Under the roll a plenary board, there is a folder with additional activities such as key word and definition match up games and top trumps. These are for pupils to practice what they are learning, most of which have been created by the kids as part of their homework and sometimes classwork.

You can find out more about where some of the resources came from here and here.

Thanks for reading.

Mrs Humanities


Resource – DIRT Sheets

Saturday was a good day, I relaxed a lot and by the evening felt rather creative so I decided to make some DIRT Sheets for Directed Improvement  and Reflection Time.

The idea will be that pupils will be provided with feedback in their books on how they could improve certain pieces of work. Then they will have the opportunity to improve a piece of work during DIRT. They will focus their improvements on one of three key areas – improving their spelling, punctuation and grammar (SPaG), their answer as a whole or trying to improve the level of their response (levelling up as I like to call it).

DIRT Sheets

DIRT sheet


I’ve never used DIRT sheets before but figured it would make it easier to demonstrate the work completed during DIRT  as well as making it easier to find the improvements in their books.

At present the school policy is that you leave comments in the books and pupils respond to them every 4 lessons. I find that because I only have my classes twice a week, by the time I mark the work and get it back to them they need reminders of what the task entailed and this usually results in botched attempts at improving it. This way I hope they decide how to improve their chosen pieces of work and it will result in better quality improvements and greater progress over time.

I’ll give it a go and see how it works. Update to follow.

You can download free PDF versions here 

Have you ever used anything similar? Does it work for you?

Mrs Humanities







Acknowledgements – Source of the lined paper in my DIRT sheet

Takeaway Homework Side 1

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#TakeAwayHmk – Mrs Humanities Trial and Errors

After much deliberation within my own mind about trying Take Away Homework, I decided to give it a go last term.

I’d read up about Ross Morrison McGill’s aka @TeacherToolkit idea of Take Away Homework over the summer and investigated a variety of examples but decided I would get to know my year 7 pupils first before introducing it.

Last term I decided it was the time to try out take away homework with KS3. The concept is great, it just requires a bit of work for the teacher before hand but it makes setting homework easy for the rest of the term. A winner in my book.

I decided to go with the 3 choices each week option; each choice had a different chilli rating to determine the amount of challenge/work involved. The year 7 menu looked something like this…

Takeaway Homework Side 1Takeaway Homework Side 2

Below I’ve included some of the successes and failures of my efforts with Takeaway Homework to help you.


1 // The pupils produced a wide variety of pieces of homework, some clearly spent more than the 30-40 minutes recommended for KS3.

2 // A number of pupils enjoyed the choice of homework tasks and options for creativity.

3 // Others enjoyed knowing what the next piece of homework would be and making a start on it early.

4 // For me homework was set for the term, I just had to collect, mark and praise. Win!

5 // I was able to create this great display with the fantastic homework produced by year 8 (note: the spinners and cotton wool clouds are classwork, the rest however is homework)

Failures  Areas To Improve

1 // The date set confused them. I thought this would work since the planners only give the date for Monday of each wee. However this was a difficult concept for many to grasp particularly year 7 since their lessons are on a Thursday and Friday, so their homework wasn’t set until the end of each week. This method totally failed. If I use this style of menu again I will identify the week set (i.e. Week 1, Week 2), perhaps I might even go as far as to work out the actual date the work will be set.

2 // Some pupils hated the choice. A number of pupils struggled with the choice of tasks, when I gave the pupils an opportunity to give feedback at the end of the term a small number said they just wanted the teacher to tell them what to do or to give them a specific task to complete. Whilst I prefer to give pupils choice, for some I think I would tell/discuss with them which task to complete by highlighting it with them, taking the anxiety out of choosing.

3 // Lack of effort. Despite a good number of pupils going to great lengths to produce high quality homework many were clearly rushed just to have something to hand in. This had even occurred when the pupil had chosen to complete the Flaming Hot task. This was disappointing and a nuisance to follow up. Setting out clear expectations is essential, eventually the quality of the work improved but it took a few weeks.

4 // Time consuming. Some tasks I realised were quite time consuming for the pupils such as the video making choices, research projects or key word and definition match up games. Clearly some pupils spent several hours completing their tasks. I think in future I would either set challenging but less time consuming activities or make it that all Flaming Hot tasks are over two weeks. If I did the latter choice I would ensure I set out my expectations of the level of effort required, else they’ll be doing it again *insert maniacal laugh*.

Lets Reflect

On reflection Takeaway Homework was successful with year 7 and 8, when I started at the school after Easter homework was an issue. I would spend as much time chasing it up as some students spent doing it (obviously this refers to the ones that made an effort). Now I’ve the majority of pupils handing in their homework each week, with a few exceptions of course. Choice works for many but not for some. Creativity is key to engagement.

Well if you are considering this approach, I hope this has given you some additional insight and helped your decision.
I’d definitely recommend it and although I won’t be using it this term as I’m trialling project based learning, it will most certainly see a return in term 4.

Mrs Humanities


Resource – Dangerous World (Natural Hazards and Disasters)

dangerous world project titleLast term year 7 thoroughly enjoyed the topic on the Romans and Pompeii. We investigated Roman life, their influence on the British Isles and the significance of the Mount Vesuvius eruption in 79AD.  They appeared to be very much enthralled by the dangers in our world. As a result I decided last term that continuing our study of Natural Hazards would be a good way to go. The next topic of study will be Dangerous World, an insight into a variety of natural hazards and disasters that have occurred the world over.

I wanted to put the learning into the pupils hands and I’ve decided to try out project based learning. Since this is rather new to me I felt some research needed be undertaken. Now I couldn’t find a great deal of resources or guidance that I felt was suitable but I found enough to make me realise we’re not quite ready for free reign yet; the students will need guidance and support to meet the objectives of the project. To achieve this I’ve created success criteria for each section of the project and each hazard.

Project Sections

  • Cause
  • Impacts
  • Response

Hazard Options

  • Earthquakes
  • Volcanoes
  • Tsunamis
  • Tornadoes
  • Hurricanes

Week 1 – We are going to start the Scheme of Work by looking at plate tectonics – we didn’t quite complete this last term due to time and Christmas events. Then the next lesson is entitled Hazards in the Movies! Can you guess what it’ll include? I’m looking forward to this lesson. The aim will be to introduce other natural hazards, look at movies based on real life natural disasters such as the Impossible and then map them using a key. Should be enjoyable I hope.

Then finally we get onto introducing the project work. I’ll be setting up the homework so that in each group the pupils research a particular aspect of the topic for the following week. That way then they should only spend 20-30 minutes on the homework as required for year 7 pupils. I’ve tried to make it self-explanatory, do you think they will understand?

natural hazards homework instructions


Week 2 – Pupils will start their Dangerous World Projects. I’ve created levelled success criteria to support the pupils in their project work like the one below. Once for each section of the project.  Despite having success criteria, the pupils can produce their project in whatever format they choose – poster, booklet, models, experiments, videos, PowerPoint, display board, a combination of methods…. the choice is theirs. Natural Hazards Success Critieriaimpacts success criteriaresponse success criteriaThe first table gives generic success criteria each group must achieve to reach their target levels. I’ve grouped students by their current and target level where possible, so for instance those working towards a level 6 are grouped together and have to aim for the level 6 project success criteria. Since each group will be working on a different natural hazard/disaster I’ve included some handy hints such as key words, guidance questions and extras they might wish to include.

The following lesson pupils will complete any outstanding work from the causes sections and move on to the impacts of the hazard/disaster.

Week 3 – For the following two lessons pupils will complete the impacts and start the response section, finishing off in the 2nd lesson. The idea with the response section is that they investigate the immediate response to the disaster and also how we respond to deal with future events through prediction and preparation. I will be providing resources to help with this section.

Week 4 – And then it’s time for the pupil presentations. Since we have to have assessments marked and input by the last week of term, I’ve plotted to have the assessments completed in the 4th week of this 6 week term to reduce the burden I have on the last weekend (as marking 12 classes of assessments is HARD). In lesson 7 pupils will have time to prepare their resources, projects and presentation speeches then 2-3 groups will present, the following lesson the remainder of the class will present their work.

Assessment for Learning

My plan is that pupils will be assessed throughout the project. In order to do this after each section pupils will individually complete an exit ticket to demonstrate what they have learnt about the causes, impacts and response to their given hazard. These will be collated in their book and assessed. This will make up approximately 40% of the overall assessment.

exit ticket

The remainder of the assessment will be on verbal discussion with pupils each lesson (10%), contribution to the physical project (30%) and their verbal contribution to the project (20%). Luckily classes are a maximum of 20 pupils so this will be manageable. I’m in the process of creating an assessment matrix to tick off when I see or hear students achieving particular skills, knowledge and understanding. It’s an experiment which I hope will be successful, we have to take risks at times.

Update: I will probably use something like this Project Management Log to ensure the pupils record their contribution and roles in the research and project.

Week 5 – Following on from the project and assessment pupils will be designing a response system to a natural hazard of their choosing, this could be anything from an education scheme to a technological idea. The idea is they take what they have learnt about the cause, impacts and responses to natural disasters and use it to create their own solutions to reduce the impact. For lower ability pupils they will be guided in their solutions e.g. design and make an earthquake proof building for testing in class


I am sure there are many other ways in which you could carry out this task. For instance you may wish to give pupils time in class to find the information required for their project rather than for homework. You may even wish to adapt the levels to suit your schools style of assessment.

For my lower ability set I will be providing ‘information’ sheets within lessons for them to use instead of having them rely on research. Their homework will be slightly different in that it will be research but it will be more specific such as it will require them to watch videos, find pictures or find facts to use in their projects.

And finally my resources

Feel free to use and adapt them to meet your needs*

Cause Success Criteria Impact Success Criteria Response Success Criteria

Exit Ticket

Project Homework

*Please leave feedback if you use my resources, I like to know if they were successful and how to improve them. Thanks.

Mrs Humanities