Revision lessons

It’s that time of year again!

Trying to think of some different ways to tackle revision in lessons?

Link to presentation

Links used in presentation


Recommendation – In addition, you can access lots of other revision ideas, via this excellent document produced @RobGeog


Checking progress and understanding

I often found myself relying on one method when checking understanding in lessons – usually asking questions and students putting hands up – lazy I know. I can’t remember where I got hold of it, but I found a ppt where different tasks were displayed to check understanding. If this looks similar to something you originally produced a few years back then thank you for the inspiration – also let me know and I will credit you.

I have modified it and you can see the result by clicking on the image below:

plenary grid hat

Every now and again, to check understanding (and break things up a bit) stick the ppt up and get a student to pull a numbered card from a hat. Click the number on the ppt which takes you to the appropriate task and the student responds.

Nothing mind blowing or revolutionary, but I found it a useful way of remembering to vary tasks a bit. Each term take one or two out and replace with new ones.

Marking targets – Geography

After marking a class set of essays, projects or extended answers, I often found that I was repeating similar comments in numerous books. Several years ago I made a set of the most well used comments which I started using with students. I probably saw the idea originally on Twitter (If it was you – thank you for the inspiration!)

After reading the work, I would make a general comment and then include one or two target codes eg T1 and T3. At the start of each lesson, students would read my general comment and then copy down the wording that matched the target code. I found this saved a lot of time for me when marking and also meant that students were forced to read the target comment as they copied it into their book.

I have modified them a little over the years. The latest divides the comments into Knowledge, Understanding, Application and Skills. Please feel free to modify, butcher etc for your own purposes if you think you would find it useful.

Just click on the image below to download a copy:

marking codes snapshot


GA Swansea branch- upcoming events

  1. A Christmas lecture on Wednesday 9th December Dr Geraint Owen of Swansea University will be giving a talk called Restless Earth: understanding and living with natural hazards and disasters. His talk will start at 5:30pm and finish at 6:20 for questions from the audience.


  1. The annual GA Quiz on Wednesday 3rd February 2016 the GA is organising its annual quiz again. This will start with registration at 6:30, the quizzing will start at 7pm and finishing at 9pm at Swansea University Geography Department.


  1. A GCSE and A level bring and share workshop for the new specifications. The workshop will start at 4pm and finish at 6pm on Wednesday 8th June in the Geography Department at Swansea University. There will be resources for you to take away to use in your lessons.


For more details and how to attend – Contact GA Swansea branch here

Use Skitch to annotate photographs

This is a great FREE app which allows you to annotate a photograph easily and simply. Just upload a photo and add your ideas. This could be to give instructions for a task, feedback on a piece of work or to show the impact of a news event


Just take a photo or download from the internet and add your boxes, arrows and annotations. Great for taking a photo in a practical lesson and adding detail to what is happening or analysing a photograph and suggesting what might be going on.

Need some extra help? Watch this Skitch tutorial –

Ofqual A-Level Geography review

Ofqual have published their review of seven qualifications. One of these was A-Level Geography
Standards review summary: 

‘In geography there were changes to the specifications between 2001 and 2010. Changes to the content meant that some specifications had less scientific content in 2010. We found that the removal of coursework in 2010 reduced the overall demand of the qualification and may have meant students were less well prepared for higher education.’