Geography
Debate a school rain-garden location
Use fictional school site notes and stated constraints to compare two rain-garden locations and justify a group decision.
Back to creators 
Head of Secondary and Geography teacher
Thomas Beattie
A task should help pupils think or give the teacher something actionable to respond to; it should not simply generate more work to read and record.
Explore the collectionA little about me
I lead Secondary and teach Geography. When considering a new initiative, I want to know whether departments are still using it later in the year. A promising launch is not enough if the practice adds work and then disappears. I would rather focus on a few changes that teachers can keep using than spread effort thinly across too many priorities.
Marking time matters. I look for approaches that give teachers useful information without creating another heavy process. A task should help pupils think or give the teacher something actionable to respond to; it should not simply generate more work to read and record.
I value resources that are clear, reusable and proportionate to their purpose. Before introducing something new, I want to understand how it fits with what departments already do and what would make it worth keeping. Reflection after a trial can help us decide whether to continue, adapt or stop, rather than treating novelty as proof of value.
How I approach a lesson
Choose a few changes that teachers can sustain.
Consider the marking and preparation burden.
Review use over time before deciding whether to continue.
Templates I'd use with my class
Explore these templates and decide what fits your own setting.
Wellbeing and personal development
My goal plan: small steps and weekly check-in
Set a meaningful goal, plan manageable steps and reflect on what helped during the week.
Cards/display
Group roles: cards and rotation tracker
Take responsibility for a group role, contribute to a shared task and rotate responsibilities over time.