This page lists what we actually have for AQA GCSE Geography 8035. It is built from the live activities, so it is accurate on the day you read it.
Whose case studies are these?
AQA's specification does something generous and, for a revision site, awkward. It names the kind of case study a student must know, then lets the department pick the example. A major city in an LIC or NEE. A UK city. An LIC or NEE country. A coastal landscape, a river landscape, a glaciated upland, somewhere in the UK.
A national revision site cannot leave that blank, so we chose. Rio de Janeiro for the megacity. Bristol for the UK city. Lagos and Nigeria for the country. Holderness turns up in the coastal activities, Svalbard in the cold environments, the Amazon in the rainforest ones.
If those match your scheme of work, good. If they do not, be clear with your class about what those particular activities are for: the shape of the answer, not the content of it. A student who can explain why a squatter settlement grows where it does can do that about Mumbai just as well, but they will not walk out of these activities with your statistics.
This does not affect most of the set. Processes, systems and methods make up the large majority of these fifty-two, and they are the same everywhere.
Six activities for the paper everyone skips
Paper 3 is thirty per cent of the qualification and usually the least revised, for a good reason: Section A hangs on a pre-release booklet nobody has seen yet, and Section B asks about fieldwork the student did themselves. Neither looks revisable.
Half of each of them is. Six of these fifty-two activities are built for Paper 3 rather than for content, which is more than any other specification on this site has for its skills paper.
Three are on issue evaluation: what to do with a pre-release resource booklet before the exam, how to weigh evidence that points in two directions, and how to justify a decision rather than merely state it. Three are on fieldwork: the enquiry sequence, sampling methods and what is wrong with each of them, and what a good evaluation of your own investigation actually says.
None of them can supply the data your students collected. All of them rehearse the reasoning that turns that data into marks, and that reasoning is identical whether your enquiry was a river or a high street.
What the content activities are like
The set is heavier on physical geography than human, which follows the specification. Coastal, river and glacial landscapes each have a processes activity and a landform activity, and those are the ones that use our diagram-labelling and annotation interactions rather than a list of questions.
Tectonic hazards is the strongest run: plate boundaries, two contrasting earthquakes with their real effects and responses, and the risk and response reasoning that connects them.
Resource management is covered at the overview level and then through food, water and energy, which mirrors how most departments teach it.
Using them
The three activities embedded further down are playable here without an account, so you can see what a student sees before setting anything.
The lists below group by classroom use, worked out from what each activity contains. For how each one is meant to be run, see ready-to-run revision activities. To put several in front of one class in order, build a sprint and share one link. Everything else, by subject and board, is on the revision pages.
If you teach or moved from the other board, Edexcel GCSE Geography A and Edexcel GCSE Geography B describe two very differently assessed courses.
What this page does not do
It does not supply your case studies. Named above, plainly, because finding out after setting homework is worse.
It does not hold your fieldwork data. The enquiry skills are here and the two days in the field are not.
It is not a scheme of work. For a shape to drop these into, see how to structure a GCSE revision programme.
It does not track anything, so there is no completion list to check.