One subject to unite all

Promote geography or just wind up your colleagues with these one subject to unite all graphics. Feel free to use them in your classroom!

You can also treat yourself to a sustainably made, ethical tote bag with these designs. Examples are below.

Light tote bag

One subject to unit all original

One subject to unite all blackOne subject to unite all white


Extinction The Facts

Internet Geography Plus

If you’ve not seen Extinction: The Facts yet, you must grab an hour to watch it. It’s available on iPlayer for a year. The legend that is David Attenborough, along with many experts, explore the issues relating to the decline in global biodiversity. With more synoptic links than you could shake a stick at the programme is divided into a series of sections:

  • An introduction to biodiversity (00.00 – 08.35 mins) 
  • Consequences of losing biodiversity (08.35 – 13.20 mins)
  • How are we destroying the ecosystems we depend on? (13.20 – 41.32 mins)
  • How did it come to this? (41.30 – 44.55)
  • What can we do to slow the decline in biodiversity? (44.55 – 51.42 mins)
  • Nature can bounce back – Poppy and the mountain gorillas (51.42 – 56.69 mins)

We’ve produced a worksheet containing questions that students can complete while watching the programme. It’s fully editable so you can adapt the resource for your students (we went a bit mad with the number of questions!). There is also a set of answers accompanying the resource.

We’ve brought you these free resources through the support of those who have subscribed to Internet Geography Plus. If you’ve not got one please consider taking out a low-cost subscription now or you could buy us a coffee.

If you download this resource and adapt it please send us a copy via

Please don’t share this resource on other sites etc.

Download the question sheet

Download the answers

Download the refined list of questions by Nicola Price

Selwicks Bay Flamborough 360 Tour

Can’t take your students to Flamborough? Take Flamborough to your students!

Check out this virtual 360° tour of Selwicks Bay, Flamborough. The images were captured using a GoPro Max 360° camera.

We’ll soon be sharing an activity sheet for students to use when using the virtual tour along with text annotations for each scene.

Click the square in the navigation circle to go full screen.

Version 1.1

Version 1.0


Subscribers to Internet Geography Plus help support the development of resources like this.


New Sea Defences at Withernsea

Through the support of Internet Geography Plus subscribers, we are able to bring you up to date case study information such as this. Please consider supporting us with an Internet Geography Plus subscription

The front of Withernsea has extensive coastal defences including a sea wall, groynes and rock armour. To the south of Withernsea, the sea defences were extended using rock armour. However, over time this has led to increased rates of erosion to the south of the defences as sediment is trapped by groynes along the front of Withernsea. The eroded material is not replaced leaving a very gently sloping beach which, even during neap tides, leads to the sea reaching the base of the cliff increasing erosion. This stretch of land is some of the most rapidly eroding along the Holderness Coast. 

Withernsea - Terminal Groyne Effect

Withernsea – Terminal Groyne Effect

The increased rate of erosion has led to the rapid loss of land, particularly along the front of the Golden Sands Holiday Park. More than 20 holiday homes have had to be either demolished or moved in the last few years. Also under threat is the main road connecting the village of Holmpton to the town of Withernsea. 

Erosion at Golden Sands Holiday Park between 2018 and 2020

To protect Holmpton Road, local houses and businesses being lost to coastal erosion new sea defences are being installed. Four hundred metres of rock armour is being installed along this stretch of coast. A total of 63,000 tonnes of anorthosite, a rock similar to granite, will be transported from Norway to the site off Golden Sands Holiday Park over the next few months. The project will protect about 70 homes and more than 250 holiday chalets and static caravans.

A £3m grant, which allowed the £7 million scheme to go ahead after other bids had failed, was provided by the European Regional Development Fund at the end of last year.

The rock is being transported from the quayside quarry in Rekefjord, on the southern coast of Norway, and is being transported in 5000-tonne shipments by barge. The rocks are then dropped from the barge using heavy machinery when weather conditions are favourable. When the tide goes out the rock is then transported up the beach. 

Rock being dropped from a barge

Each rock weighs between one and ten tonnes and will be used to create an interlocking rock structure, designed to prevent the sea from eroding the cliffs.

Construction started in May 2020 and is expected to be completed by the end of the year.

The cliffs to the south of Withernsea Cliffs are currently being re-profiled and rock armour is being placed onto the newly gently sloping cliffs and along their base. 

Cliff reprofiling and the first installation of rock armour

Photo gallery

This gallery will be updated over the coming months. Feel free to use these images in your classroom. Please remember to credit If you would like to use these images in the public domain. If you would like to use these images for commercial purposes please contact us.


Geography Reward GIFs

Following on from the popular geography reward cards/postcards, We’ve created a series of GIFs that can be sent to students electronically or used on social media. You can download these below.

To support Internet Geography during this difficult period, we’re offering you a limited opportunity to order personalised versions of these GIFs.

Your Work Has Been Lavaly







Your Work Is Top Notch


To support Internet Geography during this difficult period, we’re offering you a limited opportunity to order personalised versions of these GIFs.

Geography reward cards

Just started having a play with developing some reward postcards/cards that can be used to send to students during the lockdown period. I’ll be adding more over the coming days.

Geography Rewards Postcards

Download the postcard template

Download the card template

If you have any quality geography pun ideas please share via



Urbanisation and Slums DME

Rachel Norris (@geo_getters84) has very kindly shared a DME covering urbanisation and slums.

These resources were designed for Rachel’s year 9s to use at home for distance learning, completing a decision-making exercise. It is based on the topic of Africa, and Development that Rachel’s pupils have studied in school this year. However, it also offers synoptic elements and asks pupils to work on their skills.

The idea came from the AQA paper 3 this summer that was not sat – however this has been put together independently of that (beyond the same theme), all sources should be referenced, with links to original sources. Data was accurate at the point of construction (May 2020)

It is divided into three sections – Section A is based on reading and interpreting a range of graphs and maps with reference to urbanisation.

Section B builds a bit more onto the issues associated with shanty town development in cities across Africa. Resources this time are wider including newspaper articles and a travel journal.

Finally, the final section asks pupils to make a decision. Ideally utilising work from previous sections.

Each section of information has a booklet of tasks to go along with it.

This could be adapted and set to any year group – we will also use it with our new year 12 cohort as they missed Paper 3 (AQA) this year.

There are quizzes that accompany it on quizizz – search shanty towns of Africa recap.

Download the urbanisation and slums DME

Is it time to change how we measure development?

On May 11th author, environmentalist and investigative journalist George Monbiot tweeted an article on The Guardian that really caught my eye.

His post shared a piece on The Guardian website by Fiona Harvey exploring the findings of a YouGov poll which suggests Britons want the quality of life indicators to take priority over the economy. The results of the survey suggest eight out of 10 people would prefer the government to prioritise health and wellbeing over economic growth during the coronavirus crisis, and six in 10 would still want the government to pursue health and wellbeing ahead of growth after the pandemic has subsided. 

The campaign group that commissioned the research, Positive Money, has suggested the government should publish statistics on social indicators, health, the environment and quality of life give a truer reflection of the UK’s status and should be used by policymakers to meet the needs of the population. 

The group have produced a report entitled The Tragedy of Growth, backed by politicians from several parties, including Clive Lewis of Labour, the Green party MP Caroline Lucas, and the former Conservative environment minister Lord Deben, who chairs the committee on climate change. The report calls for a shift away from GDP as the government’s core measure of success. The reasoning behind this is that economic growth, through measures such as GDP, masks the impact economic development has on people’s health and well being, the gap between rich and poor and its environmental impact. 

Having read the initial article and report I returned to the original tweet and trawled through the replies to the original post.  I found myself descending a late-night rabbit hole that led me on a journey exploring changes to how development is being measured in countries such as Iceland, Bhutan and New Zealand. 

This included watching a thought-provoking video called the Gross National Happiness The Paradigm (see below) produced by the Schumacher College and the Gross National Happiness Centre in Bhutan. In it Tho Ha Vinh, program director at the GNH Centre, Butan explains how this paradigm shift involves redefining what we mean by development, making a comparison with the natural world, through the growth of a seed, leading to the development of its own nature. He goes on to discuss how foreign ideologies have been forced on countries, and economic development has been prevalent in measuring the ‘success’ of countries to the expense of other indicators. He raises an interesting point that the economy is a mean, not an end. The end is satisfying human needs.  He argues that the goal of an economy should be to bring humans happiness and well-being. Additionally, he raises the point that it is not enough for an economy to focus purely on human needs and that the needs of the natural environment should also be met. He finishes by discussing the need for each country to have its own organic development, based on traditions and culture, that it should meet the needs of the whole (humans and environment).  

The TED talk,  Bhutan’s Gross Domestic Happiness and Environmental Initiatives, by Tshering Tobgay, Prime Minister of Bhutan explores the paradigm shift in more detail and is certainly worth a watch. 

I then went on to discover New Zealand’s new well-being budget that seeks to expand mental health services, reduce child poverty and homelessness, promote Indigenous rights, fight climate change, and expand opportunities and watched Iceland PM Katrin Jakobsdóttir talk about GDP or well-being.


Is it time to change how we measure development?
I may be late to the party on all this, but having reflected over the last 24 hours I’ve come to the conclusion that there is a fantastic opportunity to explore the issues raised in these sources with students, particularly given the results of the YouGov poll which are likely influenced by the Covid-19 outbreak. We have been presented with an opportunity to reflect on what is really important to both the human and natural world. As geographers, we are in the perfect position to investigate this question, given the multitude of synoptic links the question draws on from our discipline. The underlying themes of sustainability, conservation, interdependence, international development, the use of natural resources, spatial variation and change over time could provide a wonderful opportunity to pull together the geography curriculum. The question has the potential to be an amazing enquiry to investigate with learners. If you fancy joining me down the rabbit hole, throwing some ideas about for a unit of study, please let me know





Y11 Changes Places Transition Pack

Mr Pérez (AKA @mr_perez5 on Twitter), has only gone and shared another fantastic Year 11 transition pack covering Changing Places, on top of his recent Y11 Globalisation transition pack. 

Changing Places Y11 Transition Pack

Changing Places Y11 Transition Pack

There are two resources available to download:

If you use this resource, please remove the dept. logos and email and consider donating to the Global Coronavirus Appeal here: – even £1 would be greatly appreciated!

Year 11 Globalisation Transition Pack

Mr Pérez (AKA @mr_perez5 on Twitter), has shared a fantastic Year 11 globalisation transition pack which you can download below. 

GEOGRAPHY discursive writing project

Download the Y11 geography discursive writing transition project

If you use this resource, please remove the dept. logos and email and consider donating to the Global Coronavirus Appeal here: – even £1 would be greatly appreciated!