ABSTRACT
Jayne Bartlett recognises one of the key points to planning: 'When developing a lesson, teachers think about how they plan for learning rather than how to teach'. Plan begins even before the students have entered the classroom. Have an effective seating plan. The starter activity should mean something to the students and go some way to support their learning. Having defined geography teachers' lesson objective, the learning question they pose aims to create curiosity and engage their students to the lesson. Planning high-order questions is an outstanding habit to cultivate. High-order questions guarantee high-order thinking and responses, skills the geography teachers develop with their students. The challenges or activities for students to complete will often form the main body of the lesson. The chapter presents a planning sheet that can be used to tie the stages of planning together and highlights the key components of planning.
