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Pearson EdexcelInternational GCSE (9-1) Geography How to use the Scheme of Work
This Scheme of Work (SoW) for Paper 2: Human geography has been made available as a word document rather than PDF, allowing you to edit the document in a way that suits your teaching style and learner needs. Guidance provided within the course planner, scheme of work and getting started guide are suggested approaches, which can be adapted by centres to suit their particular context.
The new Edexcel International GCSE Geography (9-1) specification has been designed so that teachers can deliver the content in approximately 120 hours of guided learning.
Please bear in mind the following assumptions, this scheme of work: Covers the content of Paper 2: Human geography Section A Topics 4, 5 and 6; It is based teaching time of two hours a week; Principally delivers the topic content in the order it appears in the specification; Ensures that the integrated skills are embedded throughout.
The columns in this scheme of work indicate: Which section of the paper this lesson (or group of lessons) relates to The learning outcomes of the lesson/s Resources and lesson ideas that could be used to support the teaching of this lesson Skills acquired during the lesson that are explicitly assessed through the examination The transferable skills that could be delivered through teaching the lesson.
Why transferable skills?
In recent years, higher education institutions and global employers have consistently flagged the need for students to develop a range of transferable skills to enable them to respond with confidence to the demands of undergraduate study and the world of work. To support the design of our qualifications, we have mapped them to a transferable skills framework. The framework includes cognitive, intrapersonal skills and interpersonal skills and each skill has been interpreted for each specification to ensure they are appropriate for the subject. Further information on transferable skills is available on the website. Pearson materials, including this scheme of work will support you in identifying and developing these skills in students.
In the final column of this scheme of work we have indicated which transferable skills are explicitly assessed, and also where there are opportunities for them to be developed through teaching. Our intention is that teachers can use these columns to increase opportunities for transferable skills development in learners.
Paper 2: Human geography – Section AIntroduction
This paper brings together human geography and people-environment processes and interactions. The paper consists of two sections.
Section A - This consists of three key topic areas from which candidates must study two.
● Economic activity and energy● Rural environments● Urban environments
Section B - Students are required to undertake a geographical investigation involving fieldwork and research, in one human environment. In this paper, students choose one out of three fieldwork-related questions from: economic activity and energy, rural environments or urban environments.
Section C - Students are required to apply their knowledge and understanding of human and physical geography to investigate broader global issues. Students choose one out of three questions from: fragile environments and climate change, globalisation and migration and development and human welfare.
Written examination: 1 hour and 45 minutes, 105 marks
In our Course Planner we suggest you allow about 35 weeks to deliver Paper 2 including; the content, fieldwork preparation and follow up, end of topic revision and assessment.
Paper 2: Human Geography – Section A
Week Specification reference
Learning Objective Content Resources Which skills acquired in this lesson are explicitly assessed through examination?
Which skills could be delivered through teaching and delivery in this lesson?
Topic 4: Economic activity and energy
Week 1
4.1a The relativeimportance ofdifferent economicsectors and the location of economicactivity variesspatially, andchanges over time.
2 lessons
Learning Objective:
To understand the classification of employment by economic sector and the reasons for the differences in the employment structures in countries at different levels of development.
Skills objective:
(1) Draw and interpret triangular graphs to show the proportion of people employed in the primary, secondary and tertiary/ quaternary sector.
Should include:
- economic sector (primary,secondary, tertiary and quaternary)
- reasons for the differences in the employment structures in countries at different levels of development (Clark Fisher Model).
Resources
EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 97 - 100BBC Bitesize economic sectors http://www.bbc.co.uk/schools/gcsebitesize/geography/economic_change/
http://www.bbc.co.uk/education/guides/zx3vtyc/video http://economicsonline.co.uk/Global_economics/Structural_change_theory.html
http://geographyfieldwork.com/DataPresentationTria
Explaining
Interpretation
Analysis Graphical skills
Data and information research skills
Interpretation
Analysis
ngularGraphs.htm
Lesson IdeasWrite a definition of each economic sector. Construct a mind map of different types of economic activity. Carry out research to gather data on the proportion of economic activity in various countries. Construct triangular graphs with the data. What does the data suggest to you in terms of levels of development? Using the Clark Fisher model Figure 4.2 on page 100 describe how the phases of the model change over time.Discuss with a partner the limitations of using this type of model.
Week 2
4.1b The relativeimportance ofdifferent economicsectors and the location of economicactivity variesspatially, andchanges over time.
2 lessons
Learning Objective:
To be able to identify factors affecting the location of economic activity in each economic sector and how these factors can change over time.
Should include how each of the following affect location for each sector:
- the availability of raw materials
- globalisation- mechanisation- demographic
changes- government
policies.
Factors affecting the changing location and growth of primary, secondary, tertiary and quaternary activities:- prosperity- new technology- accessibility- transport- government
policy.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 102 - 104
http://www.bbc.co.uk/education/guides/zx3vtyc/revision/4
http://www.yourarticlelibrary.com/industries/factors-influencing-the-location-of-industries-geographical-and-non-geographical-factors/19695/
http://bigexports.com/industrial-location-factors.html
Lesson Ideas
Interpretation
Analysis
Interpretation
Analysis
Students split into groups – each group takes on the role of creating a presentation which discusses the location of primary, secondary, tertiary or quaternary industries. Students should consider how factors differ in developed, developing and emerging countries.
Week 3
4.1c The relativeimportance ofdifferent economicsectors and the location of economicactivity variesspatially, andchanges over time.
2 lessons
Learning Objective:
To be able to identify and understand the reasons for the changes in the numbers of people employed in each economic sector.
Should include:
- the availability of raw materials
- globalisation- mechanisation- demographic
changes- government
policies.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 104 - 110
https://www.cipd.co.uk/Images/megatrends-infographic-rectangle_tcm18-11409.jpg
Interpretation
Analysis
Reasoning
Graphical skills
Numerical skills
Statistical skills
Interpretation
Analysis
Reasoning
http://reports.weforum.org/future-of-jobs-2016/employment-trends/
https://www.raconteur.net/wp-content/uploads/2017/01/Future-of-work-infographic-900x1198.jpg
Lesson ideas
Create a summary table explaining how reasons for change in economic sectors can be different in developed, developing and emerging countries.
Week 4
4.2a The growth and decline of different economic sectors has resulted in a range of impacts and possibleresource issues.
2 lessons
Learning Objective:
To investigate and understand positive and negative impacts of economic sector shifts in a developed and a developing or emerging country.
Skills objective:
(2) To be able to use numerical economic data to profile the chosen country.
Should include:
- A located example of a developed and a developing or emerging country.
- Positive and negative impacts of economic sector shifts including social, economic and environmental changes.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 107 - 110
https://prezi.com/xacjxk1n9ony/global-shift-in-manufacturing-industry/
https://s-media-cache-ak0.pinimg.com/736x/6c/89/14/6c891472b9be2b63a4d44e5694e702a5--ethiopia-infographic.jpg
http://www.simplybusiness.co.uk/mg/article-specific/ons-graphic-sme-infographic.jpg
Interpretation
Analysis
Data and information research skills
Numerical skillsInterpretation
Analysis
Reasoning
Graphical skills
Numerical skills
Statistical skills
Interpretation
Analysis Interpretation
Analysis
Reasoning
Lesson ideas
Suggested located examples are the UK and China.
Use the Student Book, infographics and other resources to identify the positive and negative impacts of sector shift for located examples.
Week 5
4.2b The growth and decline of different economic sectors has resulted in a range of impacts and possibleresource issues.
2 lessons
Learning Objective:
To understand the causes and characteristics of informal employment in a megacity.
Skills objectives:
(3) To be able to interpret photographs
Should include:
For a named megacity:
- causes- economic
development, - rural urban
migration.
Advantages andDisadvantages.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 110 – 112
http://2r1qme42ipg52oaubibqtols.wpengine.netdna-cdn.com/wp-content/uploads/
Interpretation
Analysis
Critical thinking
Interpretation
Analysis
Critical thinking
and newspaper articles
2012/08/informaleconomy-700x388.jpg
https://21stcenturychallenges.files.wordpress.com/2015/07/robert-neuwirth-glance.jpg?w=848&h=673
Lesson Ideas
Use the student book, infographics and other resources to develop a fact file on the informal economy for example Dhaka in Bangladesh.
Week 6
4.2c The growth and decline of different economic sectors has resulted in a range of impacts and possible
Learning Objective:
To understand different theories (Malthus and Boserup) that are used to explain the relationship between
Should include:
- theories of Malthus and Bosrup
- comparison of thinking between the theories
- consider how
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 112 - 114
Critical thinking
Problem solving
Interpretation
Analysis
resource issues
2 lessons
population and resources.
Skills Objective:
(4) To be able to use and interpret line graphs showing changes in population and resources over time.
resources are a limiting factor for population growth.
http://www.bigpictureeducation.com
https://www.populationmatters.org/graphics/uk_population_changes_since_malthus_1.jpg
https://s-media-cache-ak0.pinimg.com/originals/5f/00/d2/5f00d2e547e806311b80b29e1753f83b.jpg
http://news.nationalgeographic.com/news/2014/09/140920-population-11billion-demographics-anthropocene/
https://www.eh-resources.org/wp-content/uploads/2015/06/malthus_graph.jpg?
x74858
Lesson ideas
Construct a summary table which outlines the differences between the theories of Malthus and Boserup.
Construct a short report which outlines the advantages and disadvantages of using these types of models today.
Interpret the line graph in the resources above showing population and resources.
Week 7
4.3a Countriesincreasinglyexperience an energygap and thereforeseek energy securityby developing a balanced energy mix and sustainableenergy use
2 lessons
Learning Objective:
To understand how energy demand and production varies globally.
Should include consideration of:
- Global variation in energy demand and energy production
- Factors that affect energy demand and production:
- population growth - increased wealth- technological.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 114 - 118
https://www.globalactionplan.org.uk/Pages/Category/energy
https://www.worldenergy.org/
Lesson ideas
Using the map on Page 118 write a report which outlines the distribution of energy deficit and surplus. Identify and explain factors that you think could create increased energy demand.
Interpretation
Analysis
Decision making
Atlas and map skills
Interpretation
Analysis
Decision making
For each of the objectives in key idea 4.3 teachers could teach through case study material as the specification expects that students know a case study for a developed and a developing or emerging country. See lesson on 4.3c for named case studies that could be used.
Week 8
4.3b Countriesincreasinglyexperience an energygap and thereforeseek energy securityby developing a balanced energy mixand sustainableenergy use.
Learning Objective:
To understand how non-renewable and renewable energy sources haveadvantages and disadvantages for people and the environment.
Should include:
- Non-renewable sources e.g. coal, oil, natural gas, uranium and shalegas/oil.- and renewable sources of energy, e.g. solar, wind, hydroelectric power (HEP), geothermal, biomass.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 118 - 121
http://renewableenergy.co
Interpretation
Analysis
Decision making
Interpretation
Analysis
Decision making
2 lessons m/sources-of-
renewable-energy/
http://www.eschooltoday.com/energy/renewable-energy/what-is-renewable-energy.html
http://www.eschooltoday.com/energy/non-renewable-energy/what-is-non-renewable-energy.html
Lesson ideasRecap understanding of the difference between non-renewable and renewable energy sources.
Show images related to non-renewable and renewable energy sources.
Students write down the type of energy source, whether it is renewable or non-renewable and one fact they might know about the energy source.
Carousel activity: Set up a series of stations on one non-renewable and one renewable energy source focussing on:
1. Overview of the energy resource
2. Advantages3. Disadvantages4. Development
Students spend 5 minutes at each station to make notes.
Students answer the following question:Explain one
advantage and one disadvantage of a renewable energy resource.
Week 9
4.3c Countriesincreasinglyexperience an energy gap and therefore seek energy securityby developing a balanced energy mix and sustainableenergy use
2 lessons
Learning Objective:To understand how energy can be managed in a sustainable way.
Skills Objective: to be able to calculate carbon and ecological footprints.
Should include:
- the role of education,
- increase in energy efficiency and conservation within industry, the home and transport.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 122 – 126
http://qwe.qatar.tamu.edu/
http://www.worldwatch.org/sustainable-energy-initiatives-india
http://www.carbonfootprint.com/calculator.aspx
http://
Critical thinking
Reasoning
Critical thinking
Reasoning
ecologicalfootprint.com/
Lesson ideas
Students develop a video journal to explore how energy is being managed in a sustainable way. The journal should include a case study of energy resource management in a developed country and a developing or emerging country. Case studies could include Qatar (developed) and India (emerging).
Use the carbon calculator above to work out your carbon footprint. Write a list of ways that you could reduce this.
Students use the ecological calculator above to work out their ecological footprint. Suggest ways to reduce this.
Week 10
Revision and of topic test and feedback.
2 lessons
Learning Objective:
To develop skill and understanding of the types of questions that students will be asked to respond to for this unit.
Should include:
- Common question types
- Coverage of core unit content
- Questions giving students the opportunity to demonstrate knowledge of case study material.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book page 127SAMs (Sample Assessment Materials) http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-certificates/international-gcse-geography-2017.html
Topic 5: Rural Environments
Week 1
5.1a Rural environmentsare natural ecosystems that are exploited by human activities.
2 lessons
Learning Objective:
To be able to understand the distribution and characteristics of the world’s biomes.
Skills Objective:
(1) Use world maps to show the location of biomes.
Should include:
- tropical forest- temperate forests- boreal forests- tropical
grasslands- temperate
grasslands- deserts- tundra.
Look at both similarities and differences.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 129 - 132
https://s-media-cache-ak0.pinimg.com/736x/f8/3f/46/f83f464199d703fe6a153f527fed2705--life-science-earth-science.jpg
https://s-media-cache-ak0.pinimg.com/originals/36/8b/7d/368b7ddc631d7d971441c3c95b378f69.jpg
Interpretation
Analysis
Atlas and map skills
Lesson Ideas
Produce a map of the global distribution of the world biomes.
Construct a summary table of the basic characteristics of the world biomes.
Identify any similarities and differences.
Week 2
5.1b Rural environmentsare naturalecosystems that areexploited by humanactivities
2 lessons
Learning Objective:
To understand the types of goods and services provided for people by natural ecosystems.
Should include good and services from:
- timber- tourism- food- energy- water resources- health services- natural protection- climate
regulation.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 132 - 133
http://www.buzzle.com/articles/list-of-natural-resources.html
http://naturalresources.wales/?lang=en
http://www.nrcan.gc.ca/forests/report/17587
Lesson ideas
Produce a fact file which identifies goods and services for each major
Interpretation
Analysis
Self direction
Interpretation
Analysis
Self direction
biome.
Week 3
5.1c Rural environmentsare naturalecosystems that areexploited by humanactivities
2 lessons
Learning Objective:
To understand how humans change ecosystems and rural environments to obtain food through farming systems.
Skill objective:
(2) Use flow diagrams to represent the effects of different human activities on ecosystems and rural environments.
Should include exploration of:
- arable and pastoral farming
- commercial and subsistence
- intensive and extensive.
Students should be aware of consequences of changes and offer an opinion. Should include goods and services from:
- timber- tourism- food- energy- water resources- health services- natural protection- climate
regulation.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 134 - 138
https://www.greenfacts.org/en/digests/sustainable-development.htm
http://www.bbc.co.uk/schools/gcsebitesize/geography/rural_environments/
https://www.learner.org/courses/envsci/unit/text.php?
Critical thinking Critical thinking
unit=7&secNum=0
http://www.fao.org/farmingsystems/description_en.htm
Lesson ideas
Students should carry out a research activity which explores the impact of different types of farming on ecosystems. Information should include the difference between types of farming. Students produce flow diagrams to show the effects of different human activities on ecosystems and rural environments. Students should also explore the idea of changing from one type of farming to
another and the impact this might have on ecosystems and rural environments.
Week 4
5.2a Rural environmentshave contrastingphysical, social and economiccharacteristics and are experiencingsignificant changes.
2 lessons
Learning Objective:
To understand the characteristics of a rural environment.
Should include:
- landscape- climate- settlement- population - land use- employment- accessibility- development
management - conservation
management.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 138 - 139
http://www.bbc.co.uk/schools/gcsebitesize/geography/rural_environments/characteristics_rural_areas_rev1.shtml
Lesson ideasCreate a mind map showing the characteristics of rural environments.
Interpretation
Analysis
Interpretation
Analysis
Week 5
5.2b Rural environmentshave contrastingphysical, social and economiccharacteristics and are experiencingsignificant changes.
2 lessons
Learning Objective:
To understand the factors that contribute to rural change in a developed country.
Should include:
- located example of rural change in a developed country
- explore various factors including rural isolation, decline in farm employment due to mechanization, rural isolation, farm employment, tourism pressures, suburbanization, counter-urbanisation, and the negative multiplier effect.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 140 - 143
http://www.bbc.co.uk/schools/gcsebitesize/geography/rural_environments/changes_rural_areas_medcs_rev1.shtml
Lesson ideasUsing the UK as an example produce a mind map and a series of short summary statements of factors that have contributed to rural change.
What sort of rural
Critical thinking
Analysis
Critical thinkingAnalysis
change could take place in the future?
Week 6
5.2c Rural environmentshave contrastingphysical, social and economiccharacteristics and are experiencingsignificant changes.
2 lessons
Learning Objective:
To understand the factors that have led to rural change in a named developing or emerging country.
Skills objective:
(3) Use and interpret population pyramids.
Should include consideration of:
- population growth- changing farm
economy- changing land
holdings- natural hazards- rural urban
migration.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 143 - 145
https://chinachange.org/tag/rural-area/
Lesson ideas
Produce a report outlining the factors that have contributed to rural change in China.Compare population pyramids for different countries. Describe the shape of the pyramid. Suggest why the
Critical thinking
Analysis
Reasoning
Critical thinking
Analysis
Reasoning
pyramid is that shape. Predict whether the population pyramid will change.
Week 7
5.3a Rural environmentsneed to adapt to be socially, economically and environmentally sustainable.
2 lessons
Learning Objective:To be able to understand how the diversification of farming generates new income streams.Case study of a developed country and a developing or emerging country.
Skills Objective:
(4) Use photos and other media to investigate diversification.
Should include:
- GM crops, - specialist crops
and food, - organic farming, - recreation and
leisure.
Should include consideration of:
- population growth- changing farm
economy- changing land
holdings- natural hazards- rural urban
migration.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 146 - 147
http://ag4impact.org/wp-content/uploads/2015/07/Infographic.jpg
https://visual.ly/tag/farming
https://www.gov.uk/guidance/diversifying-farming-businesses
http://www.thezimbabwea
Critical thinking
Analysis
Reasoning
Critical thinking
Analysis
Reasoning
n.co/2015/12/making-a-living-as-a-former-farm-worker-some-cases-from-zimbabwe/
Lesson ideas
For bullet points 5.3a, b and c content could be framed by the developed country and developing or emerging country case studies.
Developed country case study: UK.Developing country case study: Kenya or emerging country case study: China.
Use the infographic above to identify and explain farming diversification. Outline the
similarities and differences between developed, developing and emerging countries. Case studies could include diversification in the UK for a developed country.
Week 8
5.3b Rural environmentsneed to adapt to be socially, economically and environmentally sustainable.
2 lessons
Learning Objective:To be able to investigate a range of possible strategies aimed at making rural living more sustainable and improving the quality of life.
Skills Objective:
(5) Use socio-economic data to provide evidence that the quality of life has improved.
Should include:
- soil quality- air quality, - water supplies, - crop yields, - health, - employment - housing.
These lessons should include case study material for both a developed country and developing or emerging country.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 148 – 151
Lesson ideas
In pairs brainstorm ideas for making rural environments more sustainable. Suggest advantages and disadvantages of each idea. Rank the ideas in terms of
Critical thinking
Analysis
Reasoning
Decision making
Critical thinking
Analysis
Reasoning
Decision making
their success.
Week 9
5.3c Rural environmentsneed to adapt to be socially, economically and environmentally sustainable.
2 lessons
Learning Objective:To explore and understand the role of different groups of people in managing the social, economic and environmental challenges within the chosen rural environment.
Should include:
- national and local government
- IGOs- NGOs- local
communities.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 152 – 154
https://visual.ly/tag/farming
http://en.unesco.org/
Lesson ideasPrepare a video journal which discusses the roles that different organisation’s play in managing the challenges of rural environments. This should be prepared on the basis of providing a detailed case study of a developed country
Critical thinking
Analysis
Reasoning
Decision making
Critical thinking
Analysis
Reasoning
Decision making
and either a developing or emerging country. For example the UK and either China or Kenya.
Week 10
Revision and of topic test and feedback.
1 lesson
Learning Objective:
To develop skill and understanding of the types of questions that students will be asked to respond to for this unit.
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book page 155SAMs (Sample Assessment Materials) http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-certificates/international-gcse-geography-2017.html
Topic 6 urban Environments
Week 1
6.1a A growingpercentage of the world’s populationlives in urban areas.
2 lessons
Learning Objective:
To understand contrasting trends in urbanisation over the last 50 years in different parts of the world.
Skills objective:(1) Use world
maps to show the trends in urbanisation over the last 50 years.
Should include:
- global trends- urbanisation - suburbanization- counter-
urbanisation.
ResourcesEDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 158 – 161
http://news.bbc.co.uk/1/shared/spl/hi/world/06/urbanisation/html/urbanisation.stm http://ngm.nationalgeographic.com/ngm/0211/feature3/map.html
Critical thinking
Analysis
Reasoning
Critical thinking
Analysis
Reasoning
Decision making
Lesson ideasUsing the resources above create an infographic which gives key trends in urbanisation over the last 50 years.
Week 2
6.1b A growingpercentage of the world’s populationlives in urban areas.
2 lessons
Learning Objective:
To understand factors affecting the rate of urbanisation and the emergence of megacities.
Should include:
- factors affecting the rate of urbanisation such as population growth, economic development, poverty, migration
- emergence of megacities.
ResourcesEDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book page 162 – 164
Ted Talk on Megacities https://www.ted.com/talks/parag_khanna_how_megacities_are_changing_the_map_of_the_world
Lesson ideasGive the students a table of data showing population sizes over time of selected world cities from contrasting countries. Students locate cities on a world
Interpretation
Analysis
Interpretation
Analysis
map. Students calculate the % growth rate of cities from 1960 to present. Discuss the nature of the cities that have grown the fastest and the slowest. Students describe and explain the changes with the assistance of the resources above.
Week 3
6.1c A growingpercentage of the world’s populationlives in urban areas.
2 lessons
Learning Objective:
To know and understand the problems associated with rapid urbanization.
Skills objective:
(2) To be able to interpret photographs and different maps (paper or online) to investigate the impacts of
Should include:
- congestion- transport- employment - crime- eenvironmental
issues.
Resources
EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 164 – 165
Example mind map of urban problems - https://www.mindomo.com/mindmap/problems-associated-with-rapid-urbanisation-0ae34cb1e3d54b5e
Critical thinking
Analysis
Reasoning
Atlas and maps skills
Graphicacy skills
Critical thinking
Analysis
Reasoning
rapid urbanisation.
bfb611898621329c
http://cornerstonemag.net/wp-content/uploads/2015/06/Sitharam-Figure1.jpg
Lesson ideas
Use the photo link above to explore problems causes by urbanisation.Read through pages 164 and 165 of the student book.
Think: Create a mind map of problems of rapid urbanisation. Pair: Students compare mind maps and identify similarities and differences. Share: Pairs present their mind maps to the class.
Rank the urban problems in terms of
severity from highest to lowest. Give reasons to support your ranking. Suggest ways in which you would limit the effects of these problems.
Week 4
6.2a Cities face a range of social andenvironmentalchallenges resultingfrom rapid growth and resource demands.
2 lessons
Learning Objective:
To understand factors affecting urban land use patterns.
Skills objective:(3) To be able to
use satellite images to identify different land uses in the chosen urban environment.
Should include:
- locational needs- accessibility- land values- think about why
similar land uses group together.
Students should be able to use local and global examples.
Resources
EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 166 – 168
http://thecostofsprawl.com/img/infographic-big.jpg
https://kingsculturalmap.files.wordpress.com/2011/12/timeline-
Interpretation
Analysis
Reasoning
Decision Making
Atlas and maps skills
Graphicacy skills
Interpretation
Analysis
Reasoning
Decision Making
map.jpg
https://www.theguardian.com/cities/2017/mar/21/timelapse-satellite-images-china-fastest-growing-cities
Lesson ideas
Provide students with a range of satellite images of urban areas. Students label the images with different land uses and suggest factors that have affected this land use. Using the infographics above and any other research, identify in the form of a table the factors that affect urban land use. Provide a series
of examples.
Use the timelapse and satellite images to analyse what has happened to areas of China over the last 30 years.
Week 5
6.2b Cities face a range of social andenvironmentalchallenges resultingfrom rapid growth and resource demands.
2 lessons
Learning Objective:To understand the urban challenges in a named developed country.
Skills objective:
(4) To be able to use and interpret socio-economic data.
Should include:
- food- energy- transport- waste disposal
demand- resource
consumption- segregation
Resources
EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 168 - 170
UNEP urban issues homepage:
http://www.unep.or.jp/ietc/issues/urban.asp
Lesson ideasStudents take on the role of a new arrival in a city in a
Interpretation
Analysis
Reasoning
Decision Making
Interpretation
Analysis
Reasoning
Decision Making
developed country and a government official. As the new arrival students discuss some of the issues they would face in relation to food, transport and waste disposal. As a government official think about how you would respond to these types of problems.Students suggest responses to the problems in urban areas.
Week 6
6.2c Cities face a range of social andenvironmentalchallenges resultingfrom rapid growth and resource demands.
2 lessons
Learning Objective:
To understand urban challenges in a named developing country oremerging country.
Should include:
- squatter settlements
- informal economy- urban pollution- low quality of life.
ResourcesEDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 170 - 172
UN Habitat is a portal for information on urban areas in the developing world:
Critical thinking Reasoning
Analysis
http://www.unhabitat.org/ BBC News online, Brazil’s shanty towns 2010:http://news.bbc.co.uk/1/hi/8565164.stm
Lesson ideas
Create a photo book of images of a squatter settlement using web based resources. Suggested examples could include Nairobi in Kenya or Koolgata in India. Annotate the photos to highlight key features. Suggest reasons why some squatter settlements are more developed than others? Analyse how self-help schemes can improve the quality
of life in a shanty town.Discuss the importance of the informal economy in a squatter settlement.
Week 7
6.3a Different strategiescan be used tomanage social,economic andenvironmentalchallenges in asustainable manner
2 lessons
Learning Objective:
To understand factors that affect the development of the rural-urban fringe.
Should include:
- housing estates- retail- business and
science parks- industrial estates - greenfield versus
brownfield debate.
ResourcesEDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book page 173 - 175
http://www.worcesternews.co.uk/news/regional/worcestershire/15463681.Not_enough_Wyre_Forest_brown_field_sites_to_meet_demand_____council_chief/
http://www.chroniclelive.co.uk/news/north-east-news/what-green-
Critical thinking Reasoning
Analysis
belt-land-how-13348444 http://www.cambridgesciencepark.co.uk/
Lesson ideasUsing the resource above write a letter to be posted online either inviting businesses to come and locate at Cambridge science parks or a letter that describes the negative impact the park will have on the rural environment.
Week 8
6.3b Different strategiescan be used tomanage social,economic andenvironmentalchallenges in asustainable manner.
2 lessons
Learning Objective:
To understand the range of possible strategies aimed at making urban living more sustainable and improving the quality of life.
Skills objective:
Should include strategy exploration in the following areas:
- waste disposal- transport - education - health - employment- housing.
Case study material
ResourcesEDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 175 - 178https://www.lonelyplanet.com/brazil/the-south/curitiba
Critical thinking Interpretation
Analysis
(5) To be able to use quantitative and qualitative information to judge the scale in variations in environmental quality.
for a developed and developing or emerging. http://masdar.ae/
en/masdar-city/live-work-play Lesson ideas
Prepare two case studies on a developed and developing or emerging country which look at strategies to make urban living more sustainable.
Examples that could be used are Curitiba in Brazil and Masdar City in Abu Dhabi UAE.
Week 9
6.3c Different strategiescan be used tomanage social,economic andenvironmentalchallenges in asustainable manner.
Learning Objective:To explore the role of different groups of people in managing the social,economic and environmental challenges in the chosen urban area.
Should include an exploration of the following groups:
- planners, politicians, property developers and industrialists.
Resources
EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 178 - 179
Critical thinking Critical thinking
Problem solving
Lesson ideas
This provides a good opportunity for a small group activity with students developing their thinking around different viewpoints.
Students can also begin to think about alternative solutions where some compromise is evident.
Week 10
Revision and of topic test and feedback.
1 lesson
Learning Objective:
To develop skill and understanding of the types of questions that students will be asked to respond to for this unit.
Should include:
- Common question types
- Coverage of core unit content
Questions giving students the opportunity to demonstrate knowledge of case study material
Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book page 181SAMs (Sample Assessment Materials)
http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-certificates/international-gcse-geography-2017.html