The KING’S Medium Term Plan – Geography Year 10 Senior Programme – LC1 Module The Changing Economic World Building on Prior Learning Throughout LC1-5 students are introduced to key themes across all physical and human topics. The aim of this year is to build on the knowledge of Geographical skills introduced in year 9, tackling the more complex elements of GCSE Geography Overarch- ing Sub- ject Chal- lenging question Are the richer getting richer whilst the poor are getting poorer? Lines of Enquiry Week 1&2: How do we measure the global variations in economic development and quality of life? Week 3: What does the Demographical Transition Model tell us about the development of a nation? Week 4: What various strategies exist around the world to reduce the development gap? Week 5-6: What are the social, environmental and cultural consequences of rapid development? Week 7: Revision & assessments
Transcript
The KING’S Medium Term Plan – Geography Year 10 Senior Programme – LC1
Module The Changing Economic World
Building
on Prior
Learning
Throughout LC1-5 students are introduced to key themes across all physical and human topics. The aim of this year is to build on the
knowledge of Geographical skills introduced in year 9, tackling the more complex elements of GCSE Geography
Overarch-
ing Sub-
ject Chal-
lenging
question
Are the richer getting richer whilst the poor are getting poorer?
Lines of
Enquiry
Week 1&2: How do we measure the global variations in economic development and quality of life?
Week 3: What does the Demographical Transition Model tell us about the development of a nation?
Week 4: What various strategies exist around the world to reduce the development gap?
Week 5-6: What are the social, environmental and cultural consequences of rapid development?
Week 7: Revision & assessments
Week 8: Gap Teaching
Exam
Board
Links:
Topic Pro-
gress
State-
ments
Five ‘Key Ideas’ for this module have been created to guide students through the learning process. The specific specification content is listed in italics beneath the key ideas.
1. Development Indicators Define key words linked to the ways that we describe the level of development of different countries around the world that are at differ-ent stages of development e.g. Birth rates, death rates, literacy rates etc. and be able to explain what the limitations are of some of these indicators. Link between stages of the Demographic Transition Model and the level of development. Causes of uneven develop-ment: physical, economic and historical. Consequences of uneven development: disparities in wealth and health, international migration.
2. Strategies used to reduce the development gap An overview of the strategies used to reduce the development gap: investment, industrial development and tourism, aid, using interme-diate technology, fairtrade, debt relief, micro nance loans. An example of how the growth of tourism in an LIC or NEE helps to reduce the development gap.
4. Social, environmental and cultural consequences of rapid development in LICs and NEEs Using a case study of an LIC or NEE the location and importance of the country, regionally and globally • the wider political, social, cultural and environmental context within which the country is placed • the changing industrial structure. The balance between different sectors of the economy. How manufacturing industry can stimulate economic development • the role of transnational corporations (TNCs) in relation to industrial development. Advantages and disadvantages of TNC(s) to the host country • the changing political and trading relationships with the wider world • international aid: types of aid, impacts of aid on the receiving country • the environmental impacts of economic development • the effects of economic development on quality of life for the population.
Assessment in week 6 will be against the above objectives.
GAP teaching will be informed by analysis of assessments in week 7.
Week 1
3 hours of
lessons
plus 1
hour of
homework
each week
LOE: Development of HICs and LICs is difficult to measure
Stage 1: Development Indicators
Hypothesis: “Birth rate and death rate are the best ways to measure a country’s level of development”
KGP Success Criteria
LO: By the end of the lesson students will be able to identify and define the different types of development indicators, categorising them into social and economic. Students working towards GP3 should be able to: Define the most common types of social and economic development indicators Students working towards GP4&5 should be able to: Define a range of development indicators, giving examples of economic and social indica-tors, explaining what they tell us about development (e.g. what does a high death rate indicate?) Students working towards GP6-7 should be able to: Define a range of development indicators, giving examples of economic and social indica-tors, evaluating what they tell us about development (e.g. what does a high death rate indicate?)
Stage 2: Development Indicators
Stage 2 Hypothesis: “‘The Human Development Index is a reliable way to measure development’”
LO: By the end of the lesson students will be able to explain why some development indicators are more useful than others at help-ing us to determine their level of development.
Students working towards GP3 should be able to: Describe why some development indicators are not useful at measuring development
Students working towards GP4&5 should be able to: Define a range of development indicators and explain why some are more useful than others at determining the level of development of HICs and LICs
Students working towards GP6-7 should be able to: Evaluate how useful some development indicators are at determining the level of develop-ment of HICs and LICs.
Week 1 Homework:
GP2-3: “Explain how useful development indicators such as death rate can be at helping us to determine how developed a country is”
GP4-5: “Evaluate how effective birth rate and death rate are at helping to determine how developed a country is”
GP6-7: “Discuss the extent to which Birth rate and Death rate are useful indicators at helping us to determine how developed a country is”
Success Criteria
✓ Describe what development indicators are
✓ Give examples of brith rates and death rates of different countries around the world
✓ Explain how useful they are at telling us the level of development of a country
✓ Give your opinion about how useful you think these indicators are at telling us the level of development of a country.
Week 2
3 1hr les-
sons plus
1hr home-
work
LOE: Causes of uneven development
Stage 1: Uneven development Hypothesis: “The rich are getting richer as the poor are getting poorer”
KGP Success Criteria
LO: By the end of the lesson students will be able to describe the differences between the richest and poorest nations around the world, evaluating how this is affecting the ‘Development Gap’ Students working towards GP3 should be able to: Describe the characteristics of the worlds richest and poorest countries and explain how this affects their development Students working towards GP4&5 should be able to: Evaluate the standard of living and quality of life of those living in the worlds most rich and poor nations Students working towards GP6&7 should be able to: Discuss the extent to which the development of the poorest nations is hindered by the growth of the most wealthy
Stage 2: Causes of uneven development Hypothesis: “The rich north and the poor south is no longer an accurate way to divide wealth across the world”
KGP Success Criteria
LO: By the end of the lesson students will be able to describe and give examples of the different causes of uneven development across the world Students working towards GP3 should be able to: describe what the ‘Brant line’ is and give an example of 1 way that causes poor levels of development Students working towards GP4&5 should be able to: Explain the reasons why uneven development exists across the world.
Students working towards GP6&7 should be able to: Evaluate the different causes of uneven development, suggesting how this pattern may influence the future.
Stage 3: The future of tropical storm systems Stage 3 “Climate change will have no impact on the frequency and intensity of tropical storm systems”
KGP Success Criteria
LO: By the end of the lesson students will be able to explain how climate change could have an impact on the intensity and distribu-tion of tropical storm systems. Students working towards GP2 should be able to: To describe how the intensity of tropical storms will differ due to climate change Students working towards GP3&4 should be able to: Explain how storm intensity and frequency is expected to change due to climate change. Students working towards GP5-6 should be able to: Discuss the extent to which climate change may affect the intensity and frequency of tropi-cal storm events. Home learning:
Knowledge organiser revision for mid-term test next week (assessed lesson 3 of week 3)
Stage 3: Consequences of uneven development Hypothesis:“Mass migration of refugees from LICs is the biggest threat facing the development HICs”
KGP Success Criteria
LO: By the end of the lesson students will be able to evaluate the consequences of uneven development, commenting on the biggest threats to the development of HICs
Students working towards GP3 should be able to: Explain why uneven development can cause problems in HICs Students working towards GP4&5 should be able to: Evaluate the biggest threats to HICs that are caused by uneven development Students working towards GP6&7 should be able to: Discuss the extent to which uneven development across the world causes problems for HICs, commenting on the biggest threats.
LOE: How do we model the development of HICs and LICs?
Stage 1: Demographical Transition Model (DTM) Hypothesis: “All countries around the world follow The Demographic Transition Model (DTM) as they develop”
KGP Success Criteria
LO: By the end of the lesson students will be able to accurately draw and label the DTM and describe how a nation develops through each stage
Students working towards GP3 should be able to: Describe what a country is like at each stage of the DTM. Students working towards GP4&5 should be able to: Evaluate the accuracy of the DTM in describing how a country develops over time Students working towards GP6&7 should be able to: Analyse the accuracy of the DTM for different nations at all stages of development includ-ing HICs, LICs and NICs
Stage 2: Demographical Transition Model (DTM) [Exam Practice Mid Term] Hypothesis: “All countries around the world follow The Demographic Transition Model (DTM) as they develop”
KGP Success Criteria
LO: By the end of the lesson students will be able to accurately draw and label the DTM and describe how a nation develops through each stage
Students working towards GP3 should be able to: Describe what a country is like at each stage of the DTM. Students working towards GP4&5 should be able to: Evaluate the accuracy of the DTM in describing how a country develops over time Students working towards GP6&7 should be able to: Analyse the accuracy of the DTM for different nations at all stages of development includ-ing HICs, LICs and NICs
Week 3 Homework:
Strategies used to reduce the development gap
Choose ONE strategy from the list below, create a fact file on this page that describes HOW this strategy can be used to reduce the develop-
✓ examples of where it is used around the world (countries, company’s etc)
✓ How it works to reduce the development gap (make poorer countries richer)
✓ How successful has it been at achieving that so far?
Week 4
3 1hr les-
sons plus
1hr home-
work
LOE: What various strategies exist around the world to reduce the development gap?
Stage 1&2: Strategies used to reduce the development gap Hypothesis: “Fairtrade is the most effective strategy that can be used to reduce the development gap”
KGP Success Criteria
LO: By the end of the lesson students will be able to give examples of strategies that can be used to reduce the development gap, evaluating their effectiveness
Students working towards GP3 should be able to: Explain how strategies like fairtrade work to reduce the development gap Students working towards GP4&5 should be able to: Evaluate the effectiveness of several strategies used to reduce the development gap and explain how new strategies such as tourism are used, using an example Students working towards GP6&7 should be able to: Evaluate the effectiveness of several strategies used to reduce the development gap and explain how new strategies such as tourism are used, using an example
Stage 3: Consequences of rapid economic development in LIC’s [Exam Practice] Hypothesis: “Rapid economic development causes more problems than it solves”
KGP Success Criteria
LO: By the end of the lesson students will be able to evaluate the consequences of rapid economic development in LICs
Students working towards GP3 should be able to: Explain how strategies like fairtrade work to reduce the development gap Students working towards GP4&5 should be able to: Evaluate the effectiveness of several strategies used to reduce the development gap and explain how new strategies such as tourism are used, using an example Students working towards GP6&7 should be able to: Evaluate the effectiveness of several strategies used to reduce the development gap and explain how new strategies such as tourism are used, using an example
Week 5
3 1hr les-
sons plus
1hr home-
work
LOE: Can rapid development lead to negative consequences?
Stage 1: Economic consequences of rapid economic development in LIC’s Hypothesis: “Rapid economic development causes more problems than it solves”
KGP Success Criteria
LO: By the end of the lesson students will be able to evaluate the consequences of rapid economic development in LICs
Students working towards GP3 should be able to: Explain how industrial structure, trade and aid can have a negative impact on the develop-ment of an LIC Students working towards GP4&5 should be able to: Explain how industrial structure, trade and aid can have a negative impact on the develop-ment of an LIC Students working towards GP6&7 should be able to: Explain how industrial structure, trade and aid can have a negative impact on the develop-ment of an LIC
Stage 2: The role of Transnational Corporations (TNCs) in relation to industrial development
Hypothesis: “Transnational corporations (TNCs) bring more advantages than disadvantages to their host country”
KGP Success Criteria
LO: By the end of the lesson students will be able to give examples of TNCs that are found in developing nations across the world evaluating the advantages and disadvantages of they bring to the development of LICs
Students working towards GP3 should be able to: Explain the different advantages and disadvantages of TNCs Students working towards GP4&5 should be able to: Evaluate the advantages and disadvantages of TNCs on their host country, commenting on how this impacts the development of LICs
Students working towards GP6&7 should be able to: Discuss the role of TNCs in the development of LICs buy evaluating the advantages and disadvantages that they bring.
Week 5 Homework: Revision
Week 6 Revision and Assessment Week
Gap Analysis Reinforcement
Gap Rein-
forcement
This end of module time will be allocated to re-teaching any gaps discovered in each individuals knowledge as a result of the assessment pro-
cess. The whole class will address any common misconceptions which have been highlighted through the assessment analysis but students
will also be given time to work with the teacher individually or in small groups to address any areas of the content where they feel they need
additional help.
Extended Learning
(This is not
part of the
‘timed’
schedule
but is seen
as addi-
tional sup-
port)
Extended learning is expected in a variety of forms. During home learning, pupils may be asked to use the following sites to complete quick quizzes, research and analysis tasks, GCSE style questions and more open ended tasks. It is expected that students will develop an up-to-date awareness of current geographical issues, and if opportunities arise, on-going events or topics may be substituted in lessons or home learning tasks to ensure content is of the most relevant nature for students. http://www.geography.org.uk/ http://www.geographyinthenews.rgs.org/ http://www.un.org/en/ http://www.gatm.org.uk/ http://news.nationalgeographic.com/ http://www.independent.co.uk/topic/Geography http://www.bbc.co.uk/education http://www.coolgeography.co.uk/GCSE/AQA%20GCSE.htm http://www.geographyrocks.co.uk/gcse-revision.html http://www.acegeography.com/aqa-a-gcse.html
