Core and ICT skills. Compare old and new maps. How has the area resources for schools. These changed? Why? archived resources can be found at Show YouTube clip parody of York state of A variety of maps from the past can ‘New mind’ based on Newport, South Wales. Students be viewed at could write a parody for their local place. shows how the country has What kind of factors affect place? Globalisation and changed over time. localisation: follow the example of Doreen Massey In the book, Space, Place and and take a walk down your local high street. Does it Gender (1994), Doreen Massey have chain stores or independent shops? Are there uses her own local area (Kilburn signs of different cultures and languages? Produce High Street, London) to illustrate an annotated photographic display. Is it a ‘clone that place is influenced by town’ or is it holding on to its own identity? constantly changing elements of a Short exam question practice, eg distinguish wider world. between endogenous and exogenous factors. Focus on command word and key terms here. Extension: Authors have argued that tourist places like Disney World are not real places but ‘placeless’ places or with no real sense of ‘pseudo-places’ history or belonging. Discuss this idea. Which other places might be considered (airports, ‘placeless’? major hotels, etc). Have globalisation and digital technology increased placelessness? Weeks 3-4 Specification content Subject specific Learning outcomes Suggested learning activities (including ref Resources skills development to differentiation and extension activities) How humans Use of key subject Discuss the range of Show some images of different places and An internet images search on perceive, engage specific and factors that influence discuss why stereotypes may have stereotypes’ throws up ‘place with and form technical perception of place occurred. some interesting and often attachments to terminology. and sense of place. amusing maps both within and Ask students to reflect on the way their lives place and how they beyond the UK. Collect, analyse and Understand the term are intertwined with that of the places and the present and interpret information representation of landscapes they inhabit or introduce them to represent the world from a of place. the more subjective and personal responses to others. secondary sources of others through poetry, art, novels etc. They – Provide examples of How places are Look at the including factual, could then produce their own poems, different resources represented in a pictures, pieces of prose showing their
Core and ICT skills. Compare old and new maps. How has the area changed? Why? Show YouTube clip parody of ‘New York state of mind’ based on Newport, South Wales. Students could write a parody for their local place. What kind of factors affect place? Globalisation and localisation: follow the example of Doreen Massey and take a walk down your local high street. Does it have chain stores or independent shops? Are there signs of different cultures and languages? Produce an annotated photographic display. Is it a ‘clone town’ or is it holding on to its own identity? Short exam question practice, eg distinguish between endogenous and exogenous factors. Focus on command word and key terms here. Extension: Authors have argued that tourist places like Disney World are not real places but ‘placeless’ places or ‘pseudo-places’ with no real sense of history or belonging. Discuss this idea. Which other places might be considered ‘placeless’? (airports, major hotels, etc). Have globalisation and digital technology increased placelessness? resources for schools. These archived resources can be found at A variety of maps from the past can be viewed at shows how the country has changed over time. In the book, Space, Place and Gender (1994), Doreen Massey uses her own local area (Kilburn High Street, London) to illustrate that place is influenced by constantly changing elements of a wider world. Weeks 3-4 Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources How humans perceive, engage with and form attachments to place and how they present and represent the world to others. How places are represented in a Use of key subject specific and technical terminology. Collect, analyse and interpret information from a of secondary sources – including factual, Discuss the range of factors that influence perception of place and sense of place. Understand the term representation of place. Provide examples of different resources Show some images of different places and discuss why stereotypes may have occurred. Ask students to reflect on the way their lives are intertwined with that of the places and the landscapes they inhabit or introduce them to the more subjective and personal responses of others through poetry, art, novels etc. They could then produce their own poems, pictures, pieces of prose showing their An internet images search on ‘place stereotypes’ throws up some interesting and often amusing maps both within and beyond the UK. Look at the