Maps showing location of services, unemployment Health care system data, secondary job decline, tertiary job growth, Education system mobility, power linked to money and education/knowledge, immigration transport infrastructure. Students annotate their ward maps with the relevant reasons (in detail). Plenary quiz based on why inequalities have arisen in the chosen city (e.g. Manchester) Teacher gradually reveals flow diagram. 1 lesson Key idea 5.5: 5.5a Chosen UK city Use of OS Starter (1 hour) The changing city How parts of the city have Local urban area maps (different Teacher asks students to write down two challenges creates challenges experienced decline scales and facing the chosen city (e.g. Manchester). Add these and opportunities. (deindustrialisation, different time to a wall display divided into appropriate categories de-centralisation periods). (such as economic, social, environmental). Suggested learning (out-of-town shopping objectives: centres, retail and business Main Analysis of To know which urban parks), e-commerce, Using IMD or census data sets for each urban zone crime rate data zones in chosen UK developments in transport. (perhaps selected wards) students identify those and deprivation city have areas with challenges. Older OS maps (especially data experienced decline. Key words: pre-1980) and current ones of inner urban area in chosen UK city could also be available for more able Urban decline To understand the students. Students record (in a table identifying the Decentralisation reasons for decline areas of decline) all of the changes that can be seen and the links and how each one is evidence of decline. E-commerce between these Transport infrastructure factors. Teacher prepares cards with reasons for decline and Car ownership students match these with the correct zone(s) and add these students to a column in the table. Deindustrialisation Depopulation Plenary Out-of-town shopping centres Teacher uses flash cards or images and asks students to give definitions of the key terms covered Factory outlet shopping (see column 3). Retail park Business park By-pass
Health care system Education system Maps showing location of services, unemployment data, secondary job decline, tertiary job growth, mobility, power linked to money and education/knowledge, immigration transport infrastructure. Students annotate their ward maps with the relevant reasons (in detail). Plenary quiz based on why inequalities have arisen in the chosen city (e.g. Manchester) Teacher gradually reveals flow diagram. 1 lesson (1 hour) Key idea 5.5: The changing city creates challenges and opportunities. Suggested learning objectives: To know which urban zones in chosen UK city have experienced decline. To understand the reasons for decline and the links between these factors. 5.5a How parts of the city have experienced decline (deindustrialisation, de-centralisation (out-of-town shopping centres, retail and business parks), e-commerce, developments in transport. Key words: Urban decline Decentralisation E-commerce Transport infrastructure Car ownership Deindustrialisation Depopulation Out-of-town shopping centres Factory outlet shopping Retail park Business park By-pass Chosen UK city Local urban area Use of OS maps (different scales and different time periods). Analysis of crime rate data and deprivation data Starter Teacher asks students to write down two challenges facing the chosen city (e.g. Manchester). Add these to a wall display divided into appropriate categories (such as economic, social, environmental). Main Using IMD or census data sets for each urban zone (perhaps selected wards) students identify those areas with challenges. Older OS maps (especially pre-1980) and current ones of inner urban area in chosen UK city could also be available for more able students. Students record (in a table identifying the areas of decline) all of the changes that can be seen and how each one is evidence of decline. Teacher prepares cards with reasons for decline and students match these with the correct zone(s) and add these students to a column in the table. Plenary Teacher uses flash cards or images and asks students to give definitions of the key terms covered (see column 3).
Edexcel_2016_GCSE_Geography_B_Topic_5_The_UK's_evolving_human_landscape_Scheme_of_Work.docx