characteristics of the by county or region. Analyse a database. Describe UK have changed Key words: and explain changes in the pattern across the UK. over time. Migration Investigate the latest government data (ONS) of Immigration To understand the where people are coming from outside the UK, and process of migration. where they are going to in the UK (use newspaper Emigration summaries e.g. The Week). Ethnicity Society Teacher provides a partially completed flowline map of UK internal migration: Students complete two Cultural diversity flow line arrows from the data provided (see Population distribution homework). Population change (growth) Plenary Have UK and EU government policies encouraged immigration into the UK? Why do policies exist? 1 lesson The UK economy and 5.2b UK ONS data Starter (1 hour) society is Why the decline in primary interpretation Teacher explains economic structure and increasingly linked to and secondary sectors and employment structure. Students match cards with Photo and shaped by the the rise of the tertiary and definitions of primary, secondary, tertiary, interpretation wider world. quaternary sectors in quaternary with photographs of job areas. Students Data analysis and rural areas has altered are given four photos on a sheet and annotate these and graph Suggested learning economic and employment photos with the correct definitions. drawing objectives: structure in contrasting To understand how regions of the UK. Main the economic Teacher provides data on employment structure in structure and Key words: 1961 and 2011 (or latest) for UK, UK regions, employment selected urban core (e.g. Manchester), and selected Employment structure structure of the UK rural area (e.g. Highlands of Scotland). Students Economic structure has changed over create an appropriate graph and then describe and time. explain how the employment structure has changed Primary industry over time. See Clarke-Fisher model. Teacher Secondary industry To know how the explores reasons through discussion of what Tertiary industry economic and employment is like in a poorer country and why the employment UK is not like that (e.g. education levels). Quaternary industry structure of selected Region urban and rural UK Plenary regions has changed Statements about globalisation processes. For each, over time. students suggest how it may affect employment.
characteristics of the UK have changed over time. To understand the process of migration. Key words: Migration Immigration Emigration Ethnicity Society Cultural diversity Population distribution Population change (growth) by county or region. Analyse a database. Describe and explain changes in the pattern across the UK. Investigate the latest government data (ONS) of where people are coming from outside the UK, and where they are going to in the UK (use newspaper summaries e.g. The Week). Teacher provides a partially completed flowline map of UK internal migration: Students complete two flow line arrows from the data provided (see homework). Plenary Have UK and EU government policies encouraged immigration into the UK? Why do policies exist? 1 lesson (1 hour) The UK economy and society is increasingly linked to and shaped by the wider world. Suggested learning objectives: To understand how the economic structure and employment structure of the UK has changed over time. To know how the economic and employment structure of selected urban and rural UK regions has changed over time. 5.2b Why the decline in primary and secondary sectors and the rise of the tertiary and quaternary sectors in and rural areas has altered economic and employment structure in contrasting regions of the UK. Key words: Employment structure Economic structure Primary industry Secondary industry Tertiary industry Quaternary industry Region UK ONS data interpretation Photo interpretation Data analysis and graph drawing Starter Teacher explains economic structure and employment structure. Students match cards with definitions of primary, secondary, tertiary, quaternary with photographs of job areas. Students are given four photos on a sheet and annotate these photos with the correct definitions. Main Teacher provides data on employment structure in 1961 and 2011 (or latest) for UK, UK regions, selected urban core (e.g. Manchester), and selected rural area (e.g. Highlands of Scotland). Students create an appropriate graph and then describe and explain how the employment structure has changed over time. See Clarke-Fisher model. Teacher explores reasons through discussion of what employment is like in a poorer country and why the UK is not like that (e.g. education levels). Plenary Statements about globalisation processes. For each, students suggest how it may affect employment.
Edexcel_2016_GCSE_Geography_B_Topic_5_The_UK's_evolving_human_landscape_Scheme_of_Work.docx