To understand more detailed information on the different sectors in how changes to economic sectors have positive and negative impacts on India’s economy. 1 lesson Key idea 5.6 5.6b Using Starter (1 hour) The interactions of Characteristics of proportional A review exercise on the definition of True or false: trade economic, social international trade and flow line (import and exports) and different types of aid. and demographic aid and the chosen maps to processes country’s involvement in visualize Main activity influence the both. trade Show examples of proportional flow line for other countries. development of patterns and Provide a to’ guide for students on creating their own ‘how the chosen flows. 5.6c proportional flow line map. Use the data from the following developing or Changing balance website: emerging country. between public investment (by Suggested government) and private learning investment (by TNCs and Students produce their own maps to show the main imports objectives smaller businesses) for and exports for India. To understand the the chosen country characteristics of (homework task). Plenary India’s trade and Mime: In pairs, one student mimes key aid involvements. Key words learning/ideas/concepts while the other tries to guess what it is. trade aid The interactions of 1 lesson 5.6d Interpreting Starter economic, social (1 hour) Changes in population population Describing patterns: Show a graph of India’s population for and demographic structure and life pyramids. males and females. processes expectancy that have influence the occurred in the last 30 Students describe the general trend of the graph using the development of years in the chosen following technique: the chosen country. PQE technique (the general pattern, qualifications, exceptions).
To understand how changes to economic sectors have positive and negative impacts on India’s economy. more detailed information on the different sectors in 1 lesson (1 hour) Key idea 5.6 The interactions of economic, social and demographic processes influence the development of the chosen developing or emerging country. Suggested learning objectives To understand the characteristics of India’s trade and aid involvements. 5.6b Characteristics of international trade and aid and the chosen country’s involvement in both. 5.6c Changing balance between public investment (by government) and private investment (by TNCs and smaller businesses) for the chosen country (homework task). Key words trade aid Using proportional flow line maps to visualize trade patterns and flows. Starter True or false: A review exercise on the definition of trade (import and exports) and different types of aid. Main activity Show examples of proportional flow line for other countries. Provide a ‘how to’ guide for students on creating their own proportional flow line map. Use the data from the following website: Students produce their own maps to show the main imports and exports for India. Plenary Mime: In pairs, one student mimes key learning/ideas/concepts while the other tries to guess what it is. 1 lesson (1 hour) The interactions of economic, social and demographic processes influence the development of the chosen 5.6d Changes in population structure and life expectancy that have occurred in the last 30 years in the chosen country. Interpreting population pyramids. Starter Describing patterns: Show a graph of India’s population for males and females. Students describe the general trend of the graph using the following technique: PQE technique (the general pattern, qualifications, exceptions).
Edexcel_2016_GCSE_Geography_A_Topic_5-Global_development_Scheme_of_Work.docx