context in the identifying the differences in life in relation to employment, world. housing, infrastructure and services. Then they summarise the key differences identified in a two-column table, as Key words below: Suggested political learning objectives social To understand cultural Students suggest reasons why the differences exist. Share how and why the environmental ideas as a class and direct the discussion from the ideas rate of expressed by students. development varies in India. Plenary Students tell a partner what they One-minute challenge: have learned about the unevenness of development within India. 1 lesson Key idea 5.6 5.6a Using Starter (1 hour) The interactions of Positive and negative numerical Definition Students work out the correct definition economic, social impacts of changes that economic for each of the economic sectors. and demographic have occurred in the data to Main activity processes sectors (primary, profile the Give students a copy of the following table: influence the secondary, tertiary and chosen development of quaternary) of the country. the chosen chosen country’s developing or economy. emerging country. Key words Suggested primary learning secondary Provide a series of case study examples for farming, the objectives textile industry, tourism and call centres. Students To know the tertiary summarise their findings in the table. differences quaternary between primary, secondary, tertiary Plenary and quaternary Heads and tails: Students match up heads and tails, facts, sectors. figures and
context in the world. Suggested learning objectives To understand how and why the rate of development varies in India. Key words political social cultural environmental identifying the differences in life in relation to employment, housing, infrastructure and services. Then they summarise the key differences identified in a two-column table, as below: Students suggest reasons why the differences exist. Share ideas as a class and direct the discussion from the ideas expressed by students. Plenary One-minute challenge: Students tell a partner what they have learned about the unevenness of development within India. 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 know the differences between primary, secondary, tertiary and quaternary sectors. 5.6a Positive and negative impacts of changes that have occurred in the sectors (primary, secondary, tertiary and quaternary) of the chosen country’s economy. Key words primary secondary tertiary quaternary Using numerical economic data to profile the chosen country. Starter Definition Students work out the correct definition for each of the economic sectors. Main activity Give students a copy of the following table: Provide a series of case study examples for farming, the textile industry, tourism and call centres. Students summarise their findings in the table. Plenary Heads and tails: Students match up heads and tails, facts, figures and
Edexcel_2016_GCSE_Geography_A_Topic_5-Global_development_Scheme_of_Work.docx