range of Students produce a concept map to show the differences in literacy consequences. the quality of life between the two stories and suggest how life expectancy the differences have consequences for people. Plenary Top five: Students write five sentences to summarise their learning for the lesson. 2–3 Key idea 5.4 5.4a Starter lessons The of international Create a bingo-style grid with the different definitions A range of strategies (international for the types of aid. Put images of the different types of aid (2–3 strategies has aid and on PowerPoint and get students to match each type of aid to hours) been used to try to the correct description on their grid. address uneven agreements) that development. Main activity (2–3 Lessons) attempt to reduce Discuss the differences between top-down and bottom-up uneven development. development projects. Suggested learning students into groups of three or four and provide a 5.4b objectives series of fact sheets (each group has a different type of Differences between project) based on the following types of aid projects. To recognise the (government or different types of transnational corporation international (TNC) led) and Top-down development projects: strategies used to up development projects or reduce uneven (community led). Their development. advantages and limitations in the To understand the Bottom-up development projects: promotion of possible or development. advantages and disadvantages of Provide each group with a series of key learning questions to Key words top-down and cover in their groups to produce a presentation on their bottom-up transnational project. Possible questions could be: development corporations (TNC) What are the main points of the project? projects. aid Does it focus on the real needs of people? Is it appropriate? Does it give support to those who need it? top-down development Are people better off because of it? bottom-up development
range of consequences. literacy life expectancy Students produce a concept map to show the differences in the quality of life between the two stories and suggest how the differences have consequences for people. Plenary Top five: Students write five sentences to summarise their learning for the lesson. 2–3 lessons (2–3 hours) Key idea 5.4 A range of strategies has been used to try to address uneven development. Suggested learning objectives To recognise the different types of international strategies used to reduce uneven development. To understand the possible advantages and disadvantages of top-down and bottom-up development projects. 5.4a The of international strategies (international aid and agreements) that attempt to reduce uneven development. 5.4b Differences between (government or transnational corporation (TNC) led) and development projects (community led). Their advantages and limitations in the promotion of development. Key words transnational corporations (TNC) aid top-down development bottom-up development Starter Create a bingo-style grid with the different definitions for the types of aid. Put images of the different types of aid on PowerPoint and get students to match each type of aid to the correct description on their grid. Main activity (2–3 Lessons) Discuss the differences between top-down and bottom-up development projects. students into groups of three or four and provide a series of fact sheets (each group has a different type of project) based on the following types of aid projects. Top-down development projects: or Bottom-up development projects: or Provide each group with a series of key learning questions to cover in their groups to produce a presentation on their project. Possible questions could be: What are the main points of the project? Does it focus on the real needs of people? Is it appropriate? Does it give support to those who need it? Are people better off because of it? up
Edexcel_2016_GCSE_Geography_A_Topic_5-Global_development_Scheme_of_Work.docx