services and the of the city (age structure, (census wards to identify the trends shown and reasons for these movement of people. ethnicity, housing, services, or SOAs) trends, with teacher input where necessary. culture). Interpretation Suggested learning Main of line graph objectives: Key words: Students are provided with blank census ward map To understand the (or SOAs) for chosen city and data from latest Employment change Data from causes of different census about ethnicity, immigration, and/or people Services Centre for types of migration to born outside the UK. Teacher explains choropleth Cities and ONS and from UK urban mapping and leads the students to choosing Migration areas. categories and allocating appropriate colours (logical Urban growth sequence). Students colour the wards in appropriate Urban zones To understand how colours. Teacher reminds the students of urban zones with structure and which wards are in which urban zone. differing Students describe and explain the pattern shown by characteristics their finished map. develop over time. Plenary Examine a sequence of satellite images showing the edge of the chosen city, and the students explain what is happening in each time period. Teacher emphasises the differences between an inner urban area and a suburban area in the chosen UK city. 1 lesson The city changes 5.4b Chosen UK city Use of latest Starter (1 hour) through Reasons for different levels of IMD data Discuss how people may be deprived in the UK. employment, inequality, in employment Create a spider diagram of key based initially on Local urban area services and the and services, education, what students feel that they need for a good quality movement of people. health in the different parts of life in the UK today. of the city. Suggested learning Main objectives: Key words: Teacher provides deprivation (IMD) data sheets for To understand how wards (or SOAs) of the chosen UK city (e.g. Inequality and why inequalities Manchester). Analysis of large data base (depending Quality of life have developed in on ability level of students). Students identify and the chosen UK urban write a description of the pattern of deprivation, Deprivation area. using their ward maps and city structure diagrams Index of Multiple Deprivation from previous lessons to assist with locations. Employment Teacher-led discussion reasons for inequalities, Unemployment perhaps with reference to housing stock information.
services and the movement of people. Suggested learning objectives: To understand the causes of different types of migration to and from UK urban areas. To understand how zones with differing characteristics develop over time. of the city (age structure, ethnicity, housing, services, culture). Key words: Employment change Services Migration Urban growth Urban zones (census wards or SOAs) Interpretation of line graph Data from Centre for Cities and ONS to identify the trends shown and reasons for these trends, with teacher input where necessary. Main Students are provided with blank census ward map (or SOAs) for chosen city and data from latest census about ethnicity, immigration, and/or people born outside the UK. Teacher explains choropleth mapping and leads the students to choosing categories and allocating appropriate colours (logical sequence). Students colour the wards in appropriate colours. Teacher reminds the students of urban structure and which wards are in which urban zone. Students describe and explain the pattern shown by their finished map. Plenary Examine a sequence of satellite images showing the edge of the chosen city, and the students explain what is happening in each time period. Teacher emphasises the differences between an inner urban area and a suburban area in the chosen UK city. 1 lesson (1 hour) The city changes through employment, services and the movement of people. Suggested learning objectives: To understand how and why inequalities have developed in the chosen UK urban area. 5.4b Reasons for different levels of inequality, in employment and services, education, health in the different parts of the city. Key words: Inequality Quality of life Deprivation Index of Multiple Deprivation Employment Unemployment Chosen UK city Local urban area Use of latest IMD data Starter Discuss how people may be deprived in the UK. Create a spider diagram of key based initially on what students feel that they need for a good quality of life in the UK today. Main Teacher provides deprivation (IMD) data sheets for wards (or SOAs) of the chosen UK city (e.g. Manchester). Analysis of large data base (depending on ability level of students). Students identify and write a description of the pattern of deprivation, using their ward maps and city structure diagrams from previous lessons to assist with locations. Teacher-led discussion reasons for inequalities, perhaps with reference to housing stock information.
Edexcel_2016_GCSE_Geography_B_Topic_5_The_UK's_evolving_human_landscape_Scheme_of_Work.docx