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Scheme
of Work
Autumn
Term
Population and Migration
Understand
why the distribution of population is uneven. Study what affects where people
live, recognising negative factors and positive factors. Focus on the
population distribution in (a) the British Isles
and (b) the World. Know that the global population is increasing rapidly, and
that population change is influence by birth rates, death rates and migration.
Recognise
that migration can take various forms (forced, voluntary, temporary, permanent
etc.), but that all forms can be described by referring to 'pull factors' and
'push factors'. Study the causes of migration to (a) the United States and (b) to Jakarta.
Key Geography Connections - pp 64-69.
Video tape 67/2 describes the growth of
Jakarta and the
problems faced by slum dwellers.
Rural Settlements
Understand
the concept of 'function' when applied to settlements. Recognise how sites for
early settlements were chosen and be able to distinguish different settlement
'patterns'. Study aerial photographs of settlements in Northamptonshire (CD
Rom) and use the editing facility to mark on the boundaries of the settlement,
main lines of communication and land uses (forestry, housing, farms, industrial
etc.).
Recognise
the reasons why settlements change with time (considering changes in shape,
function, land use and population). Study how Brixworth has changed by looking
at the differences in housing style and street pattern in different areas of
the village. Discuss how growth of this sort can bring both benefits and
problems to the village.
Key Geography: Foundations - pp. 44-51
(omitting pp.48-49)
Urban Settlements
Recognise
the essential differences between rural and urban areas. Understand why
different land use patterns exist in towns (commercial, industrial,
residential, open space). Recognise that these different land use zones occupy
predictable areas of the town. Study land use patterns in Northampton
by visiting different areas over several lessons: commercial areas in the town
centre, older 'inner city' factories and housing in St James, inner suburban
housing in around Abington Park and new housing
in the outer suburbs at East Hunsbury.
Understand
why land use in towns and cities may change over time. Make a study of urban
renewal, e.g. London Docklands. Recognise how the changes which occur in towns
may affect people (decline of services, unemployment etc.). Compare the
advantages of the city centre and out-of-town
sites for shops and offices. Understand why many shops and offices are
moving away from the centre in many cities (doughnut effect).
Finally,
recognise that rural and urban settlements form a hierarchy. Complete the
investigation into hierarchy given in the text book (pp.56-57).
Key Geography: Foundations - pp. 52-61
Spring
Term
Transport
Recognise
that transport, the movement of people and goods from one place to another, is
an important topic in geography. The form of transport is dependent on many
factors: cost, time, distance etc. and transport routes are influenced by
physical factors.
Understand
the concept of a 'network'. Contrast areas of high and low density networks in
the British Isles: the south-east and Wales.
Study
recent developments in transport and the problems it has created. Investigate
the decisions which need to be made when planning for a by-pass. Complete the
Keytown By-pass exercise in the text-book.
Appreciate
the problems that traffic congestion can cause in urban areas and discuss the
solutions which both encourage and discourage private transport. Make a study
of a local example of road traffic management (traffic survey at Brixworth
by-pass) or visit the traffic control centre in Northampton.
Key Geography: Foundations - pp62-73
There are numerous videos which focus
on the problems of rising car ownership, the best to show are tape 42/6
(Panorama) and 43/5 (traffic management in Cambridge).
Economic Activities - Primary
Understand
what is meant by 'economic activity' and recognise the division primary,
secondary, tertiary (quaternary need not be considered).
Study
farming as an example of a primary activity. Recognise the division of farming
into arable, pastoral and mixed. Appreciate the significance of physical and
human inflences in farming activities. Contrast farming systems in the British
Isles (intensive farm in Lincolnshire, extensive
farm in the Lake District).
Recognise
how the farming system and landscape has changed since 1940.
The sequence of exercises from Key
Geography: Connections should be as follows:
pp. 24-25; pp. 32-33; pp. 28-31.
Crop rotation is not covered by the
textbook, but should be outlined in the context of changes in the farming system.
Both editions of the Geography Today series contain exercises on crop rotation.
There is no requirement to discuss the Common Agricultural Policy, except in
the context of explaining increased yields since 1940.
Numerous videos provide case studies of
farming systems around the World. The videos shown for this unit should be
restricted to comparing LEDC's with MEDC's (say tape 66/8 for farming in India, and tape 46/4 for farming in Japan)
Economic Activities - Secondary
Understand
the factors which influence the choice of factory location (raw materials,
power, labour, market, transport etc. Study the location of early textile mills
in northern Britain
using the exercise in the text book and video tape 53/3.
Recognise
the division between raw-material orientated and market orientated industries.
Contrast the steel and car industries in the British Isles using the activities
in the text book and video tapes 17/6 (S Wales iron and steel) and 63/4 (Detroit car industry).
Understand
how modern industry has changed in both form and location, i.e. from old
factories in the inner city towards hi-tech industries on edge-of-city estates.
Recognise that many industries prefer to group together, e.g. for the exchange
of information technology on science and business parks.
Key Geography: Connections - pp. 34-43.
This topic may be continued into the
Summer term if necessary.
Summer
Term
World Development
This
unit is concerned with the socio-economic differences between different
countries. Pupils should understand what is meant by development in the context
of improving living standards and quality of life.
Explore
the following ideas relating to development: over-population, employment
structures (distribution of the workforce into primary, secondary and tertiary
activities) and international trade (especially between the rich north and poor
south.
Key Geography: Interactions - pp.
82-89.
There are a number of good videos which
explore the causes of underdevelopment. Amongst the best are tapes 25/3 (Sex, Drugs
and Dinner) and 37/1 (contrast between
lifestyles of people in Britain
and Bangladesh).
Kenya: Case Study of a Developing Country
This
unit explores some of the traditional ways of life of the Kenyan people,
considers some of the country's problems and how it is changing. The emphasis
should be placed on the value of maintaining traditional lifestyles and the
benefits of appropriate technology in improving living standards.
Tape
33/4 (Pole to Pole) provides a good introduction to the Maasai way of life.
Pupils should understand the terms 'ethnic group', 'nomadic' and 'pastoralist'.
Tape 26/6 can be used to illustrate the lifestyle of the Turkana, one of Kenya's
nomadic groups.
Key Geography: Connections - pp.78-79.
Study
the population of Kenya, including
the causes of Kenya's uneven
population distribution and why many people are moving to the capital, Nairobi. Recognise the
problems that migrants to Nairobi
face, particularly in Kibera. Pupils should use the Internet to find out as
much as they can about Kenya
and Nairobi.
Key Geography: Connections - pp.82-85.
Japan: Case Study of a Developed Country
Recognise
the location and physical features of Japan.
Pupils should know something of Japan's
culture, energy resources and industrial location. Pupils should use the
Internet to find out what they can of Japan. Video tapes 45/6 and 46/3
should be used to illustrate Japan's
industrial development and use of resources.
Pupils
should study the effect of industrialisation on Japan's natural environment. Using
the Internet and books available in the resource room, pupils should spend 2 or
3 lessons researching one particular environmental concern in Japan.
Key Geography: Interactions - pp.
72-81.
Note: The aim is to provide an
over-view of Japan's
geography. The topic is not intended to focus on any one particular issue, e.g.
earthquakes, agriculture, except the impact of industrialisation on the
environment.
This topic may be extended by allowing
the students to complete a short investigation into another developing country
using resources available in the Library, textbooks as well as the Internet.
Pupils may work together in small groups and prepare a small presentation on
their findings.
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