Exp The KING’S Medium Term Plan – Geography Year 10 Senior Programme – LC2

Module The Changing Economic World

Building on

Prior Learn-

ing

Throughout LC1-5 students are introduced to the key topics covered by the AQA GCSE specification, studying a range of physical and

human topics. As well as covering the new content, pupils will be developing their geographical skills and exam technique by completing

a range of GCSE questions to ensure that they are best prepared to achieve the highest possible grade in their GCSE examination. It is

important that pupils refer to the resources in the ‘google classroom’ shared drive to aid their in-class and home learning.

Overarching

Subject

Challenging

question

Is it possible to ever solve the issue of global inequality?

Lines of En-

quiry

Week 1&2: Ways to reduce the development gap

Week 3: The importance of Nigeria

Week 4: The impact of TNCs and international aid

Week 5: Impacts of economic development on quality of life in Nigeria

Week 6: Revision and assessment

Week 7: Gap Teaching

Exam Board

Links:

Topic Pro-

gress State-

ments

Three ‘Key Ideas’ for this module have been created to guide students through the learning process. The specific specification content is listed in italics beneath the key ideas.

1. There are global variations in economic development and quality of life

Ways of classifying the world according to their level of economic development and quality of life

Different economic and social measures of development

Limitations of economic and social measures

Link between stages of the demographic transition model and the level of development

Causes of uneven development

Consequences of uneven development

2.Various strategies exist for reducing the global development gap

An overview of the strategies used to reduce the development gap

An example of how the growth of tourism in an LIC / NEE helps to reduce the development gap 3. Some LICs and NEEs are experiencing rapid economic development which leads to significant social, environmental and cultural change

A case study of one LIC or NEE to illustrate: o Location and importance of a country both regionally and globally o The wider political, social, cultural and environmental context within which a country is placed o The changing industrial structure o The role of Transnational Corporations in relation to industrial development o Trading relationships within the world o International aid o Environmental impacts of economic development o Effects of economic development on quality of life

Assessment in week 6 will be against the above objectives.

GAP teaching will be informed by analysis of assessments in week 7.

Week 1

3 hours of

lessons

LOE: Ways to reduce the development gap

Stage 1: Ways to reduce uneven development - Investment, Industrial Development, Tourism Hypothesis: “Reducing the development gap is a realistic aspiration”

KGP Success Criteria

LO: By the end of the lesson students will be able to explain a range of different ways which can help to reduce the develop-ment gap

BRONZE: Identify a range of different strategies which can be used to reduce the development gap SILVER: Explain how investment, industrial development and tourism can all be used to reduce the development gap GOLD: Analyse the impact that investment, industrial development and tourism can have on the reduction of the development gap

Stage 2: Reducing the gap – Aid and Intermediate Technology

Hypothesis: “The UK has been successful in helping LICs around the world become wealthier”

KGP Success Criteria

LO: By the end of the lesson students will be able to identify different types of aid and explain how they can help reduce the development gap

BRONZE: Identify the different types of aid SILVER: Explain how aid can reduce the development gap

GOLD: Evaluate the success that UK aid to Pakistan has had

Stage 3: Reducing the gap – Debt Relief

Hypothesis: “Cancelling the debt of LICs is a successful way to reduce the development gap”

KGP Success Criteria

LO: By the end of the lesson students will be able to explain how debt relief and microfinance loans can help reduce the devel-opment gap

BRONZE: Define the key terms debt relief and microfinance SILVER: Explain how debt relief and microfinance result in a reduction to the development gap GOLD: Discuss the pros and cons of debt relief and microfinance

Week 2

2 1hr les-

sons

LOE: Ways to reduce the development gap

Stage 1: Reducing the Gap – Fair Trade

Hypothesis: “Fairtrade isn’t actually fair”

KGP Success Criteria

LO: By the end of the lesson students will be able to explain the concept of fair trade and how it impacts people living in LICs

BRONZE: Describe the difference between free trade and fair trade SILVER: Explain how fair trade can help reduce the development gap GOLD: Explain how fair trade has impacted farmers in Ghana

Stage 2: Reducing the gap – tourism in Jamaica

Hypothesis: “Tourism in Jamaica has been successful at reducing the development gap”

KGP Success Criteria

LO: By the end of the lesson students will be able to explain how Jamaica has tried to reduce the development gap through tourism

BRONZE: Identify some ways that tourism has been developed in Jamaica SILVER: Explain the strategies used by Jamaica to try and reduce the development gap GOLD: Evaluate the pros and cons of tourism in Jamaica as a way to reduce the development gap

Week 3

3 1hr lessons

LOE: The importance of Nigeria

Stage 1: The importance of Nigeria on a regional, national and international scale Hypothesis: “Nigeria is more important on an international scale than the UK”

KGP Success Criteria

LO: By the end of the lesson students will be able to explain why Nigeria is important on a regional, national and international scale

BRONZE: Identify reasons why Nigeria is important SILVER: Explain a range of factors that makes Nigeria important on a regional, national and international scale GOLD: Discuss how social and political conflict has affected Nigeria’s development

Stage 2: Politics in Nigeria Hypothesis: “Nigeria is part of the British Commonwealth”

KGP Success Criteria

LO: By the end of the lesson students will be able to explain how Nigeria’s political links have changed over time

BRONZE: Describe how Nigeria’s political links have changed over time SILVER: Explain Nigeria’s political links with other countries around the world GOLD: Discuss Nigeria’s global trading relationships

Stage 3: Nigeria’s changing industrial structure

Hypothesis: “Nigeria has a balanced economy”

KGP Success Criteria

LO: By the end of the lesson students will be able to explain how Nigeria’s economy has changed over time

BRONZE: Identify Nigeria’s main sources of income SILVER: Explain how Nigeria’s economy is developing GOLD: Suggest how manufacturing can help stimulate Nigeria’s economic development

Week 4

2 1hr lessons

LOE: The impact of TNCs and International Aid

Stage 1: The impact of transnational corporations

Hypothesis: “TNCs have detrimental impacts on their host countries”

KGP Success Criteria

LO: By the end of the lesson students will be able to explain the role of TNCs in relation to industrial development and explain the advantages and disadvantages of TNCs on the host country

BRONZE: Define TNCs SILVER: Explain the role of TNCs in Nigeria GOLD: Evaluate the success of TNCs in Nigeria

Stage 2: The impact of international aid

Hypothesis: “Aid has slowed down economic development in Nigeria”

KGP Success Criteria

LO: By the end of the lesson students will be able to explain how international aid has impacted Nigeria

BRONZE: Describe the origins of aid to Nigeria SILVER: Explain the impact that aid has had on Nigeria GOLD: Discuss the advantages and disadvantages of receiving aid

Week 5

3 1hr lessons

LOE: Impacts of economic development on quality of life

Stage 1: Environmental issues associated with economic development

Hypothesis: “Economic development has destroyed Nigeria”

KGP Success Criteria

LO: By the end of the lesson students will be able to explain the effect that economic growth has had on the environment

BRONZE: Identify factors of economic growth that create environmental issues SILVER: Explain the impact of economic growth on the environment GOLD: Discuss how economic growth can continue with having a smaller impact on the environment

Stage 2&3: Quality of life in Nigeria

Hypothesis: “All Nigerians have benefited from economic development”

KGP Success Criteria

LO: By the end of the lesson students will be able to explain how economic development has affected quality of life for people in Nigeria

BRONZE: Identify some ways in which quality of life improves with economic development SILVER: Explain how quality of life has improved with economic development GOLD: Suggest whether or not quality of life will continue to improve in Nigeria

Week 6 Revision and Assessment Week During this week, pupils will be given an opportunity to revise the topics taught both this learning cycle and over the previous two years. The revision time will include independent study, teacher led revision and group work, allowing pupils to focus on the topics where they feel least secure. The assessment will cover in detail the content taught this learning cycle, as well as covering other aspects of the GCSE specification. The assessment will consist of a range of multiple-choice, short-answer and long-answer questions in order to replicate the examination which they will sit at the end of year 11. The assessment will be prepared using sample questions and past papers provided by the exam board.

Homework At the beginning of each learning cycle pupils are supplied with a knowledge organiser, complete with knowledge, keywords, definitions, dates etc for the coming 5 weeks’ worth of lessons. ● Each week pupils complete a multiple-choice quiz/test that assesses them on the knowledge contained within a certain part of the knowledge organiser. ● Once a fortnight pupils will be set an extended home learning, e.g. past paper GCSE exam questions, recording a performance on their iPads. This activity is to take the pupil 45 minutes to complete, dependent on whether weekly or fortnightly rota is used. ● Using a variety of feedback methods (self, peer, tutor) these tasks are given feedback and pupils engage and respond to the feedback. Consequences for low scores (below an agreed threshold for the department): ○ Resit could be completed when second test sat ○ If failed for a second time, department detention issued. Consequences for poor effort or no work handed in: ○ Department detention issued.

Gap Analysis Reinforcement

Gap Rein-

forcement

This end of module time will be allocated to re-teaching any gaps discovered in each individuals knowledge as a result of the assessment

process. The whole class will address any common misconceptions which have been highlighted through the assessment analysis but

students will also be given time to work with the teacher individually or in small groups to address any areas of the content where they

feel they need additional help.

Extended Learning

(This is not

part of the

‘timed’ sched-

ule but is

seen as addi-

tional sup-

port)

Extended learning is expected in a variety of forms. During home learning, pupils may be asked to use the following sites to complete quick quizzes, research and analysis tasks, GCSE style questions and more open ended tasks. It is expected that students will develop an up-to-date awareness of current geographical issues, and if opportunities arise, on-going events or topics may be substituted in les-sons or home learning tasks to ensure content is of the most relevant nature for students. http://www.geography.org.uk/ http://www.geographyinthenews.rgs.org/ http://www.un.org/en/ http://www.gatm.org.uk/ http://news.nationalgeographic.com/ http://www.independent.co.uk/topic/Geography http://www.bbc.co.uk/education http://www.coolgeography.co.uk/GCSE/AQA%20GCSE.htm http://www.geographyrocks.co.uk/gcse-revision.html http://www.acegeography.com/aqa-a-gcse.html