characteristics of the UK have changed over time. To understand the process of migration. Key words: Migration Immigration Emigration Ethnicity Society Cultural diversity Population distribution Population change (growth) by county or region. Analyse a database. Describe and explain changes in the pattern across the UK. Investigate the latest government data (ONS) of where people are coming from outside the UK, and where they are going to in the UK (use newspaper summaries e.g. The Week). Teacher provides a partially completed flowline map of UK internal migration: Students complete two flow line arrows from the data provided (see homework). Plenary Have UK and EU government policies encouraged immigration into the UK? Why do policies exist? 1 lesson (1 hour) The UK economy and society is increasingly linked to and shaped by the wider world. Suggested learning objectives: To understand how the economic structure and employment structure of the UK has changed over time. To know how the economic and employment structure of selected urban and rural UK regions has changed over time. 5.2b Why the decline in primary and secondary sectors and the rise of the tertiary and quaternary sectors in and rural areas has altered economic and employment structure in contrasting regions of the UK. Key words: Employment structure Economic structure Primary industry Secondary industry Tertiary industry Quaternary industry Region UK ONS data interpretation Photo interpretation Data analysis and graph drawing Starter Teacher explains economic structure and employment structure. Students match cards with definitions of primary, secondary, tertiary, quaternary with photographs of job areas. Students are given four photos on a sheet and annotate these photos with the correct definitions. Main Teacher provides data on employment structure in 1961 and 2011 (or latest) for UK, UK regions, selected urban core (e.g. Manchester), and selected rural area (e.g. Highlands of Scotland). Students create an appropriate graph and then describe and explain how the employment structure has changed over time. See Clarke-Fisher model. Teacher explores reasons through discussion of what employment is like in a poorer country and why the UK is not like that (e.g. education levels). Plenary Statements about globalisation processes. For each, students suggest how it may affect employment.
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.
Health care system Education system Maps showing location of services, unemployment data, secondary job decline, tertiary job growth, mobility, power linked to money and education/knowledge, immigration transport infrastructure. Students annotate their ward maps with the relevant reasons (in detail). Plenary quiz based on why inequalities have arisen in the chosen city (e.g. Manchester) Teacher gradually reveals flow diagram. 1 lesson (1 hour) Key idea 5.5: The changing city creates challenges and opportunities. Suggested learning objectives: To know which urban zones in chosen UK city have experienced decline. To understand the reasons for decline and the links between these factors. 5.5a How parts of the city have experienced decline (deindustrialisation, de-centralisation (out-of-town shopping centres, retail and business parks), e-commerce, developments in transport. Key words: Urban decline Decentralisation E-commerce Transport infrastructure Car ownership Deindustrialisation Depopulation Out-of-town shopping centres Factory outlet shopping Retail park Business park By-pass Chosen UK city Local urban area Use of OS maps (different scales and different time periods). Analysis of crime rate data and deprivation data Starter Teacher asks students to write down two challenges facing the chosen city (e.g. Manchester). Add these to a wall display divided into appropriate categories (such as economic, social, environmental). Main Using IMD or census data sets for each urban zone (perhaps selected wards) students identify those areas with challenges. Older OS maps (especially pre-1980) and current ones of inner urban area in chosen UK city could also be available for more able students. Students record (in a table identifying the areas of decline) all of the changes that can be seen and how each one is evidence of decline. Teacher prepares cards with reasons for decline and students match these with the correct zone(s) and add these students to a column in the table. Plenary Teacher uses flash cards or images and asks students to give definitions of the key terms covered (see column 3).
Ring road rates Deprivation 1 lesson (1 hour) The changing city creates challenges and opportunities. Suggested learning objectives: To know which urban zones in chosen UK city have experienced growth. To understand the reasons for growth and the links between these factors. 5.5b How parts of the city have experienced economic and population growth (sprawl on the rural-urban fringe, financial and business services, investment by trans-national corporations, gentrification/studentification, culture and leisure). Key Economic investment Financial sector Planning department Regeneration Redevelopment TNCs Gentrification Leisure developments Urban sprawl Suburbanisation Reurbanisation Rebranding Chosen UK city Local urban area Local fieldwork opportunities to reinforce patterns in local urban area. Planning Department information use (visit to school from planning department? Or involvement of local GA group). Starter Teacher asks students to down two opportunities facing the chosen city (e.g. Manchester). Add these to a wall display divided into appropriate categories (such as economic, social, environmental). Main Using IMD or census data sets for each urban zone (perhaps selected wards) students identify those areas with opportunities. Older OS maps (especially pre-1980) with current ones of outer fringe area and CBD core in chosen UK city could be provided as a stretch exercise. Students record (in a table identifying the areas of growth) all of the changes that can be seen and how each is evidence of growth. Teacher prepares cards with reasons for decline and students match these with the correct zone(s) and add these students to a column in the table. Plenary Teacher uses flash cards or images, and asks the students to give definitions of the key words covered (see column 3). 1 lesson (1 hour) Key idea 5.6: Ways of life in the city can be improved by different strategies. 5.6a How regeneration and rebranding of the city has positive and negative impacts on people (increased population, environmental Chosen UK city Local urban area Local fieldwork investigation (analysis of local newspaper Starter Teacher assists students in recalling IMD information and pattern, and decline and growth pattern in the chosen UK city. Which areas were better? Which areas were worse?
Affordable housing Energy-efficient housing Emissions zone Congestion charging zone Bicycle hire and lanes buildings What can be done by citizens? (Ask students to think about what individuals and families could do.) What could be done by the urban government? Teacher then provides a summary sheet about what the actual chosen UK city has done. Students add some details to their article. What can the national government do? Teacher then introduces two schemes initiated by the UK government. Students add some more detail to their article. What can the EU government do? Teacher introduces one EU initiative for urban areas. Students add some more detail to their article. Plenary Teacher introduces, perhaps with visual stimuli, schemes from selected world cities that have tackled an urban problem (e.g. Curitiba transport, Chicago greening – see Green City Index (Siemens Sustainable Cities) for current ideas). Students take a vote on the best scheme, and then suggest reasons why it is the best. 1 lesson (1 hour) Key idea 5.7: The city is interdependent with rural areas, leading to changes in rural areas. Suggested learning objectives: To understand the linkages between an 5.7a The city and accessible rural areas are interdependent (flows of goods, services and labour), which leads to economic, social and environmental costs and benefits for both. Key words: Accessible rural Chosen UK city Local urban area Local fieldwork investigation. Starter Discussion: What is a commuter? Where does the typical commuter live? Teacher provides a rural image and an urban image. Using these images, students suggest answers to: What benefits do commuters gain from living in the rural-urban fringe? What problems do commuters bring to the rural area and to the urban area?
Deprivation Index of Multiple Deprivation Crime rate Class survey and discussion: Where would you like to live? Inner urban area, suburbs, accessible rural area, or remote rural area? Why? Introduce a selected UK rural area (e.g. Highlands of Scotland). 1 lesson (1 hour) The changing rural area creates challenges and opportunities Suggested learning objectives: To understand how schemes may about positive (or negative) changes to rural areas. To know examples of rural development schemes in UK rural areas. 5.8b New income and economic opportunities are created by rural diversification (farm shops, accommodation, leisure activities) and tourism projects, but these may have environmental impacts. Key words: Diversification Tourism Development project Job creation Multiplier effect Environmental impact UK rural areas Use of OS maps Interpretation of satellite images Data on employment Starter Students OS map extracts showing the Eden Project and surrounding area, and a solar farm and area, plus matching satellite images. Students describe what they can see as well as noting the surrounding infrastructure. Discuss why these schemes may have taken place. Main Teacher introduces the variety of rural development schemes found in the UK such as the Eden Project, National Park Authority schemes, or government schemes to support farmers. Teacher provides data on two schemes. Students assess the advantages and disadvantages of two schemes based on the data and any visual evidence gained from the starter activity. Students suggest how the disadvantages could be minimised. Present all of these ideas in a mind map, or using ICT or a written format. Teacher provides a selection of differentiated exam- style questions matching the objectives of the lesson. Students answer one or two (possibly under timed conditions). Plenary Teacher led discussion on why development schemes are necessary to the UK. Ask students if they think other rural areas of the world would have similar schemes – why or why not?