Scheme of work for Component 1, 3: Challenges of an urbanising world Lessons Learning objective Content (vocabulary, concepts, processes, ideas) Place exemplification Integrated skills Teaching activities and resources 1 lesson (1 hour) Key idea 3.1: The world is becoming increasingly urbanised. Suggested learning objectives: To know and understand the growth rates of cities around the world. 3.1a Past (since 1980) and current global trends in urbanisation, how it varies between global regions, and future projections of global urbanisation. Key words: Urbanised Urbanisation Global region Megacity World World Regions Use of tabulated data and line graphs. Calculations of rates of change (index and percentages). Starter Teacher explanation of an urbanised world: 60% of the population live in urban places and more in the future. Megacity growth. Provide series of statements – some true some false – and discuss which ones students think are true and which ones false. Main Show multiple line graph of urbanisation rates (e.g. World Bank data) by continent or world region. Discuss what the graph shows and then students write a description of the changes in Europe and Asia. Teacher provides an incomplete table of data (1980 to present) of urbanisation by world region and selected cities in developing and developed countries. Students calculate the missing rates of growth and complete the table. Discuss why there has been rapid growth rates and where, comparing say China and the EU. Students write an explanation from notes built up on the board from student contributions and teacher input. Teacher provides a summary sheet with possible reasons for the different growth rates. Plenary What will cities of the future look like? Why will they look like this? Show dramatic night shots of urban landscapes. Which one factor has caused the most urbanisation? Justify your answer. 1 lesson (1 hour) Key idea 3.1: 3.1b The global pattern of megacities (size, World Interpretation of world maps Starter
Suggested learning objectives: To understand the reasons for changes in urban growth rates in different parts of the world. Key words: Socio-economic Internal (national) migration International migration Urban growth Urban decline City, London etc): Students describe the trends shown. Discuss where the growth rates have been fastest. Teacher introduces the possible reasons for rapid urban growth and develops a diagram, perhaps through a card sorting exercise, which students follow and later copy into their notes. Start with economic development (industrialisation), job creation, rural-urban migration, high birth rates etc. Teacher provides data (migration, birth rate, economic) for selected cities. Students draw appropriate graph to show the data for three megacities. Students describe and explain the differences. Plenary Select a few students to present their analysis of their graph to the class 1 lesson (1 hour) Key idea 3.2: Urbanisation is a result of processes and change. Suggested learning objectives: To understand the differences in economies in different parts of the world. 3.2b Why urban economies are different in the developing, emerging and developed countries (formal versus informal employment, relative importance of economic sectors, working conditions). Key words: Urban economy Formal employment Informal employment Economic sectors World Selected megacities in range of countries ONS data use Starter Show students images of working conditions from developing, emerging and developed countries. Put this question above the images – ‘Why do these differences exist?’ Class discussion to respond to the question and get ideas before they look at the topic in depth. Main Introduce statistical urban profile of London, Mumbai, and one other megacity. Teacher explains concept of urban economy and other terminology. Discussion: What jobs are available in London? What are the working conditions like? What are some of the big employers? Which economic sector is important? Discussion: What jobs are available in Mumbai? What are the working conditions like? What are some of the big
Economic structure Working conditions employers? Which economic sector is important? (Show film clips at appropriate points). Provide stories of a worker in Mumbai and London. Students their own story comparing the working conditions of both. Plenary Ask students to give an example of a similarity or difference in the working conditions from stories. Teacher provides data sheet on economic factors in London and Mumbai. 1 lesson (1 hour) Key idea 3.3: Cities change over time and this is reflected in changing land use. Suggested learning objectives: To understand how urban population growth causes changes to the structure and function of urban areas. To understand that cities change over time through several stages. 3.3a How urban population numbers, distribution and spatial growth change over time (urbanisation, suburbanisation, counter-urbanisation and in some cases, regeneration). Key words: Land use Population size Population distribution Population density Spatial growth Urbanisation Suburbanisation De-industrialisation Counter-urbanisation Selected megacities in range of countries Use of statistics on population size, population density, and spatial area. Interpretation of satellite images. Interpretation of satellite images of selected cities (1980 to present) to identify change. Starter Show a sequence of satellite images demonstrating spatial growth of selected megacities: Can students identify the cities? Students describe what happens to cities over time. Show location of these cities on a world map. Main Students provided with of data showing population sizes, population density, and areas over time for selected world megacities. Discuss which have grown fastest in terms of these factors, and begin thinking about how these cause changes to the structure and functions of urban areas. Students answer questions: As a city grows, what does it need to provide for the population? Is it easy to provide these things? Is it easier for a more developed country to provide these things than a poorer country? Teacher provides data on selected cities regarding housing provision, infrastructure development, number of services etc over time. Student notes to vary depending on ability level – for example essay, question answer, or annotated diagram.
Regeneration Urban sprawl Tertiary sector Rural to urban migration Plenary Teacher-led discussion on what urban processes exist. Build up a spider diagram with words:. 1 lesson (1 hour) Key idea 3.3: Cities change over time and this is reflected in changing land use Suggested learning objectives: To understand that cities have land use zones that can be represented by models. To understand that there are reasons behind the pattern of land uses within an urban area. 3.3b Characteristics of different land uses (commercial, industrial, residential), and the factors that influence land-use type (accessibility, availability, cost, planning regulations). Key Commercial Industrial Residential Accessibility Availability Land and cost Planning regulations and zoning Physical geography factors Historical factors Selected megacities in of countries Interpretation of satellite images of selected cities (1980 to present) to identify zones. Starter Teacher introduces the Concentric Ring structure model and diagram. Asks students to note down their first three thoughts about this. Discuss, with student responses, why land uses are found in this pattern. Students annotate their copy of the diagram during the discussion. Main Larger cities are more complex that the Concentric Ring model suggests, and there are variations between countries. Compare the Compromise model and South Asian city model (teacher provides the outline diagrams) with the Concentric Ring model. Students identify and write about the similarities and differences. Students explain the similarities and differences. Plenary Examine satellite images from at least three megacities: Students identify the urban zones in each. 1 lesson (1 hour) Key idea 3.4: The location and context of the chosen megacity influences its 3.4a Significance of site, situation and connectivity of the megacity in a national (environmental and One megacity in developing or emerging country e.g. Mumbai Use of Google Earth Use of atlases Starter Location of Mumbai established Google Earth, atlas maps, text book map, and Internet site map. Students note site and situation features of Mumbai.
growth, function and structure. Suggested learning objectives: To learn factual information about a selected megacity (case study) in a developing or emerging country. To understand the importance of location in determining the characteristics of the chosen city. cultural), regional and global context. Key words: Urban function Site Situation Connectivity Hinterland Accessibility city Cultural factors Environmental factors Urban structure Land use Globalisation Development Main Using an atlas or Google maps, students investigate the proximity of Mumbai to other Indian cities, trade routes, air routes and rail, other countries. Discuss what connections cannot be seen on these resources. Teacher presents data on other connections (e.g. trade, financial flows, work of NGOs, tourism, migration, government links). How strong are the national, South Asian, and global connections, and why? Students annotate a base map (provided) to show all of this information, and show their learning. Plenary Discuss how the site, situation and connectivity may have influenced structure and functions. Is this a suitable site for a megacity? Students summarise in 100 words how the site and situation of Mumbai has influenced its characteristics. 1 lesson (1 hour) Key idea 3.4: The location and context of the chosen megacity influences its growth, function and structure. Suggested learning objectives: To know the details of the urban structure 3.4b The megacity’s structure (Central Business District (CBD), city, suburbs, urban-rural fringe) in terms of its functions and building age. Key words: Urban structure Land use Building age One megacity in developing or emerging country e.g. Mumbai Starter Using the site map of Mumbai from the previous lesson, students identify all of the visible functions (e.g. types of residential area, services, CBD, port, industry). Note locations of these functions: Is there a pattern? Is there a link between the number and type of function and population size? Main Audio-visual presentation (initially without sound) showing some of the areas of Mumbai (see Youtube). Students describe the physical and human features of the urban area that are seen.
1 lesson (1 hour) Key idea: 3.6: population growth creates opportunities and challenges for people living within the chosen megacity. Suggested learning objectives: To understand the polarisation that exists within the chosen megacity according to income, access to services and housing, and access to political To understand the variations in quality of life within the chosen megacity. 3.6c The pattern of residential areas of extreme wealth and contrasted with slums and squatter settlements, and reasons for differences in quality of life within the megacity and the political and economic challenges of managing the megacity. Key words: Poverty Wealth Quality of life Political Economic challenge Management Corruption Polarisation One megacity in developing or emerging country e.g. Mumbai. Interpretation of visual evidence (photos or video) of quality of life, living conditions, working conditions (qualitative). Stories or interviews with urban residents (qualitative). Use of data on service provision, income levels, expenditure (quantitative). Use of Sustainable City Index (quantitative). Starter Recall lessons 10 and 11. Discuss the quality of life in cities, and the structure and rapid growth of the chosen city from an emerging /developing country. Main Teacher provides a factual summary of what is happening in the chosen city on a daily basis (especially the numbers of rural to urban migrants, their characteristics, and the numbers of jobs and houses available). Then poses the question: Where do they go and live? Students discuss, and then write an answer with explanation after studying a detailed map of the chosen city. Teacher provides factual summary of formal employment available and the characteristics of richer people living in the city: Where do these richer people live? Students discuss and then write an answer with explanation. Plenary Discussion: Do these groups of people mix together? What difficulties may arise if they do or do not? List five contrasts in their quality of life. 7 1 lesson (1 hour) Key idea 3.7: Quality of life in the chosen megacity can be 3.7a Advantages and disadvantages of government One megacity in developing or emerging country e.g. Mumbai. Starter Discussion: What would the owners of formal businesses located in the CBD want?
Suggested learning objectives: To understand the advantages and disadvantages of using bottom-up strategies for improving sustainability in the chosen megacity. To know examples of schemes that have been used in the chosen megacity. Key words: Bottom-up strategy Community group Non-governmental organisation Charity group Housing schemes Health schemes Education schemes Self-help Teacher on social, economic, or environmental concerns within this discussion. Main Venn diagram of characteristics of bottom-up schemes. Discuss the advantages and disadvantages in general terms. Student group work on A3 paper. Allocate an urban challenge (housing shortages, squatter settlements, unemployment, pollution, and inadequate services/infrastructure) to each group and students discuss and record how best to manage the challenge in the city through bottom-up schemes or strategies. Plenary Discuss with students the specific advantages and disadvantages they suggest for bottom-up schemes. Others add to group comments. Teacher provides factsheet on community led schemes (bottom-up) applicable to Mumbai (or chosen city) and makes copies of the A3 sheets so that each student in a group gets a copy. 1 lesson (1 hour) Key idea 6: Investigating dynamic urban areas. Suggested learning objectives: To understand aim and hypothesis To understand fieldwork methods (primary and secondary data). (Also see Component 2 Topic 5) Investigating how and why quality of life varies within urban areas. Key words: Aim Enquiry question Hypothesis Risk assessment Methodology Selected local urban area. Fieldwork skills: Planning of fieldwork, including primary and secondary research sources. Starter Practical arrangements for fieldwork plus health and risk assessment. Main Establish link between urban growth/decline and chosen local urban area. Enquiry question: How does the quality of life vary within the urban area? Hypothesis: The quality of life increases from the CBD to the fringe. Method: Primary data: quantitative data could include recording the location of functions and services, and noise and air pollution meter readings; qualitative data on quality
To understand how to conduct fieldwork safely. To understand the purpose of the fieldwork in relation to assessment. To understand how the fieldwork links to the Challenges of an Urbanising World and UK’s Evolving Human Landscape. Quantitative Qualitative Primary data Secondary data Transect Index of multiple deprivation Census Planning Quality of life Quality of environment of built environment (areas or transects). Secondary data: planning information (meet with a planner?), 2011 census information (or updates from council), IMD data. Plenary Explain process that takes place after fieldwork and establish links to the examinations (i.e. how students will be expected to use the fieldwork information and experience). 1 lesson (1 hour) Key idea 6: Investigating dynamic urban areas Suggested learning objectives: To be able to carry out fieldwork tasks with rigour and accuracy. Investigating how and why quality of life varies within areas. Selected local urban area. Fieldwork skills: Primary research. Starter Discuss the importance of rigour and accuracy. Main Practical data collection using pre-prepared recording sheets. Follow the method explained in the previous lesson. Plenary Collate group data. 1 lesson (1 hour) Key idea 6: Investigating dynamic urban areas. (Also see Component 2 Topic 5) Investigating how and why quality of life varies within urban areas. Selected local urban area. Presentation of primary and secondary data: one graph, one map, one Process and present the data: use of manual skills as well as ICT use.
Suggested learning objectives: To be able to present data in a variety of ways. image, one statistical method, one table. 1 lesson (1 hour) Key idea 6: Investigating dynamic urban areas. Suggested learning objectives: To be able to present data in a variety of ways. Investigating how and why quality of life varies within urban areas. Selected urban area Presentation of primary and secondary data: One graph, one map, one image, one statistical method, one table. Process and present the data: use of manual skills as well as ICT use. Summarise secondary information. 1 lesson (1 hour) Key idea 6: Investigating dynamic urban areas. Suggested learning objectives: To use fieldwork information in a written analysis To identify the quality of life pattern in the selected urban area. (Also see Component 2 Topic 5) Investigating how and why quality of life varies within urban areas. Selected local urban area. Interpretation of data sources. an analysis of results, making full use of the presentation of data and secondary sources.