GCSE Scheme of Work - Pearson qualifications



Edexcel AS and A level Geography Scheme of WorkArea of study 2: Dynamic PlacesTopic 4: Shaping Places, Topic 4A: Regenerating PlacesIntroductionOur specifications offer an issues-based approach to studying geography, enabling students to explore and evaluate contemporary geographical questions and issues such as the consequences of globalisation, responses to hazards, water insecurity and climate change. The specification content gives students the opportunity to develop an in-depth understanding of physical and human geography, the complexity of people and environment questions and issues, and to become critical, reflective and independent learners.AS and A Level qualifications that are co-teachableCentres co-teaching AS and A Level can deliver Area of study 1: Dynamic Landscapes and Area of study 2: Dynamic Places in the first year, allowing students to be entered for the AS at the end of year 12.Confidence in geographical skills and fieldworkContent is framed by enquiry questions that encourage an investigative and evaluative approach to learning. We have signposted where and how geographical skills and fieldwork should be embedded in teaching. Our A Level assessment will integrate the assessment of geographical skills with knowledge and understanding. Holistic understanding of geographyThis specification will encourage students to make links between different geographical themes, ideas and concepts through synoptic themes embedded in the compulsory content.Overview of Area of study 2: Dynamic PlacesDynamic Places is examined on Paper 2 which is worth 50% of the marks at AS level and 30% of the marks at A level. Paper 2 is marked out of 90 at AS and 105 at A level.All students are required to study Topic 3: Globalisation, and either Topic: 4A Regenerating Places or Topic 4B: Diverse Places.You need to allow roughly 44 hours to teach Area of study 2; 18 hours to teach Topic 3 and roughly 26 hours to teach Topic 4, including 6 hours of fieldwork lessons and, in addition, one day of fieldwork. The suggested hours of teaching should be sufficient to teach students the required content and skills for this topic. The allocation of hours does not take into account individual schools’ approaches to delivering the course, revision, school mocks, topic tests or assessment feedback.Students are required to complete a minimum of two days of fieldwork at AS Level and four days of fieldwork at A Level. This fieldwork must relate to processes in both physical and human geography. It must also provide an introduction to the nature and process of a high-quality geographical enquiry. In Topics 2A and 2B the suggested fieldwork lessons have been grouped at the end of the Schemes of Work. The themes combine to build up to the last lesson, where students are to design their own study. These sets of lessons could be done before students complete a field trip, so they are not included in the normal lessons. In Topics 4A and 4B the suggested fieldwork lessons are integrated into the content teaching. These approaches are not prescriptive and you may choose to integrate preparation for fieldwork into your teaching in a different way.The sample assessment materials can be used for question practice to enable students to build up their confidence and skills as part of their revision and exam practice.Scheme of Work for Area of study 2: Dynamic Places, Topic 4: Shaping Places, Topic 4A: Regenerating PlacesLocal places vary economically and socially with change driven by local, national and global processes. These processes include movements of people, capital, information and resources, making some places economically dynamic while other places appear to be marginalised. This creates and exacerbates considerable economic and social inequalities both between and within local areas. Urban and rural regeneration programmes involving a range of players involve both place making (regeneration) and place marketing (rebranding).Regeneration programmes impact variably on people both in terms of their lived experience of change and their perception and attachment to places. The relative success of regeneration and rebranding for individuals and groups depends on the extent to which lived experience, perceptions, and attachments to places are changed.Students should begin by studying the place in which they live or study in order to look at economic change and social inequalities. They will then put this local place in context in order to understand how regional, national, international and global influences have led to changes there. They should then study one further contrasting place through which they will develop their wider knowledge and understanding about how places change and are shaped.LessonsLearning objectivesDetailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)Place exemplificationIntegrated skillsTeaching resources and synoptic linksEnquiry question 1: How and why do places vary? An in-depth study of the local place in which you live or study and one contrasting placeLesson 1(1 hour)Key idea4A.1 Economies can be classified in different ways and vary from place to place.Suggested learning objectivesUnderstand the different ways economies can be classified and how they vary from place to place.4A.1a Economic activity can be classified by sector (primary, secondary, tertiary and quaternary) and also by type of employment (part-time/ full-time, temporary/ permanent, employed/ self-employed).4A.1b There are differences in economic activity (employment data and output data) and this is reflected through variation in social factors (health, life expectancy and levels of education). (1)UK and local(1) Use of GIS to represent data about place characteristics.StarterPresent students with a copy of the Clarke-Fisher model (widely available online). Encourage them to describe what the model shows and explain the reasons for the changes in employment sectors, discussing the relevance of the model to their local area.MainStudents could work in groups focusing on social indicators such as health, life expectancy and education, and economic indicators such as income levels or % in full-time employment. Useful resources include .uk and should research variations between the area in which they live and a contrasting locality. They can then feed back their findings to the rest of the group. The group should complete a table with a variety of socio-economic indicators exemplifying their two contrasting localities. If ICT access is difficult, teacher could use neighbourhood..uk to give the students some data on a contrasting locality.PlenaryFor each of the social and economic indicators discussed, give reasons for the contrasts in the data.Lesson 2(1 hour)Key idea4A.1 Economies can be classified in different ways and vary from place to place.Suggested learning objectivesUnderstand inequalities in pay levels across different economic sectors.4A.1c The inequalities in pay levels across economic sectors and in different types of employment are reflected in quality of life indices.Key wordsMedianInequalityQuality of lifeUK and local (1) Use of GIS to represent data about place characteristics.(3) Use of the Index of Multiple Deprivation (IMD) database to understand variations in levels and types of deprivation.StarterDisplay the Guardian’s UK interactive wage map: . Students should describe the pattern of median wages across the UK.MainCompare the map discussed in the starter with the following map showing population reporting good health: the IMD (Index of Multiple Deprivation) with students, and its use as a tool to measure levels of deprivation. IMD scores: out a Spearman’s rank exercise to investigate whether there is a link between the overall level of deprivation and a quality of life indicator (IMD scores versus % reporting poor health could be used). Data could be collected from a variety of LSOAs (lower layer super output areas) in two contrasting localities. Encourage students to comment on the findings, focusing on correlations and anomalies.PlenaryCover the table activity: using Post-it notes, cover the table with differences that the students have noted so far on their contrasting localities.Lesson 3(1 hour)Key idea4A.2 Places have changed their function and characteristics over time.Suggested learning objectivesUnderstand how places have changed their functions and demographic characteristics over time.4A.2a Over time, places have changed their functions (administrative, commercial, retail and industrial) and demographic characteristics (gentrification, age structure and ethnic composition).Key wordsRegenerationGentrificationStudentificationUKStarterDisplay two images side by side of an area that has experienced significant change over the years (this should be in your local area if relevant). You could focus on an area of former derelict land, discussing its former function and any subsequent development.Encourage students to discuss the reasons for these changes. Repeat the exercise with a contrasting locality. Note them on the board.MainTeacher-led discussion on why places may change their function and demographic characteristics over time, linked to Lesson 1 on changing economic activity. Although the discussion could be focused on your local area, many northern cities provide excellent areas of focus, such as Newcastle, Liverpool or Manchester. is a useful resource to discuss changing ethnic composition.The time slider function on Google Earth is a great way to illustrate land-use changes.Zoopla heat maps illustrate average property prices across the UK, which is a useful way to investigate the impacts of gentrification and studentification in an area: following is a useful resource that illustrates population changes at a local authority level: pyramids at a subnational level illustrating changes in age structure can be found here: a spider diagram illustrating the changes that have taken place in your contrasting localities.Lesson 4(1 hour)Key idea4A.2 Places have changed their function and characteristics over time.Suggested learning objectivesUnderstand the various reasons for changes in places’ functions and demographic characteristics.Understand the ways of measuring changes in employment trends, demographics, land use and levels of deprivation. 4A.2b Reason for changes in a place might be explained by physical factors, accessibility and connectedness, historical development and the role of local and national planning. (2)4A.2c Change can be measured using employment trends, demographic changes, land-use changes and levels of deprivation (income deprivation, employment deprivation, health deprivation, crime, quality of the living environment, abandoned and derelict land). (3)Key wordsFunctionIMDUK and local(2) Interpretation of oral accounts of the values and lived experiences of places from different interest groups and ethnic communities.(3) Use of the Index of Multiple Deprivation (IMD) database to understand variations in levels and types of deprivation.StarterWhereas the previous lesson focuses more on how areas change over time, this lesson focuses on the reasons behind those changes. Encourage the group to brainstorm why an area may change over time. You could give them a stimulus in the form of the following headings: physical factors, accessibility and connectedness, historical development, role of local and national planning.MainStudents could work in four groups (physical factors, accessibility and connectedness, historical development and local and national planning) to research how an area has changed over the years.Students could make use of IMD data to describe and explain differences in levels of deprivation in their contrasting localities. IMD data for your local area can be found at: or test on key terms.Lessons 5 and 6(1 hour each)Key idea4A.3 Past and present connections have shaped the economic and social characteristics of your chosen places.Suggested learning objectivesUnderstand that regional, national, international and global influences have influenced the characteristics of your chosen places.Understand the way economic and social changes in your places have influenced people’s identity.4A.3a Regional and national influences have shaped the characteristics of your chosen places. These places can be represented in a variety of different forms, giving contrasting images to that presented more formally and statistically. How the lives of students and those of others are affected by this continuity and change, both real and imagined.4A.3b International and global influences that have shaped your chosen places. These places can be represented in a variety of different forms, giving contrasting images to that presented more formally and statistically. How the lives of students and those of others are affected by this continuity and change, both real and imagined. (P: increasing roles of TNCs and IGOs)4A.3c Consideration of the way in which economic and social changes in your chosen places have influenced people’s identity. (4) (A: attitudes on changes range from cultural erosion to enrichment)Global, international, UK, local(4) Investigation of social media to understand how people relate to the places where they live.StarterStudents could produce a mind map detailing how their chosen place is influenced by regional, national and international factors.MainThere are four areas of focus that students need to cover when investigating how their chosen place is influenced: regional, national, global and international influences. Students could work in four groups, each focusing on one of these areas. On a regional level, students could focus on how their chosen area interacts with other major settlements in the area and what policies the local authority has put in place to develop the area. On a national level, the discussion could focus on policies implemented by central government and the political make-up of the area using election data and comparisons between your area and IMD data for the UK. Internationally, a survey could be conducted on the impacts of EU policies. Globally, are there any TNCs in your area? How do internet connectivity speeds in your area compare to other localities?When considering economic and social changes in their area, students could focus upon how the function and land use of the area has changed over the years – a useful resource is oldmaps.co.uk. Is there inequality in your area? What is happening to house prices? How have median incomes changed over the last ten years? What evidence is there for aesthetic change? Questionnaires could be produced to be used in the field that focus on issues such as these.A whole range of resources could be used for this, including .uk and .uk, social media sources such as Twitter and online forums (skills objective 4), newspapers and interviews (skills objective 2).Many areas have online forums where local viewpoints are discussed. In addition, Twitter and Facebook have local interest groups where topical issues may be discussed.It is important for students to appreciate that the perceived reality of the impact of changes on people’s lives can be different from the reality.PlenaryA discussion about which of the four influences has had the most significant impact on students’ chosen areas.Lessons 7 and 8(1 hour each)Key idea4A.3 Past and present connections have shaped the economic and social characteristics of your chosen places.Suggested learning objectivesUnderstand that regional, national, international and global influences have influenced the characteristics of your chosen places.Understand the way economic and social changes in your places have influenced people’s identity.4A.3a Regional and national influences have shaped the characteristics of your chosen places. These places can be represented in a variety of different forms, giving contrasting images to that presented more formally and statistically. How the lives of students and those of others are affected by this continuity and change, both real and imagined.4A.3b International and global influences that have shaped your chosen places. These places can be represented in a variety of different forms, giving contrasting images to that presented more formally and statistically. How the lives of students and those of others are affected by this continuity and change, both real and imagined. (P: increasing roles of TNCs and IGOs)4A.3c Consideration of the way in which economic and social changes in your chosen places have influenced people’s identity. (4) (A: attitudes on changes range from cultural erosion to enrichment)Global, international, local(4) Investigation of social media to understand how people relate to the places where they live.StarterWhat are the key ways in which your local area has changed? How has its function changed?MainInvestigate a contrasting location to the area selected in Lessons 4 and 5.Use the ONS website to investigate how your local area changed between 2001 and 2011. Neighbourhood statistics is another excellent resource.The Oral History Society (.uk) is a useful resource to check whether oral histories exist for your local area.Further research should be done using .uk/ons/regional-statistics/index.html, which provides useful snapshots of UK regions illustrating demographic changes.PlenaryFive non-stop: pair students up. One student (Partner 1) talks to the other for two and a half minutes non-stop about how their chosen contrasting area has been influenced by regional and national influences. Partner 2 then talks non-stop about how international and global influences have shaped this contrasting location. At A Level this activity can be modified so that students evaluate the ways in which their contrasting area has been influenced.Enquiry question 2: Why might regeneration be needed?Lesson 9(1 hour)Key idea4A.4 Economic and social inequalities change people’s perceptions of an area.Suggested learning objectivesUnderstand the characteristics of successful regions such as San Francisco.Understand the causes of the spiral of decline and the associated characteristics of less successful areas such as the American Rust Belt and the NE England Rust Belt.4A.4a Successful regions (??San Francisco Bay Area) have high rates of employment, inward migration (internal and international) and low levels of multiple deprivation but also high property prices and skill shortages in both urban and rural areas.Key wordsCumulative causationCycle of declineMultiplier effectSuccessful places: San Francisco, USAStarterBrainstorm the characteristics of ‘successful’ areas.MainLink the ideas from the starter activity to the cumulative causation model (display this to students – it is widely available online). Use this model as a basis for discussion regarding the ‘success’ of San Francisco or another applicable area, such as the M4 corridor. Encourage students to discuss the social inequalities within particular areas that this success will bring – there are plenty of relatively deprived areas within the M4 corridor and parts of San Francisco (Tenderloin, Mission).PlenaryWhat are the most significant factors behind the success of San Francisco or the M4 corridor? Could be done as a diamond ranking exercise. Lesson 10(1 hour)Key idea4A.4 Economic and social inequalities change people’s perceptions of an area.Suggested learning objectivesUnderstand the characteristics of successful regions such as San Francisco.Understand the causes of the spiral of decline and the associated characteristics of less successful areas, such as the American Rust Belt and the NE England Rust Belt.4A.4b In some regions (??the Rust Belt, USA) economic restructuring has triggered a spiral of decline, which includes increasing levels of social deprivation (education, health, crime, access to services and living environment) in both deindustrialised urban areas and rural settlements once dominated by primary economic activities.Key wordsCumulative causationCycle of declineMultiplier effectLess successful places: Rust Belt, USA and the NE England rust belt (Teesside)StarterBrainstorm the characteristics of ‘unsuccessful’ areas.MainUse the spiral of decline or negative multiplier model as a basis for discussion regarding the less successful areas of the American Rust Belt or the Teesside Rust Belt. is a useful resource for the decline of the USA Rust Belt. is useful for UK industrial decline, which can be applied to Teesside.PlenaryGroup discussion: What should Teesside’s priorities be as it attempts to move out of the cycle of decline?Lesson 11(1 hour)Key idea4A.4 Economic and social inequalities change people’s perceptions of an area.Suggested learning objectivesUnderstand the priorities for regeneration due to significant variations in equalities.4A.4c There are priorities for regeneration due to significant variations in both economic and social inequalities (gated communities, ‘sink estates’, commuter villages, declining rural settlements).Key wordsSink estateGated communitiesCommuter villagesLived experienceUK, localStarterUse the plenary activity from the last lesson to prioritise Teesside’s (or those of any other chosen area) regeneration strategies. is a useful resource outlining Teesside’s priorities. Students should select nine strategies and put them into a diamond nine, justifying their choices.MainThe specification requires that students understand the priorities for regeneration in four differing localities: gated communities, sink estates, commuter villages and declining rural settlements. A teacher-led discussion could follow focusing on the issues and priorities faced by each location, or students could be put into four research groups – one for each type of settlement – and then feed back their findings to the group.PlenaryStudents each write an essay question based on what they have learnt and get another student to answer it.Lesson 12(1 hour)Key idea4A.5 There are significant variations in the lived experience of places and engagement with them.Suggested learning objectivesUnderstand that there are wide variations in levels of engagement in local communities.4A.5a There are wide variations in levels of engagement in local communities (local and national election turnout, development and support for local community groups). (A: local communities vary in attitudes)UK, localStarterStart by displaying a graphic displaying engagement levels in the EU referendum: . Students to consider why they may differ.MainUse the following link to investigate the relationship between electoral turnout figures and levels of deprivation: . This could be done as a Spearman’s rank exercise. The interactive map shows % of voter turnout in the 2015 election, which could be compared to IMD scores.Another resource profiling voter turnout: scores: electoral results 2015: students to explore IPSOS Mori reports to illustrate how different groups within communities have varying levels of engagement e.g.: . This can be done for your chosen place and contrasting place.PlenaryStudents write/speak about their opinion(s) on the reasons behind variations in engagement. This could be used as a springboard for a shared evaluative discussion of what has been studied.Lesson 13(1 hour)Key idea4A.5 There are significant variations in the lived experience of places and engagement with them.Suggested learning objectivesUnderstand that lived experience and attachment to places varies due to a variety of factors.4A.5b Lived experience of, and attachment to, places varies according to age, ethnicity, gender, length of residence (new migrants, students) and levels of deprivation; these in turn impact on levels of engagement. (A: attachment to places influences attitudes)Key wordsLived experienceStudentificationUK, localStarterStarter discussion based around factors affecting attachment to a place. Discuss what factors give students a sense of belonging/pride in their local area and the reasons behind their pride. Do students feel more attachment to an area other than the one they currently live in? What factors influence this?MainTeacher could split students into five groups, each focusing on one factor: age, ethnicity, gender, level of deprivation, length of residence. Students then discuss how their factor influences levels of engagement, and feed back to the rest of the group. is a useful resource outlining the principles behind community engagement.Plenary1,2,3,4,5: give students a number reflecting the factor they have been working on (age, length of residence, etc.). Students should then form new groups, with one member of each number 1–5, and discuss the significance of their factor and its influence on attachment.Lesson 14(1 hour)Key idea4A.5 There are significant variations in the lived experience of places and engagement with them.Suggested learning objectivesUnderstand that conflict can occur among groups in communities with different views about regeneration priorities and strategies.4A.5c Conflicts can occur among contrasting groups in communities that have different views about the priorities and strategies for regeneration, these have complex causes (lack of political engagement and representation, ethnic tensions, inequality and lack of economic opportunity). (P: players vary in attitudes (A) and may have contrasting approaches (F))4A.6c How different representations of your chosen local place could influence the perceived need for regeneration. (?) (7)UK, local(7) Evaluation of different sources (music, photography, film, art, literature) and appreciation of why they create different representations and images of a local place.StarterShow a video clip of the 2011 London riots. Discuss the factors that could cause individuals to resort to such extreme actions. Huge amounts of footage are available online. You may also wish to show David Cameron’s speech on ‘broken society’: why conflicts may occur between different groups within a community with different views about regeneration priorities. These different views lead to different perceptions regarding the need for regeneration. These ideas could be linked to levels of engagement discussed in Lessons 12 and 13. Students should complete a case study on the 2011 London riots, focusing on causes and regeneration. The Broadwater Farm Estate in Tottenham is a useful area to focus on when looking at regeneration strategies in the area.Resources riots 2011 timeline: provides a useful insight into local views regarding developments in the areaWhat really caused the London riots – five theories: excellent resource with links to various pieces of music exploring the causes of the riots: artists responded to the London riots: was the most significant cause of the London riots? Carry out a ranking exercise based on the theories presented in The Week article listed above. How should this affect regeneration targets in London?Lessons 15 and 16(1 hour each)Key idea4A.6 There are a range of ways to evaluate the need for regeneration.Suggested learning objectivesUnderstand how different media can provide contrasting evidence questioning the need for regeneration in your chosen area.Understand how different representations of your chosen local place could influence the perceived need for regeneration.4A.6a The use of statistical evidence to determine the need for regeneration in your chosen local place. (?) (5)4A.6b Different media can provide contrasting evidence, questioning the need for regeneration in your chosen local place. (?) (6)Local, UK(5) Testing of the strength of relationships through the use of scatter graphs and Spearman’s rank correlation.(6) Use of different newspaper sources to understand conflicting views about plans for regeneration.StarterGive students a range of news headlines about the same issue from a variety of media sources, illustrating the different political slants of UK newspapers (range from the Socialist (left), Metro (centre) to the Mail (right)).MainICT facilities are useful for these lessons. Students could collect evidence to evaluate the need for regeneration in their chosen areas. Datasets could be downloaded from or .uk to show how their chosen areas have changed in terms of demographic make-up in the last decade.Students could be encouraged to produce a Spearman’s rank comparing high unemployment with poor health. GIS software such as ARCGIS could be used to map the data to show spatial differences.Discuss how different sources such as newspapers, TV documentaries, online video clips of the same locality can generate different perceptions of an area. Ideally base this on your students’ chosen areas.PlenaryGroup discussion: What are the priorities for regeneration in your chosen area? Is your chosen area facing spiral or decline? How do you know?Enquiry question 3: How is regeneration managed?Lesson 17(1 hour)Key idea4A.7 UK government policy decisions play a key role in regeneration.Suggested learning objectivesUnderstand how infrastructure investment by national governments plays a key role in regeneration.4A.7a Infrastructure investment (high speed rail, airport development) in order to maintain growth and improve accessibility to regenerate regions. (P: national government facilitates regeneration often in partnerships with charities and developers)Key wordsInfrastructureRebrandingRe-imagingNorthern PowerhouseUK, localStarterBegin by discussing the importance of transport infrastructure in attracting investment. How well developed is the transport infrastructure in your region? How does it compare to the rest of the UK?MainA variety of case study material could be analysed discussing government investment in UK transport infrastructure. The proposed expansion of Heathrow airport and HS2 could be used. Students could undertake a cost-benefit analysis exercise for each project, focusing on financial, social and environmental costs versus the benefits of the proposal. Students could be encouraged to explore the costs/benefits for the areas affected by the investments as well as the wider UK; for instance, are some areas benefiting to the detriment of others?Discuss with students why central governments are more likely to get involved with infrastructure investments than local planning officials.ResourcesHeathrow airport expansion: (subscription required) students into two groups, for and against. Five-minute group discussion: Is HS2 a blessing or a curse?Lesson 18(1 hour)Key idea4A.7 UK government policy decisions play a key role in regeneration.Suggested learning objectivesUnderstand how infrastructure investment by national governments plays a key role in regeneration.4A.7b Rate and type of development (planning laws, house building targets, housing affordability, permission for 'fracking') affecting economic regeneration of both rural and urban regions. (A: government actions may prioritise national over local needs and opinions)4A.7c UK government decisions about international migration and the deregulation of capital markets (? enabling foreign investment in prime London real estate) have significant impacts on the potential for growth and both direct and indirect investment. (P: government may create open or closed doors policies)Key wordsInfrastructureRebrandingRe-imagingNorthern PowerhouseUK, localStarterThis lesson focuses on government decision making in the areas of fracking development, new house building, financial market deregulation and international migration. Students could be shown some newspaper articles and headlines (widely available online) and asked to feed back their prior knowledge on each issue.MainThis lesson could be set up as a marketplace activity with four stations: fracking, house building/affordability, market deregulation and international migration. Government involvement in these issues is likely to be quite fluid over the course of the specification. Some students become ‘experts’ in their allocated area, while other students ‘shop’, collecting information.ResourcesFracking:Students focusing on fracking should consider why the government is so keen to pursue this strategy, as well as covering the environmental and social objections. building:Students could be given a local case study focusing on the arguments for and against house building in their local area. Many local resources exist, such as: could focus on the arguments for and against the deregulation of the financial sector and the free movement of labour.Interesting slant on the idea of deregulation: deregulation and Margaret Thatcher’s legacy: will Brexit mean for the City of London: International migration:Students should examine how migration has significant impacts on the labour market and UK growth and how the government’s policy may be adjusted post-Brexit.Migration impacts on the labour market: resource on the impacts of Brexit on migration: migration policy post-2010: produce a pyramid of knowledge, e.g.:Level one – things you have learnt today.Level two –things you have been reminded about today (that you already knew).Level 3 – questions you want an answer to for next lesson.Students bring their questions to the following lesson.Lesson 19(1 hour)Key idea4A.8 Local government policies aim to represent areas as being attractive for inward investment.Suggested learning objectivesUnderstand how local governments aim to attract inward investment.4A.8a Local governments compete to create sympathetic business environments with local plans designating areas for development for a range of domestic and foreign investors (science parks). (A: the actions of local authorities will affect their success)UK, localStarterStudents could discuss how local authorities may attempt to make their area more attractive to inward investment. Distribute the following resource, outlining the purpose of enterprise zones: specification encourages students to focus on science parks as a means of encouraging investment, many of which are located within enterprise zones. A useful list of UK science parks can be found here: could research a science park, producing a short PowerPoint presentation covering the names of companies locating there, the advantages in terms of investors of locating there and the methods local authorities have used to encourage investment. It may be possible to contact a company who has located on a nearby park to ascertain this information.Individual science parks often have their own website. Some are listed here: discussion regarding the success of your chosen science park. Has it achieved its initial aims?Lesson 20(1 hour)Key idea4A.8 Local government policies aim to represent areas as being attractive for inward investment.Suggested learning objectivesUnderstand that local interest groups play a key role in regeneration decision making and that there are often tensions between those seeking change and preservation.Understand different strategies for urban and rural regeneration.4A.8b Local interest groups (Chambers of Commerce, local preservation societies, trade unions) play a key role in decision making about regeneration; there are often tensions between groups that wish to preserve urban environments and those that seek change. (??London Olympics 2012) (A: differing attitudes may cause conflicts)4A.8c Urban and rural regeneration strategies include retail-led plans, tourism, leisure and sport (??London Olympics 2012), public/private rural diversification (??Powys Regeneration Partnership).Key wordsRegenerationDiversificationUK, localStarterStudents could begin by drawing a spider diagram detailing as many regeneration strategies as possible, and adding examples. For example, sport-led regeneration - Olympic Park; or cultural regeneration – Liverpool, Newcastle, Glasgow. To stimulate discussion, images of various regenerated areas could be presented.MainStudents could be split into pairs with each student focusing on a different regeneration strategy. Key strategies include: sport-led plans (e.g. London Olympic Park or Manchester Etihad Stadium), retail-led plans (Liverpool One, Trinity Leeds), culture-led regeneration (Newcastle Quayside, Albert Docks), tourism and leisure led-regeneration (Powys, York Salford Quays), public and private rural diversification – many useful case studies of this can be found at then collect data focusing on how the areas in their case studies have been regenerated and how this has impacted (positively, and if relevant, negatively) on different stakeholders. Their completed sheets can then be shared with their partners.Students could then focus on preparing a plan for fieldwork in their chosen area, focusing on evidence for regeneration, opinion about regeneration projects or an analysis of the historical change in the area (see page 8 of the AS specification). Their plan could focus on stages 1, 2 and 3 of the geographical enquiry route outlined on page 10 of the AS specification. The questions here are useful areas on which to focus. The prepared plan will form the basis of the next lesson.PlenaryPlanning time: finalise the planning and delivery of next lesson’s presentations about fieldwork plans.Lesson 21(1 hour)Key idea4A.8 Local government policies aim to represent areas as being attractive for inward investment.Suggested learning objectivesUnderstand how local governments aim to attract inward investment.Understand that local interest groups play a key role in regeneration decision making and that there are often tensions between those seeking change and preservation.Understand different strategies for urban and rural regeneration.4A.8a Local governments compete to create sympathetic business environments with local plans designating areas for development for a range of domestic and foreign investors (science parks). (A: the actions of local authorities will affect their success)4A.8b Local interest groups (Chambers of Commerce, local preservation societies, trade unions) play a key role in decision making about regeneration; there are often tensions between groups that wish to preserve urban environments and those that seek change. (??London Olympics 2012) (A: differing attitudes may cause conflicts)4A.8c Urban and rural regeneration strategies include retail-led plans, tourism, leisure and sport (??London Olympics 2012), public/private rural diversification (??Powys Regeneration Partnership).Key wordsRegenerationDiversificationUK, localThis lesson is allocated to students delivering their regeneration presentations from the previous lesson.StarterRecap the different regeneration strategies available to urban and rural areas through location exemplification.MainStudents’ presentations. It may be useful to give other students a checklist with some criteria for success, based on presentation skills as well as content.PlenaryFollowing the presentations, the group should feed back on the presentations they have observed using WWW and EBI, deciding which seems to be the best plan.Lesson 22(1 hour)Key idea4A.9 Rebranding attempts to represent areas as being more attractive by changing public perception of them.Suggested learning objectivesUnderstand the role of rebranding as part of urban regeneration.4A.9a Rebranding involves re-imaging places using a variety of media to improve the image of both urban and rural locations and make them more attractive for potential investors.4A.9b For UK deindustrialised cities, rebranding can stress the attraction of places, creating specific place identity building on their industrial heritage; this can attract national and international tourists and visitors (??Glasgow ‘Scotland with Style’). (8)Key wordsRebrandingRe-imagingUK(8) Exploration of discursive/ creative media sources to find out how place identity has been used as part of rebranding.StarterStudents should try to define the difference between rebranding and re-imaging. Display before and after images of cities that have experienced deindustrialisation, illustrating how rebranding and re-imaging have taken place. Many northern cities such as Manchester, Glasgow, Liverpool, Leeds or Newcastle could be used.MainGive students case study material on rebranding in Glasgow. Students should analyse these, possibly using material provided on different tables or in an IT lab. Students must look at the causes of deindustrialisation in Glasgow, the strategies used to rebrand the city and the impacts (social, economic and environmental, both positive and negative) that this rebranding has had.Resources Forums such as: resource – ‘Regenerating a City: The Rebranding of Glasgow’ by Pumpkin InteractivePlenaryWhat have been the most effective regeneration projects implemented in Glasgow?Lesson 23(1 hour)Key idea4A.9 Rebranding attempts to represent areas as being more attractive by changing public perception of them.Suggested learning objectivesUnderstand the role of rebranding as part of rural regeneration.4A.9c There are a range of rural rebranding strategies in the post-production countryside based on heritage and literary associations, farm diversification and specialised products, outdoor pursuits and adventure in both accessible and remote areas; these strategies are intended to make these places more attractive to national and international tourists and visitors (??‘Bront? country’, Kielder Forest).UK, localStarterStudents could draw a spider diagram illustrating the different regeneration strategies available to rural areas.MainStudents produce case studies of two contrasting rural rebranding strategies focusing on the need for rebranding in these areas and the impacts of rebranding strategies. Students could be encouraged to investigate the positive and negative effects of the changes in the two areas.Kielder:? country: discussion: What are the most successful regeneration strategies adopted by the rural areas studied? How do we know they have been successful?Enquiry question 4: How successful is regeneration?Lesson 24(1 hour)Key idea4A.10 The success of regeneration uses a range of measures: economic, demographic, social and environmental.Suggested learning objectivesUnderstand that the success of regeneration can be assessed using various measures, as well as comparison to other more successful areas.4A.10a The success of economic regeneration can be assessed using measures of income, poverty and employment (both relative and absolute changes) both within areas and by comparison to other more successful areas.UK, localStarterStudents should make a list of economic and social indicators that they would expect to improve following a successful regeneration project.MainUsing neighbourhood statistics () students should analyse the economic successes of contrasting regeneration schemes.An economic data indicator such as average income in 2001 could be provided for electoral wards within a town you have studied, and compared to the 2011 figure; students should record the difference. This activity could be developed by mapping the data onto a ward map of the area (available online) and producing a choropleth map. Students could then investigate whether areas that have experienced significant positive changes have had any regeneration schemes implemented within the ten-year period.PlenaryFor a chosen area that has benefited economically from regeneration, what, if any, are the social costs?Lesson 25(1 hour)Key idea4A.10 The success of regeneration uses a range of measures: economic, demographic, social and environmental.4A.10b Social progress can be measured by reductions in inequalities both between areas and within them; social progress can also be measured by improvements in social measures of deprivation and in demographic changes (improvements in life expectancy and reductions in health deprivation).4A.10c Regeneration is successful if it leads to an improvement in the living environment (levels of pollution reduced, reduction in abandoned and derelict land). (9)UK, local(9) The interpretation of photographic and map evidence showing ‘before and after’ cross-sections of regenerated urban and rural places.StarterIn pairs or small groups, students should produce a list of the social indicators that could be used to measure how successful the regeneration of an area has been.MainUsing IMD data, students should investigate how successful a regeneration project has been, both socially and environmentally. allows students to produce Excel spreadsheets showing the different IMD domains for all English LSOAs (lower layer super output areas). When focusing on social progress, students should use life expectancy and reductions in health deprivation (see specification); improvements in the living environment can be investigated by focusing on levels of pollution and reductions in abandoned or derelict land (see specification).Students could also make use of online newspaper accounts, blog entries, Twitter feeds, etc. to make a judgement regarding the degree of success.A further investigation focusing on Skill 9 can be done using ‘before and after’ cross-sections of regenerated locations. is an excellent resource showing ‘before and after’ photographs of 7,000 locations around the UK, whereas oldmaps.co.uk is useful to compare environmental change in an area. Old GOAD maps could also be used.PlenaryWhat do you think is the most important social and economic indicator when measuring regeneration success?Lessons 26 and 27(1 hour each)Key idea4A.11 Different urban stakeholders have different criteria for judging the success of urban regeneration.Suggested learning objectivesUnderstand that different urban stakeholders have their own, often different, evaluation criteria to judge the success of urban regeneration.4A.11a A study of the strategies used in the regeneration of an urban place (??Salford Quays) and the contested nature of these decisions within local communities. (10) (A: attitudes will include NIMBYism)4A.11b The changes that have taken place as a consequence of national and local strategies can be judged using a range of economic, social, demographic and environmental variables in an urban area. (F: future success depends on past decisions)4A.11c Different stakeholders (local and national governments, local businesses and residents) will assess success using contrasting criteria; their views will depend on the meaning and lived experiences of an urban place and the impact of change on both the reality and the image of that place.Key wordsNIMBYismUK, local(10) Interrogation of blog entries and other social media to understand different views of the success of regeneration projects.StarterMake a list of the stakeholders involved in urban regeneration.Teacher introduces the roles of different stakeholders in urban regeneration, such as planners, national and local governments, individuals, local businesses and residents. Students should list the kind of viewpoints that each of these could have towards regeneration and discuss how, in some cases, they may conflict.Salford is a good case study to use to investigate this issue. Provide students with a range of resources on Salford (see below) and encourage them to produce a conflict matrix focusing on differing viewpoints towards regeneration.There could be a teacher-led discussion about how different stakeholders can have different success criteria regarding urban regeneration. This can be done in the context of Salford, or another urban scheme, such as the Queen Elizabeth Olympic Park.Resources PlenaryGroup discussion: Has Salford regenerated successfully?Lessons 28 and 29(1 hour each) Key idea4A.12 Different rural stakeholders have different criteria for judging the success of rural regeneration.Suggested learning objectivesUnderstand the strategies used in the restructuring of a rural place and how these decisions can cause conflicts.Understand that the changes that have taken place following national and local strategies can be measured using various variables.Understand that different stakeholders will measure success using different criteria with their views will depend on their lived experience of the area.4A.12a A study of the strategies used in the restructuring of a rural place (??North Antrim coast) and the contested nature of these decisions within local communities.4A.12b The changes that have taken place as a consequence of national and local strategies can be judged using a range of economic, social, demographic and environmental variables in a rural area. (F: future success depends on past decisions)4A.12c Different stakeholders (local and national governments, local businesses and residents) will assess success using contrasting criteria; their views will depend on the meaning and lived experiences of a rural place and the impact of change on both the reality and the image of that place.UK, localThe final lesson in this unit follows a similar pattern to the previous lesson, only this time focusing on a rural area.StarterShow students the trailer to the award-winning documentary A Dangerous Game. This documentary focuses on the negative impact of sport-led regeneration in rural areas, specifically the construction of golf courses. Another similar documentary, You’ve Been Trumped, focusing on golf resort construction in Aberdeenshire, is also worth watching.MainStudents could focus on specific regeneration strategies within a rural area, such as the proposed Bushmills Dunes golf resort in County Antrim. Put students into groups, each representing a stakeholder in the area. Student groups should prepare a persuasive argument, citing their reasons for or against the development.Resources Antrim Coast regeneration: heard the arguments for and against the development, students decide whether the proposal should go ahead, giving evidence for their final decision. Should concessions be made to the other stakeholders?Independent learning/homework4.1HomeworkStudents should produce a 250-word report on the contrasting levels of health, life expectancy and educational attainment in their local area using .uk.4.2HomeworkAS Level question: Describe and suggest reasons for weekly income variations in the UK. (4)A Level question: Explain why employment factors may create variations in the quality of life between places. (6)4.3HomeworkResearchIf possible, interview an elderly relative to gain an oral account of how your local area has changed. If students are unable to interview directly they could use , an online resource containing a huge collection of interviews. Focus on the accuracy of the accounts you have heard. Draw up a table comparing the changes you have found out about versus the reality of change in your area.Research newspaper articles from your locality on the impacts of gentrification to help to answer the following question: Is gentrification a blessing or a curse? 4.4HomeworkWrite a 500-word essay to illustrate how regional, national, international and global changes have influenced two contrasting locations.4.5HomeworkAS Level question: Explain which are the most important factors influencing change in your chosen areas. (10)A Level question: Assess the significance of national and global influences on your chosen areas. (15)4.6HomeworkProduce a factsheet to illustrate how regional and national changes have influenced change in two contrasting locations.4.7HomeworkAS Level: 500-word essay. Describe how international and global changes have influenced two contrasting locations.A Level: 500-word essay. Evaluate how international and global changes have influenced two contrasting locations4.8HomeworkUsing , compare deprivation in the M4 corridor area with another ‘successful’ area in the UK. Produce a 500-word report comparing the two areas.4.9HomeworkUsing , compare deprivation in another socially deprived area of your choice with Teesside. Produce a 500-word report comparing the two areas.4.10HomeworkAS Level question: Explain two priorities for regeneration in your chosen area. (6)A Level question: Using statistical evidence, assess the priorities for regeneration in your chosen area. (15)4.11ResearchProduce a 300-word summary on the following question: How significant was electoral turnout in the EU referendum result? Use the following resource to assist: why there are often conflicts between different community groups with contrasting views about the priorities and strategies for regeneration. Produce a 250-word summary.4.13ResearchStudents research a regeneration project using a variety of different media sources, noting the different viewpoints taken.4.14HomeworkProduce a Spearman’s rank comparing two pieces of socio-economic data, for instance educational attainment and average incomes. .uk and .uk are two useful sources of data.4.15HomeworkProduce a factsheet on an infrastructure development in your region, outlining how it tried to stimulate regional growth.4.16ResearchIn the post-Brexit era the UK’s international migration policy and the impact of deregulation on capital markets are likely to be fluid topics for discussion. Students could collect newspaper articles on the subject, creating a class display.4.17HomeworkWill a deregulated City of London thrive outside of the EU? Produce a 400-word report.4.18ResearchHomeworkProduce a 400-word report on how your local area is attempting to make itself more attractive to domestic and foreign investment. Local authority websites and local newspapers are useful sources of information.AS Level question: Describe two contrasting urban regeneration strategies. (6)A Level question: Using examples, evaluate the success of sports-led regeneration. (15)4.19ResearchWrite a 500-word essay on: Glasgow has indeed regenerated with style. To what extent to do you agree with this statement? 4.20ResearchProduce a poster about a rural rebranding strategy in your area (if in an urban area, research a rural area relatively close by). The poster should focus on the strategies used and an evaluation of their success. 4.21HomeworkAS Level question: Explain two ways economic measures can be used to assess the success of regeneration schemes. (6)A Level question: Using examples, assess the economic success of contrasting regeneration strategies. (15)4.22HomeworkFor a chosen location, produce a 500-word report on how successful regeneration has been at improving economic and social deprivation indicators.4.23HomeworkAS Level question: Give two reasons why different stakeholders have different urban regeneration success criteria. (6)A-Level question: Assess why different stakeholders use different criteria in evaluating urban regeneration schemes. (15)4.24ResearchStudents could use the Egan wheel, a tool available from the RGS website, to evaluate the success of a rural regeneration project in their local area:. ................
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