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Pearson EdexcelInternational GCSE (9-1) Geography How to use the Scheme of Work This Scheme of Work (SoW) for Paper 2: Human geography has been made available as a word document rather than PDF, allowing you to edit the document in a way that suits your teaching style and learner needs. Guidance provided within the course planner, scheme of work and getting started guide are suggested approaches, which can be adapted by centres to suit their particular context.The new Edexcel International GCSE Geography (9-1) specification has been designed so that teachers can deliver the content in approximately 120 hours of guided learning. Please bear in mind the following assumptions, this scheme of work:Covers the content of Paper 2: Human geography Section A Topics 4, 5 and 6;It is based teaching time of two hours a week;Principally delivers the topic content in the order it appears in the specification;Ensures that the integrated skills are embedded throughout.The columns in this scheme of work indicate: Which section of the paper this lesson (or group of lessons) relates to The learning outcomes of the lesson/s Resources and lesson ideas that could be used to support the teaching of this lessonSkills acquired during the lesson that are explicitly assessed through the examinationThe transferable skills that could be delivered through teaching the lesson.Why transferable skills? In recent years, higher education institutions and global employers have consistently flagged the need for students to develop a range of transferable skills to enable them to respond with confidence to the demands of undergraduate study and the world of work. To support the design of our qualifications, we have mapped them to a transferable skills framework. The framework includes cognitive, intrapersonal skills and interpersonal skills and each skill has been interpreted for each specification to ensure they are appropriate for the subject.?Further information on transferable skills is available on the website. Pearson materials, including this scheme of work will support you in identifying and developing these skills in students.In the final column of this scheme of work we have indicated which transferable skills are explicitly assessed, and also where there are opportunities for them to be developed through teaching. Our intention is that teachers can use these columns to increase opportunities for transferable skills development in learners. ?Paper 2: Human geography – Section AIntroduction This paper brings together human geography and people-environment processes and interactions. The paper consists of two sections.Section A - This consists of three key topic areas from which candidates must study two.Economic activity and energyRural environmentsUrban environments Section B - Students are required to undertake a geographical investigation involving fieldwork and research, in one human environment. In this paper, students choose one out of three fieldwork-related questions from: economic activity and energy, rural environments or urban environments. Section C - Students are required to apply their knowledge and understanding of human and physical geography to investigate broader global issues. Students choose one out of three questions from: fragile environments and climate change, globalisation and migration and development and human welfare.Written examination: 1 hour and 45 minutes, 105 marksIn our Course Planner we suggest you allow about 35 weeks to deliver Paper 2 including; the content, fieldwork preparation and follow up, end of topic revision and assessment.Paper 2: Human Geography – Section AWeekSpecification referenceLearning ObjectiveContentResourcesWhich skills acquired in this lesson are explicitly assessed through examination?Which skills could be delivered through teaching and delivery in this lesson?Topic 4: Economic activity and energyWeek 14.1a The relativeimportance ofdifferent economicsectors and the location of economicactivity variesspatially, andchanges over time.2 lessonsLearning Objective:To understand the classification of employment by economic sector and the reasons for the differences in the employment structures in countries at different levels of development. Skills objective:Draw and interpret triangular graphs to show the proportion of people employed in the primary, secondary and tertiary/ quaternary sector. Should include:- economic sector (primary,secondary, tertiary and quaternary)- reasons for the differences in the employment structures in countries at different levels of development (Clark Fisher Model).Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 97 - 100BBC Bitesize economic sectors Lesson IdeasWrite a definition of each economic sector. Construct a mind map of different types of economic activity. Carry out research to gather data on the proportion of economic activity in various countries. Construct triangular graphs with the data. What does the data suggest to you in terms of levels of development? Using the Clark Fisher model Figure 4.2 on page 100 describe how the phases of the model change over time.Discuss with a partner the limitations of using this type of model.ExplainingInterpretationAnalysis Graphical skillsData and information research skillsInterpretationAnalysis Week 24.1b The relativeimportance ofdifferent economicsectors and the location of economicactivity variesspatially, andchanges over time.2 lessonsLearning Objective:To be able to identify factors affecting the location of economic activity in each economic sector and how these factors can change over time.Should include how each of the following affect location for each sector:the availability of raw materialsglobalisationmechanisationdemographic changesgovernment policies.Factors affecting the changing location and growth of primary, secondary, tertiary and quaternary activities:- prosperity- new technologyaccessibilitytransportgovernment policy.Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 102 - 104 Lesson IdeasStudents split into groups – each group takes on the role of creating a presentation which discusses the location of primary, secondary, tertiary or quaternary industries. Students should consider how factors differ in developed, developing and emerging countries.InterpretationAnalysisInterpretationAnalysis Week 34.1c The relativeimportance ofdifferent economicsectors and the location of economicactivity variesspatially, andchanges over time.2 lessonsLearning Objective:To be able to identify and understand the reasons for the changes in the numbers of people employed in each economic sector. Should include:the availability of raw materialsglobalisationmechanisationdemographic changesgovernment policies.Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 104 - 110 Lesson ideasCreate a summary table explaining how reasons for change in economic sectors can be different in developed, developing and emerging countries.InterpretationAnalysisReasoning Graphical skillsNumerical skillsStatistical skillsInterpretationAnalysis ReasoningWeek 44.2a The growth and decline of different economic sectors has resulted in a range of impacts and possibleresource issues.2 lessonsLearning Objective:To investigate and understand positive and negative impacts of economic sector shifts in a developed and a developing or emerging country. Skills objective: To be able to use numerical economic data to profile the chosen country.Should include:A located example of a developed and a developing or emerging country.Positive and negative impacts of economic sector shifts including social, economic and environmental changes.Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 107 - 110 Lesson ideas Suggested located examples are the UK and China.Use the Student Book, infographics and other resources to identify the positive and negative impacts of sector shift for located examples. InterpretationAnalysis Data and information research skillsNumerical skillsInterpretationAnalysisReasoning Graphical skillsNumerical skillsStatistical skillsInterpretationAnalysis InterpretationAnalysis ReasoningWeek 54.2b The growth and decline of different economic sectors has resulted in a range of impacts and possibleresource issues.2 lessonsLearning Objective:To understand the causes and characteristics of informal employment in a megacity. Skills objectives:To be able to interpret photographs and newspaper articlesShould include:For a named megacity:causeseconomic development, rural urban migration.Advantages andDisadvantages.Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 110 – 112 Lesson IdeasUse the student book, infographics and other resources to develop a fact file on the informal economy for example Dhaka in Bangladesh. InterpretationAnalysisCritical thinking InterpretationAnalysis Critical thinking Week 64.2c The growth and decline of different economic sectors has resulted in a range of impacts and possibleresource issues2 lessonsLearning Objective:To understand different theories (Malthus and Boserup) that are used to explain the relationship between population and resources.Skills Objective: To be able to use and interpret line graphs showing changes in population and resources over time.Should include:theories of Malthus and Bosrupcomparison of thinking between the theoriesconsider how resources are a limiting factor for population growth.Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 112 - 114 ideasConstruct a summary table which outlines the differences between the theories of Malthus and Boserup.Construct a short report which outlines the advantages and disadvantages of using these types of models today.Interpret the line graph in the resources above showing population and resources. Critical thinking Problem solvingInterpretationAnalysis Week 74.3a Countriesincreasinglyexperience an energygap and thereforeseek energy securityby developing a balanced energy mix and sustainableenergy use2 lessonsLearning Objective:To understand how energy demand and production varies globally. Should include consideration of:Global variation in energy demand and energy productionFactors that affect energy demand and production:population growth increased wealthtechnological. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 114 - 118 Lesson ideasUsing the map on Page 118 write a report which outlines the distribution of energy deficit and surplus. Identify and explain factors that you think could create increased energy demand.For each of the objectives in key idea 4.3 teachers could teach through case study material as the specification expects that students know a case study for a developed and a developing or emerging country. See lesson on 4.3c for named case studies that could be used.InterpretationAnalysisDecision makingAtlas and map skillsInterpretationAnalysis Decision makingWeek 84.3b Countriesincreasinglyexperience an energygap and thereforeseek energy securityby developing a balanced energy mixand sustainableenergy use.2 lessonsLearning Objective:To understand how non-renewable and renewable energy sources haveadvantages and disadvantages for people and the environment. Should include:- Non-renewable sources e.g. coal, oil, natural gas, uranium and shalegas/oil.- and renewable sources of energy, e.g. solar, wind, hydroelectric power (HEP), geothermal, biomass. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 118 - 121 Lesson ideasRecap understanding of the difference between non-renewable and renewable energy sources. Show images related to non-renewable and renewable energy sources. Students write down the type of energy source, whether it is renewable or non-renewable and one fact they might know about the energy source.Carousel activity: Set up a series of stations on one non-renewable and one renewable energy source focussing on:Overview of the energy resourceAdvantagesDisadvantagesDevelopmentStudents spend 5 minutes at each station to make notes. Students answer the following question:Explain one advantage and one disadvantage of a renewable energy resource. InterpretationAnalysisDecision makingInterpretationAnalysis Decision makingWeek 94.3c Countriesincreasinglyexperience an energy gap and therefore seek energy securityby developing a balanced energy mix and sustainableenergy use2 lessonsLearning Objective:To understand how energy can be managed in a sustainable way.Skills Objective: to be able to calculate carbon and ecological footprints.Should include:the role of education, increase in energy efficiency and conservation within industry, the home and transport.Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 122 – 126 ideasStudents develop a video journal to explore how energy is being managed in a sustainable way. The journal should include a case study of energy resource management in a developed country and a developing or emerging country. Case studies could include Qatar (developed) and India (emerging). Use the carbon calculator above to work out your carbon footprint. Write a list of ways that you could reduce this.Students use the ecological calculator above to work out their ecological footprint. Suggest ways to reduce this.Critical thinkingReasoningCritical thinkingReasoningWeek 10Revision and of topic test and feedback.2 lessonsLearning Objective:To develop skill and understanding of the types of questions that students will be asked to respond to for this unit.Should include:Common question typesCoverage of core unit contentQuestions giving students the opportunity to demonstrate knowledge of case study material.Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book page 127SAMs (Sample Assessment Materials) 5: Rural Environments Week 15.1a Rural environmentsare natural ecosystems that are exploited by human activities.2 lessonsLearning Objective:To be able to understand the distribution and characteristics of the world’s biomes.Skills Objective:Use world maps to show the location of biomes.Should include:tropical foresttemperate forestsboreal foreststropical grasslandstemperate grasslandsdesertstundra.Look at both similarities and differences. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 129 - 132 Lesson IdeasProduce a map of the global distribution of the world biomes.Construct a summary table of the basic characteristics of the world biomes.Identify any similarities and differences.InterpretationAnalysisAtlas and map skillsWeek 25.1b Rural environmentsare naturalecosystems that areexploited by humanactivities2 lessons Learning Objective:To understand the types of goods and services provided for people by natural ecosystems. Should include good and services from:timbertourismfoodenergywater resourceshealth servicesnatural protectionclimate regulation.Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 132 - 133 Lesson ideasProduce a fact file which identifies goods and services for each major biome.InterpretationAnalysisSelf directionInterpretationAnalysisSelf directionWeek 35.1c Rural environmentsare naturalecosystems that areexploited by humanactivities2 lessons Learning Objective:To understand how humans change ecosystems and rural environments to obtain food through farming systems. Skill objective:Use flow diagrams to represent the effects of different human activities on ecosystems and rural environments.Should include exploration of:arable and pastoral farmingcommercial and subsistenceintensive and extensive.Students should be aware of consequences of changes and offer an opinion. Should include goods and services from:timbertourismfoodenergywater resourceshealth servicesnatural protectionclimate regulation.Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 134 - 138 Lesson ideasStudents should carry out a research activity which explores the impact of different types of farming on ecosystems. Information should include the difference between types of farming. Students produce flow diagrams to show the effects of different human activities on ecosystems and rural environments. Students should also explore the idea of changing from one type of farming to another and the impact this might have on ecosystems and rural environments. Critical thinkingCritical thinkingWeek 45.2a Rural environmentshave contrastingphysical, social and economiccharacteristics and are experiencingsignificant changes.2 lessons Learning Objective:To understand the characteristics of a rural environment.Should include:landscapeclimatesettlementpopulation land useemploymentaccessibilitydevelopment management conservation management. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 138 - 139 ideasCreate a mind map showing the characteristics of rural environments.InterpretationAnalysisInterpretationAnalysisWeek 55.2b Rural environmentshave contrastingphysical, social and economiccharacteristics and are experiencingsignificant changes.2 lessons Learning Objective:To understand the factors that contribute to rural change in a developed country. Should include:located example of rural change in a developed countryexplore various factors including rural isolation, decline in farm employment due to mechanization, rural isolation, farm employment, tourism pressures, suburbanization, counter-urbanisation, and the negative multiplier effect. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 140 - 143 Lesson ideasUsing the UK as an example produce a mind map and a series of short summary statements of factors that have contributed to rural change.What sort of rural change could take place in the future?Critical thinkingAnalysisCritical thinkingAnalysisWeek 65.2c Rural environmentshave contrastingphysical, social and economiccharacteristics and are experiencingsignificant changes.2 lessons Learning Objective:To understand the factors that have led to rural change in a named developing or emerging country. Skills objective:Use and interpret population pyramids.Should include consideration of:population growthchanging farm economychanging land holdingsnatural hazardsrural urban migration. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 143 - 145 Lesson ideasProduce a report outlining the factors that have contributed to rural change in pare population pyramids for different countries. Describe the shape of the pyramid. Suggest why the pyramid is that shape. Predict whether the population pyramid will change. Critical thinkingAnalysisReasoningCritical thinkingAnalysisReasoningWeek 75.3a Rural environmentsneed to adapt to be socially, economically and environmentally sustainable.2 lessons Learning Objective:To be able to understand how the diversification of farming generates new income streams.Case study of a developed country and a developing or emerging country. Skills Objective:Use photos and other media to investigate diversification. Should include:GM crops, specialist crops and food, organic farming, recreation and leisure.Should include consideration of:population growthchanging farm economychanging land holdingsnatural hazardsrural urban migration.Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 146 - 147 Lesson ideasFor bullet points 5.3a, b and c content could be framed by the developed country and developing or emerging country case studies. Developed country case study: UK.Developing country case study: Kenya or emerging country case study: China.Use the infographic above to identify and explain farming diversification. Outline the similarities and differences between developed, developing and emerging countries. Case studies could include diversification in the UK for a developed country.Critical thinkingAnalysisReasoningCritical thinkingAnalysisReasoningWeek 85.3b Rural environmentsneed to adapt to be socially, economically and environmentally sustainable. 2 lessonsLearning Objective:To be able to investigate a range of possible strategies aimed at making rural living more sustainable and improving the quality of life.Skills Objective:Use socio-economic data to provide evidence that the quality of life has improved. Should include:soil qualityair quality, water supplies, crop yields, health, employment housing.These lessons should include case study material for both a developed country and developing or emerging country. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 148 – 151Lesson ideasIn pairs brainstorm ideas for making rural environments more sustainable. Suggest advantages and disadvantages of each idea. Rank the ideas in terms of their success.Critical thinkingAnalysisReasoningDecision makingCritical thinkingAnalysisReasoningDecision makingWeek 95.3c Rural environmentsneed to adapt to be socially, economically and environmentally sustainable. 2 lessonsLearning Objective:To explore and understand the role of different groups of people in managing the social, economic and environmental challenges within the chosen rural environment.Should include:national and local governmentIGOsNGOslocal communities.Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 152 – 154 Lesson ideasPrepare a video journal which discusses the roles that different organisation’s play in managing the challenges of rural environments. This should be prepared on the basis of providing a detailed case study of a developed country and either a developing or emerging country. For example the UK and either China or Kenya.Critical thinkingAnalysisReasoningDecision makingCritical thinkingAnalysisReasoningDecision makingWeek 10Revision and of topic test and feedback.1 lesson Learning Objective:To develop skill and understanding of the types of questions that students will be asked to respond to for this unit.Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book page 155SAMs (Sample Assessment Materials) 6 urban EnvironmentsWeek 16.1a A growingpercentage of the world’s populationlives in urban areas.2 lessonsLearning Objective:To understand contrasting trends in urbanisation over the last 50 years in different parts of the world.Skills objective:Use world maps to show the trends in urbanisation over the last 50 years.Should include:global trendsurbanisation suburbanizationcounter-urbanisation.ResourcesEDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 158 – 161 Lesson ideasUsing the resources above create an infographic which gives key trends in urbanisation over the last 50 years.Critical thinkingAnalysisReasoningCritical thinkingAnalysisReasoningDecision makingWeek 26.1b A growingpercentage of the world’s populationlives in urban areas.2 lessonsLearning Objective:To understand factors affecting the rate of urbanisation and the emergence of megacities.Should include:factors affecting the rate of urbanisation such as population growth, economic development, poverty, migrationemergence of megacities. ResourcesEDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book page 162 – 164Ted Talk on Megacities Lesson ideasGive the students a table of data showing population sizes over time of selected world cities from contrasting countries. Students locate cities on a world map. Students calculate the % growth rate of cities from 1960 to present. Discuss the nature of the cities that have grown the fastest and the slowest. Students describe and explain the changes with the assistance of the resources above. InterpretationAnalysis InterpretationAnalysis Week 36.1c A growingpercentage of the world’s populationlives in urban areas.2 lessonsLearning Objective:To know and understand the problems associated with rapid urbanization. Skills objective: To be able to interpret photographs and different maps (paper or online) to investigate the impacts of rapid urbanisation. Should include:congestiontransportemployment crimeeenvironmental issues.ResourcesEDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 164 – 165Example mind map of urban problems - ideasUse the photo link above to explore problems causes by urbanisation.Read through pages 164 and 165 of the student book. Think: Create a mind map of problems of rapid urbanisation. Pair: Students compare mind maps and identify similarities and differences. Share: Pairs present their mind maps to the class. Rank the urban problems in terms of severity from highest to lowest. Give reasons to support your ranking. Suggest ways in which you would limit the effects of these problems.Critical thinkingAnalysisReasoningAtlas and maps skillsGraphicacy skills Critical thinkingAnalysisReasoningWeek 46.2a Cities face a range of social andenvironmentalchallenges resultingfrom rapid growth and resource demands.2 lessons Learning Objective:To understand factors affecting urban land use patterns.Skills objective:To be able to use satellite images to identify different land uses in the chosen urban environment.Should include:locational needsaccessibilityland valuesthink about why similar land uses group together.Students should be able to use local and global examples.ResourcesEDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 166 – 168 ideasProvide students with a range of satellite images of urban areas. Students label the images with different land uses and suggest factors that have affected this land use. Using the infographics above and any other research, identify in the form of a table the factors that affect urban land use. Provide a series of examples.Use the timelapse and satellite images to analyse what has happened to areas of China over the last 30 years.InterpretationAnalysis ReasoningDecision MakingAtlas and maps skillsGraphicacy skills InterpretationAnalysis ReasoningDecision Making Week 56.2b Cities face a range of social andenvironmentalchallenges resultingfrom rapid growth and resource demands.2 lessonsLearning Objective:To understand the urban challenges in a named developed country.Skills objective:To be able to use and interpret socio-economic data.Should include:foodenergytransportwaste disposal demandresource consumptionsegregationResourcesEDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 168 - 170UNEP urban issues homepage: ideasStudents take on the role of a new arrival in a city in a developed country and a government official. As the new arrival students discuss some of the issues they would face in relation to food, transport and waste disposal. As a government official think about how you would respond to these types of problems.Students suggest responses to the problems in urban areas.InterpretationAnalysis ReasoningDecision Making InterpretationAnalysis ReasoningDecision Making Week 66.2c Cities face a range of social andenvironmentalchallenges resultingfrom rapid growth and resource demands.2 lessonsLearning Objective:To understand urban challenges in a named developing country oremerging country.Should include:squatter settlementsinformal economyurban pollutionlow quality of life.ResourcesEDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 170 - 172UN Habitat is a portal for information on urban areas in the developing world: BBC News online, Brazil’s shanty towns 2010: Lesson ideasCreate a photo book of images of a squatter settlement using web based resources. Suggested examples could include Nairobi in Kenya or Koolgata in India. Annotate the photos to highlight key features. Suggest reasons why some squatter settlements are more developed than others? Analyse how self-help schemes can improve the quality of life in a shanty town.Discuss the importance of the informal economy in a squatter settlement.Critical thinkingReasoning AnalysisWeek 76.3a Different strategiescan be used tomanage social,economic andenvironmentalchallenges in asustainable manner2 lessonsLearning Objective:To understand factors that affect the development of the rural-urban fringe.Should include:housing estatesretailbusiness and science parksindustrial estates greenfield versus brownfield debate.ResourcesEDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book page 173 - 175 Lesson ideasUsing the resource above write a letter to be posted online either inviting businesses to come and locate at Cambridge science parks or a letter that describes the negative impact the park will have on the rural environment.Critical thinkingReasoning AnalysisWeek 86.3b Different strategiescan be used tomanage social,economic andenvironmentalchallenges in asustainable manner.2 lessonsLearning Objective:To understand the range of possible strategies aimed at making urban living more sustainable and improving the quality of life.Skills objective: To be able to use quantitative and qualitative information to judge the scale in variations in environmental quality. Should include strategy exploration in the following areas:waste disposaltransport education health employmenthousing. Case study material for a developed and developing or emerging.ResourcesEDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 175 - 178 Lesson ideasPrepare two case studies on a developed and developing or emerging country which look at strategies to make urban living more sustainable.Examples that could be used are Curitiba in Brazil and Masdar City in Abu Dhabi UAE.Critical thinkingInterpretation Analysis Week 96.3c Different strategiescan be used tomanage social,economic andenvironmentalchallenges in asustainable manner.Learning Objective:To explore the role of different groups of people in managing the social,economic and environmental challenges in the chosen urban area.Should include an exploration of the following groups:- planners, politicians, property developers and industrialists.ResourcesEDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 178 - 179Lesson ideasThis provides a good opportunity for a small group activity with students developing their thinking around different viewpoints.Students can also begin to think about alternative solutions where some compromise is evident.Critical thinkingCritical thinkingProblem solvingWeek 10Revision and of topic test and feedback.1 lessonLearning Objective:To develop skill and understanding of the types of questions that students will be asked to respond to for this unit.Should include:Common question typesCoverage of core unit contentQuestions giving students the opportunity to demonstrate knowledge of case study materialResources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book page 181SAMs (Sample Assessment Materials) ................
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