People of the UK
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Delivery guides are designed to represent a body of knowledge about teaching a particular topic and contain:
- Content: A clear outline of the content covered by the delivery guide;
- Thinking Conceptually: Expert guidance on the key concepts involved, common difficulties students may have, approaches to teaching that can help students understand these concepts and how this topic links conceptually to other areas of the subject;
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|1.2.1||The UK is connected to many other countries and places.||G, R, N|
|1.2.2||The UK is a diverse and unequal society which has geographical patterns.||N|
|1.2.3||There are different causes and consequences of development within the UK.||N, L, F|
|1.2.4||The UK’s population is changing.||N, L, F|
|1.2.5||There are causes for and consequences of urban trends in the UK.||R, N, L, F|
|1.2.6||Cities have distinct challenges and ways of life, influenced by its people, culture and geography.||G, N, L, F|
This theme has been designed for students to contextualise their learning of key human geography concepts such as population dynamics, migration and settlement trends. The two case studies have been designed to enable students to look at economic growth or decline and ways of life in a city in more depth and with a more place specific focus.
The first two sections are designed to give an overview of the UK’s links to other countries through trade and the human geography patterns that are seen in the UK today. These do not need to be covered in depth but should be used to give students a clear understanding of the patterns within the UK today.
The third section requires students to understand the inequality of economic development in the UK in general terms and then focus on an area that has seen economic growth or decline. There may be a good local example that could be used for this case study and may also be a good focus for human fieldwork.
The fourth section requires students to have a good understanding of the Demographic Transition model in the context of the UK over time which is a significant change in focus to traditional teaching on the DTM. An understanding of two key issues for the UK, ageing population and immigration, are also required with the focus on the impacts of immigration, both positive and negative.
The fifth section requires an overview of the causes of key urban trends in the UK with an outline of some of the key consequences. Again, this wording demonstrates that these do not need to be covered in huge detail but it is important for students to be able to place the city case study in context.
The city case study allows students to look in more detail at some of the key human issues within the UK at a smaller scale. The issues that are highlighted within this section could be related to a city local to students where, once again, this could be a focus of fieldwork or could also be focused on any other city within the UK.
Common misconceptions or difficulties students may have:
The main focus for this unit must be on the UK context for all of the content which may be difficult for students to relate to initially.
Conceptual links to other areas of the specification – useful ways to approach this topic to set students up for topics later in the course:
There are links in the content of this unit to unit 2.2 ‘People of the Planet’ specifically in 2.2.4, 2.2.5 and 2.2.6.
Use the map from ‘The Guardian’ newspaper outlining UK exports in 2011 to complete the questions on Learner resource 1 to understand some of the export links that the UK has.
These maps and questions could be used as a whole class discussion activity or could be given to students individually. The weblink also has the information for imports which students could use to create their own version of this diagram. A teacher answer guide is included.
This worksheet uses data from the Office for National Statistics December 2015 workforce jobs statistics to get students to think about the patterns in broad employment groups across the UK and the reasons for these patterns.
This worksheet could be used to introduce some of the work on geographical patterns and could then be a basis for discussion. A teacher answer guide is available.
The ‘Discovering Leeds’ website gives timeline and photographs of industrial growth and decline in Leeds from the 1300s through to the present day. This website is useful to show the industrial history of Leeds to demonstrate economic growth. This website could be used with a class to begin the case study or could be used as a research tool for students to think about the reasons why Leeds needed to have economic redevelopment in the 1980s and 1990s.
The infographic gives lots of information about Leeds in 2015 and gives statistics to support the economic growth that is being experienced by the city. This could be used by students to create a summary of Leeds and its current economic growth. This could then be combined with other elements to be drawn together into a Case Study overview sheet.
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