L2.4 -How did Japan Take-off? (Rostow's Modernisation Theory)

L2.4 -How did Japan Take-off? (Rostow's Modernisation Theory)

Uses Japan's development history to explore Rostow's Theory of Modernisation, a key topic in human geography, and core to the new GCSE Geography exam board specs for 2016 on Development Dynamics. Activities include: a) a living diagram exercise using the life story of 'Mr Tokugara' and grandsons, and how they experienced Japan's takeoff; b) a data exercise to prepare students for linked exam questions c) exploring Japan's rapid growth using gapminder.org graphs.
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L2.4 Activity - Japan's Takeoff - Modernisation Theory Living Graph cards

L2.4 Activity - Japan's Takeoff - Modernisation Theory Living Graph cards

These are cards for a living graph exercise (differentiated for different abilities) using the life story of 'Mr Tokugara' and grandsons to explore Rostow's Modernisation theory and its application to Japan, a key topic in human geography, and core to the new GCSE Geography exam board specs for 2016. Teacher's solutions (cards sorted) page included.
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Development Dynamics - GCSE Geography 9-1  2016

Development Dynamics - GCSE Geography 9-1 2016

A full scheme of work with fully resourced lessons to deliver Edexcel/ Pearson's new 2016 GCSE Geography B specification on Development Dynamics. Comprehensive, 4 stage lessons which link learning to previous lessons, include keywords, maths skills and exam questions consistent with Edexcel's GCSE Geography B specification. Differentiated resources and progress checks included.
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L8 - How Has Birmingham's Population Changed?

L8 - How Has Birmingham's Population Changed?

Whole GCSE lesson to investigate how Birmingham's demography and ethnicity has changed over time using choropleth maps and graphs. As part of a scheme of work to deliver new GCSE Geography B specification (2016) on the UK's Human Geography.
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L7 - What is Birmingham's Structure & Function Like?

L7 - What is Birmingham's Structure & Function Like?

Whole GCSE lesson to investigate Birmingham's land use and functions using virtual fieldwork and Hoyt's concentric ring model. As part of a bundle which includes map handouts and virtual fieldwork task sheets to deliver new GCSE Geography B specification (2016)
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L2.11 - India which way now?  How rapid economic growth has changed India's geopolitical influence

L2.11 - India which way now? How rapid economic growth has changed India's geopolitical influence

A whole lesson on how economic growth has changed India's geopolitical influence, and exploring conflicting views on the role of FDI in India's future. Part of scheme of work written to deliver the new GCSE Geography 2016 specifications on Development Dynamics. Activities are differentiated and include: * Starter which links to key concepts * A mapping of foreign relationships exercise * A problem solving exercise exploring key concepts across the Development Dynamic unit
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L2 - Data collection & design

L2 - Data collection & design

This is lesson teaches data collection methods, explores reliability and accuracy of different data collection and sampling methods. It is part of a bundled scheme of work to deliver fieldwork for Edexcel Geography B's 2016 GCSE specification Topic 6 Geographical Investigations: Investigating Dynamic Urban Areas. It has been successfully tested and delivered on mixed ability y10 student classes including the fieldtrip itself . The series includes 9 lessons which supports students (and teachers!) to prepare for; deliver and write-up urban fieldwork including differentiated lessons, powerpoints, activities and resources; a fieldwork workbook for students; an online student write-up booklet; spreadsheets to help analyse data and mark schemes. The investigation is based in Birmingham but could easily be adapted to other cities. NB - individual students' access to PCs + internet most lessons is assumed.
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L2.9 - how does development create inequalities in India

L2.9 - how does development create inequalities in India

A whole lesson including activitiesA lesson on how economic growth can create positive and negative impacts on people, including demographic change, using the case study of Mahrashtra and Bihar state in India and the core-periphery theory. Part of scheme of work written to deliver the new GCSE Geography 2016 specifications. Activities are differentiated and include: * Starter which links to previous lesson's key concepts * Data exercise (calculating difference from the mean) * Gallery of labelled images showing development disparities, for students to annotate core-periphery diagrams; * Cause and effect social changes match-up exercise * Homework
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L1 - Introducing the Urban Investigation

L1 - Introducing the Urban Investigation

This is lesson is an introduction to geographic investigations in urban areas. It is part of a bundled scheme of work to deliver fieldwork for Edexcel geography B's 2016 specification Topic 6 Geographical Investigations: Investigating Dynamic Urban Areas. It has been successfully tested and delivered on mixed ability y10 student classes including the fieldtrip itself . The series includes 9 lessons which supports students (and teachers!) to prepare for; deliver and write-up urban fieldwork including differentiated lessons, powerpoints, activities and resources; a fieldwork workbook for students; an online student write-up booklet; spreadsheets to help analyse data and mark schemes. The investigation is based in Birmingham but could easily be adapted to other cities. NB - individual students' access to PCs + internet most lessons is assumed.
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L2.9 - How does development create inequalities in India (core-periphery & demographic change)

L2.9 - How does development create inequalities in India (core-periphery & demographic change)

A lesson on how economic growth can create positive and negative impacts on people, including demographic change, using the case study of Mahrashtra and Bihar state in India and the core-periphery theory. Part of scheme of work written to deliver the new GCSE Geography 2016 specifications. Activities are differentiated and include: * Starter which links to previous lesson's key concepts * Data exercise (calculating difference from the mean) * Gallery of labelled images showing development disparities, for students to annotate core-periphery diagrams; * Cause and effect social changes match-up exercise * Homework
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L3 - Designing Questionnaires

L3 - Designing Questionnaires

This powerpoint explores questionnaire design for geography fieldwork including the use of closed and open; qualitative and quantitative data questions. There are accompanying resources (for separate download or bundled). It can be used as a base for student-designed questionnaires (or you can use the questionnaire supplied in the fieldwork workbook (separate download). It is part of a bundled scheme of work to deliver fieldwork for Edexcel geography B's 2016 GCSE specification Topic 6 Geographical Investigations: Investigating Dynamic Urban Areas. It has been successfully tested and delivered on mixed ability y10 student classes including the fieldtrip itself . The series includes 9 lessons which supports students (and teachers!) to prepare for; deliver and write-up urban fieldwork including differentiated lessons, powerpoints, activities and resources; a fieldwork workbook for students; an online student write-up booklet; spreadsheets to help analyse data; exam questions and mark schemes. The investigation is based in Birmingham but could easily be adapted to other cities. NB - individual students' access to PCs + internet most lessons is assumed.
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L3 - 'Good' questionnaire

L3 - 'Good' questionnaire

These is an examplar questionnaire to accompany to accompany a lesson exploring questionnaire design for geography fieldwork including the use of closed and open; qualitative and quantitative data questions. it can be used as a base for student-designed questionnaires (or you can use the questionnaire supplied in the fieldwork workbook (separate downdload). It is part of a bundled scheme of work to deliver fieldwork for Edexcel geography B's 2016 GCSE specification Topic 6 Geographical Investigations: Investigating Dynamic Urban Areas. It has been successfully tested and delivered on mixed ability y10 student classes including the fieldtrip itself . The series includes 9 lessons which supports students (and teachers!) to prepare for; deliver and write-up urban fieldwork including differentiated lessons, powerpoints, activities and resources; a fieldwork workbook for students; an online student write-up booklet; spreadsheets to help analyse data; exam questions and mark schemes. The investigation is based in Birmingham but could easily be adapted to other cities. NB - individual students' access to PCs + internet most lessons is assumed.
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L3 - Designing questionaires - 'Bad' questionnaire

L3 - Designing questionaires - 'Bad' questionnaire

This is an exemplar questionnaire to accompany L3 lesson, exploring questionnaire design. It is part of a bundled scheme of work to deliver fieldwork for Edexcel geography B's 2016 GCSE specification Topic 6 Geographical Investigations: Investigating Dynamic Urban Areas. It has been successfully tested and delivered on mixed ability y10 student classes including the fieldtrip itself . The series includes 9 lessons which supports students (and teachers!) to prepare for; deliver and write-up urban fieldwork including differentiated lessons, powerpoints, activities and resources; a fieldwork workbook for students; an online student write-up booklet; spreadsheets to help analyse data; exam questions and mark schemes. The investigation is based in Birmingham but could easily be adapted to other cities. NB - individual students' access to PCs + internet most lessons is assumed.
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L2.3 - Causes and consequences of global inequality

L2.3 - Causes and consequences of global inequality

What are the causes and consequences of global inequality? L2.3 of a series to deliver new 2016 GCSE specifications on Development Dynamics. Complete lesson with differentiated activities based on latest resources, and progress checks. Cross-checked against Edexcel specification and 2 different textbooks. Its future-proof and easy to deliver. Requires Pearson or Oxford University Press's Geography B GCSE textbook 2016
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L2.6 - Emerging India's Strategic Location

L2.6 - Emerging India's Strategic Location

A lesson on India's strategic location and how its physical geography has influenced its rapid economic growth. Written to deliver key topic the new GCSE Geography exam board specs for 2016. Activities include: Graphigacy exercise Drawing proportional flow line maps Includes homework exercise
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L2.7 - How TNCs create top-down growth

L2.7 - How TNCs create top-down growth

A whole lesson to teach the characteristics of top-down development projects and pros and cons of TNCs as a source of FDI for developing countries, using BT in India as a case study. Written to deliver a key topic in human economic geography, and core to the new GCSE Geography exam board specs on development for 2016. Activities include: Card sort on TNC factories as top-down development approaches, with pros and cons Diamond ranking on related government policies for development.
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L2.5 - Will Malawi always be dependent? (Dependency Theory)

L2.5 - Will Malawi always be dependent? (Dependency Theory)

Uses Malawi's development history to explore Frank's Dependency, a key topic in human geography, and core to the new GCSE Geography exam board specs for 2016 on Development Dynamics. Activities are differentiated and include: * Starter which links to previous lesson's key concepts * Spider diagrams * Annotation of dependency theory diagrams with case study information
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L2.1 Measuring development

L2.1 Measuring development

Complete GCSE lesson with powerpoint and learning resources on measuring development using single and composite indicators. First of a scheme of work to deliver Edexcel/ Pearson's new 2016 Geography B specification. Comprehensive 4 stage lessons with keywords and skills consistent with Edexcel's GCSE Geography B specification. Differentiated resources and progress checks included.
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L9 - How does life vary across Birmingham?

L9 - How does life vary across Birmingham?

Whole lesson (differentiated)using online interactive choropleth mapping of the Index of Multiple Deprivation to investigate how deprivation and inequality varies across Birmingham. As part of a scheme of work to deliver new GCSE Geography B specification (2016) on the UK's Human Geography. internet access + student pcs required.
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L4 - Why is there a North South Divide in the UK?

L4 - Why is there a North South Divide in the UK?

L4 of a series, focusing on reasons for changes in employment in the UK, and the North South divide in employment and wages. Part of a scheme of work to deliver Edexcel's GCSE Edexcel Geography B 2016 unit: 'UK's evolving human landscape'. Fully resourced lessons and powerpoints, with activities differentiated by grade.
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L9 Activity - Spiral of decline in Birimgham

L9 Activity - Spiral of decline in Birimgham

Activity to accompany whole lesson investigate how & why deprivation and inequality varies across Birmingham. Activity uses Ripple Thinking to explore the spiral of decline in Birmingham. As part of a scheme of work to deliver new GCSE Geography B specification (2016) on the UK's Human Geography. internet access + student pcs required.
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