Cycle number 1

Topic

Overview of the cycle

How is global population changing?

Getting started - population, population growth and reasons for it. Pupils will have an introduction to GCSE Geography and see what the course entails. Pupils will know how and why the global population is changing. They will plot population change as a graph and label with the key words they have learned in the lesson.

How and why have birth and Pupils will recap their first lesson. They will learn how population data death rates changed over is collected and how often. They will look at some effects of time? population change. Pupils will learn what the demograohic transition model shows and label their own version. They will complete a living graph. How and why does the age Population pyramids how pupils how age and gender are represented and gender structure of graphically. Pupils will draw and annotate a range of population populations vary? pyramids. What are the problems of ageing populations? Case study of East Devon. Illustrates the nature of the UK's ageing population and changing dependency ratio (more on the dependency ratio later) - looking at the causes and consequences (pos. and neg.). How governments and NGOs and individuals are meeting the challenges at a national and local level and explore the strain on healthcare, transport, housing, the pensions timebomb and the growing crisis of care. Case study of East Devon. Illustrates the nature of the UK's ageing population and changing dependency ratio (more on the dependency ratio later) - looking at the causes and consequences (pos. and neg.). How governments and NGOs and individuals are meeting the challenges at a national and local level and explore the strain on healthcare, transport, housing, the pensions timebomb and the growing crisis of care. Pupils will learn how to calculate the dependency ratio, after learning who the 'dependent' are. They will look ak the Rostow Model and understand the ideas behind it. They will then hypothesise what a FIFTH stage of the DTM would look like and have a go at drawing their own fifth stage. Pupils will learn what overpopulation means and think of problems it might cause. They will know the consequences of maintaining family size. They will look at characteristics of a sustainable population management policy and research policies and write newspaper articles in groups. Case study of The Gambia. Pupils will explore the issues and implications that arise as a result. They will look at the role of contrception and family planning, pressures on resources and the environment and the ways Governments and NGOs are working together to provide schools, housing and healthcare. Case study of The Gambia. Pupils will explore the issues and implications that arise as a result. They will look at the role of contrception and family planning, pressures on resources and the environment and the ways Governments and NGOs are working together to provide schools, housing and healthcare.

What are the problems of ageing populations?

Is there a relationship between the population structure and the level of economic development of a country? Are some countries overpopulated? Are some strategies for population management more sustainable than others? What are the problems of youthful populations?

What are the problems of youthful populations?

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What is migration and why do people do it?

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Pupils will look at the different types of migaration and the reasons behind them. They will categorise these reasons. They will complete case studies Does international migration Pupils will look at reasons why people move from one country to have a pattern? another. They will discuss and understand some of the problems caused by large-scale migration and write case studies about international migration and internal migration. Poles in to UK and rural - urban migration in Brazil (in class) and Turks in to West Germany (for homework). How is migration connected Pupils will learn more key words related to migration. They will learn to urbanisation? some of the problems caused by urbanisation in LEDCs and counterurbanisation in MEDCs, and look at the causes and management of these. They will consolidate their knowledge in two case studies. They will complete a section of the exam paper. How is land used within cities? Pupils will learn the Hoyt and Burgess models of MEDCurban land use. They will look at the reasons behind the differences in the models. They will use GIS to look at examples of land-use. GIS is compulsory at KS4. Proposed school trip Pupils will discuss where we/they buy different types of things and why - they will learn the look at the hierarchy of shops. They will know the difference between comparison and convenience goods and give examples of each.

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How is land-use changing within cities? What different types of goods and retail services are found in urban and rural settlements today? Is there a pattern?