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Geography at key stage 3 (Year 7)
Unit 6: World sport
Section 3: Where is the stadium located?
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Objectives |
| Children should learn: |
- to ask geographical questions
- to suggest sequences of investigation
- to collect, record and present evidence
- to use local and OS maps of different scales
- to annotate a sketch map
- to communicate in ways appropriate to task and audience
- about factors influencing the choice of location for a stadium
- how location decisions are made
- to analyse the effect of planning decisions, leading to changes in places, on different groups of people
- to plan and develop ideas and lines of thinking in continuous text
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Activities |
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Outcomes |
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Children: |
What impact does a stadium have on an area?
- Discuss with pupils the idea of location requirements,
eg for a secondary school.
- Brainstorm the question
What are the location requirements of a football stadium today? Ask pupils to locate their local team's stadium on a 1:50,000 OS map, draw a sketch map and add notes about its particular location. They can then assess its suitability in the future.
- Ask pupils to investigate the impact the stadium has on the local area and on those people who live close to it. Divide pupils into groups and ask them to identify what questions they would need to ask, who they would try to talk to (age/sex), how they would collect and record the information before visiting the area in which the stadium is located, if this is appropriate or possible.
- After the visit, help pupils to collate, transform and represent the data.
How and why has the location of a stadium changed?
- Compare the old and new proposed stadium locations for a club which has moved in recent years or proposes to move by drawing up a table showing the characteristics of the new and old locations.
- Discuss with pupils the impact that changing the location has had or will have on different groups of people. This may be developed as a research activity by arranging for pupils to contact different interest groups,
eg financial director of the football club, local police, coach operator, local residents (different age range/sex), local shopkeepers/publicans. Contact can be made by formal letter on school notepaper, or by e-mail or fax.
- When responses are received arrange pupils, in groups, to read and summarise responses from the different groups contacted. Views may be represented orally, in the form of a public meeting, as part of the preparation for a more formal piece of writing, and for pupils to make notes on the views of others about the move/proposed move. Ask the pupils to write a structured report, divided into paragraphs and using subheadings, presenting the main arguments of their findings, and the outcome (if in retrospect) or their considered proposal (if as yet undecided). The audience for this report could be the local authority planning department.
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- draw an annotated sketch of the location of a football stadium
- explain how a sports stadium can have both positive and negative impact on local people and the environment
- exemplify the factors affecting the choice of location for a sports stadium
- interpret information from a variety of resources
- write in an appropriately formal style, possibly for audiences outside the school
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Points to note |
- Citizenship: this activity provides pupils with the opportunity to consider the responsibilities of local government and how decisions are made at a local level.
- If there is no local stadium available, this section may have to be omitted.
- Language for learning: this activity provides the opportunity for writing a letter in a formal, objective and impersonal way. Pupils will need reminding of the layout style and structure of formal letters and will need to draft their letters first. Less able writers may need a more detailed structure to support their writing.
- Key skills: links with working with others, where pupils work on a one-to-one or group basis and plan with others what needs to be done, confirm their understanding of the objectives, their responsibilities and working arrangements, carry out tasks and review progress.
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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