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Geography at key stage 3 (Year 8)
Unit 9: Shopping - past, present and future
Section 1: The past - how and why does the provision of goods and services change? How are different groups affected (who wins and who loses) when there is change?
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Objectives |
| Children should learn: |
- to ask geographical questions
- to suggest appropriate sequences of investigation
- to collect, record and present evidence
- to analyse and evaluate evidence and draw and justify conclusions
- to use fieldwork techniques
- how to classify goods and services
- to consider an issue from different points of view
- to identify how and why shopping patterns change with time
- about the geographical distribution of an economic activity (retail outlets)
- to consider how and why changes in the functions of settlements occur and how these changes affect groups of people in different ways
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Activities |
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Outcomes |
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Children: |
- Introduce the topic with a brainstorming activity, asking pupils in groups what sorts of questions would need to be asked to find out about changes in shopping patterns over the past 20-30 years. Groups can pool responses and discuss the best selection of wording to elicit the information they seek. Pupils identify three success criteria for their questionnaire, from which a list is drawn up to evaluate the activity when completed.
- Ask pupils to identify the age groups (parent/grandparent) they will need to interview and to do this for homework, recording their results on a database or wall chart. In groups, they can ask questions about the data to evaluate the extent to which the questionnaire worked and to identify how it could have been improved,
eg separation of convenience goods from comparison goods.
- Help pupils to compile a class summary and identify the main changes that have taken place and suggest reasons why they have occurred (human processes). Pupils can select their own preferred way to make notes, for extended writing later.
- Organise a visit to the nearest shopping parade to note types of shops and services, any evidence of a change of function and to investigate people's shopping habits. Ask pupils to present and analyse results and consider reasons for patterns identified, including reasons for any change in function and its effects.
- Choose a town that has a range of different types of shopping centres, including an out-of-town development or retail warehouse. Discuss these with pupils and ask them to map the locations and add notes about their advantages and disadvantages. Ask pupils to consider two of these from different people's viewpoints,
eg young, elderly, without a car, mother with young children, and to tabulate their findings.
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- collect, record and evaluate data about shopping changes
- analyse their findings and suggest reasons for changes in shopping patterns
- describe the distribution of shopping centres in a settlement they are familiar with
- explain how out-of-town developments affect service provision in other parts of towns
- explain how changes of location and function benefit some people/groups more than others locally/within the region
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Points to note |
- Developing the questionnaire could be a whole-class activity. Agree the questions to include,
eg what, where, how often, cost, mode of transport.
- Language for learning: this activity provides pupils with the opportunity to discuss and question what they are learning and how it is relevant in other contexts or when using different variables.
- History: links with work on transport, working hours, emancipation of women.
- Citizenship: this activity provides pupils with the opportunity to consider other people's experiences and to think about, express and explain views that are not their own.
- Mathematics: pupils collect, represent and interpret data.
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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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