Schemes of work: Geography at key stage 3 Teacher's Guide

APPENDIX 9: POSSIBLE LINKS BETWEEN GEOGRAPHY AND CITIZENSHIP

Developing citizenship through selected units

The national curriculum requirements for citizenship will become statutory from September 2002. Schools will need to consider how the citizenship programmes of study should be taught. The QCA schemes do not provide a model for an approach to citizenship but simply suggest where links can be made.

Unit 1 'Making connections'

• Pupils share their experiences of geography at key stage 2, eg they contribute to group and class exploratory discussion.
• Pupils investigate the ways in which a local church is connected to the wider world through its religion, architecture and other characteristics, eg they explore the diversity of national and religious identities within the UK.
• Class migration survey is carried out to find out where pupils were born (local, regional, national, international), eg pupils find out about their class's diversity of national, regional, religious and ethnic identities (and the need for mutual respect and understanding).
• Pupils conduct a survey of which television programmes they watch, eg they reflect on the importance to themselves (and the significance of this form of media in society).

Unit 3 'People everywhere'

• Pupils visit either a greenfield or brownfield site, and consider housing options from the point of view of different people, eg they think about a topical social issue by analysing information and its sources; to think about, express and explain views that are not their own.
• Pupils, through role play, explore different views about a recent change in land use, eg they use their imagination and think about, express and explain views that are not their own.

Unit 5 'Exploring England'

• Pupils use maps to identify the constituent parts of the British Isles and sort out the relationships between political and administrative divisions, eg they learn about the diversity of national, regional, religious and ethnic identities within the British Isles and clarify the distinction between central and local government.
• Pupils investigate the regional coverage of utility companies and television channels and the local coverage of newspapers, telephone directory, Yellow pages, eg learn about public (central government) and private services.
• Pupils learn about the spatial spread of some of the invasions, settlements and conquests in England's past, eg they use place names on maps and other data to find out about the diversity of national, regional, religious and ethnic identities in England.

Unit 8 'Coastal environments'

• Pupils study the causes and consequences of a cliff collapse before planning advice for the local council with respect to controlling the hazard or preventing its recurrence, eg they learn about the roles and responsibilities of central and local government and the services they offer and how they are financed.
• Pupils undertake role play and decision-making exercise on coastal protection. Some take the role of reporters from different branches of the media, eg they clarify the roles and responsibilities of central and local government, and the significance of media in society.

Unit 11 'Investigating Brazil'

• After studying the materials, pupils consider various roles (trans-national companies (TNCs), World Bank, environmentalists, government, neighbouring countries) to develop ideas about ways to reduce inequalities in the use of the rainforest, eg they develop skills of participation and learn to negotiate; they understand the importance of resolving conflict fairly.

Unit 14 'Can the earth cope? Ecosystems, population and resources'

• Pupils study resource issues on a global scale, and identify which ones already impact on their lives, and which might affect them or their children in the future. They consider possible and preferred future outcomes, eg they are confronted with the idea of the world as a global community and the political, economic, environmental and social implications of this.

Unit 16 'What is development? '

• When considering different levels of development within a country, pupils consider the question 'How does my life compare with the young people who live in this area? ', eg use their imagination to consider other people's experiences.
• Pupils use a collection of aid agency campaign posters to generate questions about the different viewpoints and strategies associated with overseas aid, eg they learn about the work of international voluntary agencies in the context of the world as a global community and the role of the European Union, the Commonwealth and the United Nations.

Unit 18 'The global fashion industry'

• Pupils play a world trade game to develop ideas about global market instability and inequality between trading partners relating to sustainability, eg they learn about the world as a global community and the political, economic, environmental and social implications of this.
• In a class discussion, pupils identify the winners and losers in the globalisation process. They brainstorm ideas about the future of trading and how equalities can be reduced, eg they think about topical political, spiritual, moral and social issues at a global scale - and justify orally and in writing a personal opinion about such issues, problems or events.

Unit 21 'Virtual volcanoes and internet earthquakes' and unit 2 'The restless earth - earthquakes and volcanoes'

• Pupils investigate the role of aid agencies in a recent earthquake disaster, eg they learn about the work of national and international voluntary groups (aid agencies) who raise funds, provide support and respond to international emergencies.