Edexcel AS and A level Geography Scheme of Work
Area of study 2: Dynamic Places
Topic 4: Shaping Places,
Topic 4A: Regenerating Places
Introduction
Our specifications offer an issues-based approach to studying geography, enabling students to explore and evaluate contemporary geographical questions and
issues such as the consequences of globalisation, responses to hazards, water insecurity and climate change. The specification content gives students the
opportunity to develop an in-depth understanding of physical and human geography, the complexity of people and environment questions and issues, and to
become critical, reflective and independent learners.
AS and A Level qualifications that are co-teachable
Centres co-teaching AS and A Level can deliver Area of study 1: Dynamic Landscapes and Area of study 2: Dynamic Places in the first year, allowing students
to be entered for the AS at the end of year 12.
Confidence in geographical skills and fieldwork
Content is framed by enquiry questions that encourage an investigative and evaluative approach to learning. We have signposted where and how geographical
skills and fieldwork should be embedded in teaching. Our A Level assessment will integrate the assessment of geographical skills with knowledge and
understanding.
Holistic understanding of geography
This specification will encourage students to make links between different geographical themes, ideas and concepts through synoptic themes embedded in the
compulsory content.
Overview of Area of study 2: Dynamic Places

Dynamic Places is examined on Paper 2 which is worth 50% of the marks at AS level and 30% of the marks at A level. Paper 2 is marked out
of 90 at AS and 105 at A level.

All students are required to study Topic 3: Globalisation, and either Topic: 4A Regenerating Places or Topic 4B: Diverse Places.

You need to allow roughly 44 hours to teach Area of study 2; 18 hours to teach Topic 3 and roughly 26 hours to teach Topic 4, including 6
hours of fieldwork lessons and, in addition, one day of fieldwork. The suggested hours of teaching should be sufficient to teach students the
required content and skills for this topic. The allocation of hours does not take into account individual schools’ approaches to delivering the
course, revision, school mocks, topic tests or assessment feedback.

Students are required to complete a minimum of two days of fieldwork at AS Level and four days of fieldwork at A Level. This fieldwork must
relate to processes in both physical and human geography. It must also provide an introduction to the nature and process of a high-quality
geographical enquiry. In Topics 2A and 2B the suggested fieldwork lessons have been grouped at the end of the Schemes of Work. The
themes combine to build up to the last lesson, where students are to design their own study. These sets of lessons could be done before
students complete a field trip, so they are not included in the normal lessons. In Topics 4A and 4B the suggested fieldwork lessons are
integrated into the content teaching. These approaches are not prescriptive and you may choose to integrate preparation for fieldwork into
your teaching in a different way.
The sample assessment materials can be used for question practice to enable students to build up their confidence and skills as part of their revision
and exam practice.
2
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Scheme of Work for Area of study 2: Dynamic Places, Topic 4: Shaping Places, Topic 4A:
Regenerating Places
Local places vary economically and socially with change driven by local, national and global processes. These processes include movements of people, capital,
information and resources, making some places economically dynamic while other places appear to be marginalised. This creates and exacerbates
considerable economic and social inequalities both between and within local areas. Urban and rural regeneration programmes involving a range of players
involve both place making (regeneration) and place marketing (rebranding).
Regeneration programmes impact variably on people both in terms of their lived experience of change and their perception and attachment to places. The
relative success of regeneration and rebranding for individuals and groups depends on the extent to which lived experience, perceptions, and attachments to
places are changed.
Students should begin by studying the place in which they live or study in order to look at economic change and social inequalities. They will then put this
local place in context in order to understand how regional, national, international and global influences have led to changes there. They should then study one
further contrasting place through which they will develop their wider knowledge and understanding about how places change and are shaped.
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Enquiry question 1: How and why do places vary? An in-depth study of the local place in which you live or study and one contrasting
place
Lesson 1
(1 hour)
Key idea
4A.1 Economies
can be classified in
different ways and
vary from place to
place.
Suggested
learning
objectives
Understand the
different ways
economies can be
classified and how
they vary from
place to place.
4A.1a Economic activity
can be classified by
sector (primary,
secondary, tertiary and
quaternary) and also by
type of employment
(part-time/ full-time,
temporary/ permanent,
employed/ selfemployed).
UK and local
(1) Use of GIS
to represent
data about
place
characteristics.
4A.1b There are
differences in economic
activity (employment
data and output data)
and this is reflected
through variation in
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Starter
Present students with a copy of the Clarke-Fisher model
(widely available online). Encourage them to describe
what the model shows and explain the reasons for the
changes in employment sectors, discussing the relevance
of the model to their local area.
Main
Students could work in groups focusing on social
indicators such as health, life expectancy and education,
and economic indicators such as income levels or % in
full-time employment. Useful resources include
www.datashine.org.uk and
http://www.theguardian.com/news/datablog/interactive/2
012/nov/22/wages-map-britain.
3
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
social factors (health, life
expectancy and levels of
education). (1)
Teaching resources and synoptic links
Students should research variations between the area in
which they live and a contrasting locality. They can then
feed back their findings to the rest of the group. The
group should complete a table with a variety of socioeconomic indicators exemplifying their two contrasting
localities. If ICT access is difficult, teacher could use
www.neighbourhood.statistics.gov.uk to give the students
some data on a contrasting locality.
Plenary
For each of the social and economic indicators discussed,
give reasons for the contrasts in the data.
Lesson 2
(1 hour)
Key idea
4A.1 Economies
can be classified in
different ways and
vary from place to
place.
Suggested
learning
objectives
Understand
inequalities in pay
levels across
different economic
sectors.
4A.1c The inequalities in
pay levels across
economic sectors and in
different types of
employment are reflected
in quality of life indices.
Key words
Median
Inequality
Quality of life
UK and local
(1) Use of GIS
to represent
data about
place
characteristics.
(3) Use of the
Index of
Multiple
Deprivation
(IMD) database
to understand
variations in
levels and types
of deprivation.
Starter
Display the Guardian’s UK interactive wage map:
http://www.theguardian.com/news/datablog/interactive/2
012/nov/22/wages-map-britain. Students should describe
the pattern of median wages across the UK.
Main
Compare the map discussed in the starter with the
following map showing population reporting good health:
http://www.ons.gov.uk/peoplepopulationandcommunity/h
ealthandsocialcare/healthandwellbeing/articles/generalhe
althinenglandandwales/2013-01-30.
Discuss the IMD (Index of Multiple Deprivation) with
students, and its use as a tool to measure levels of
deprivation. IMD scores:
https://tools.npeu.ox.ac.uk/imd/.
Carry out a Spearman’s rank exercise to investigate
whether there is a link between the overall level of
deprivation and a quality of life indicator (IMD scores
versus % reporting poor health could be used). Data
could be collected from a variety of LSOAs (lower layer
4
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
super output areas) in two contrasting localities.
Encourage students to comment on the findings, focusing
on correlations and anomalies.
Plenary
Cover the table activity: using Post-it notes, cover the
table with differences that the students have noted so far
on their contrasting localities.
Lesson 3
(1 hour)
Key idea
4A.2 Places have
changed their
function and
characteristics
over time.
Suggested
learning
objectives
Understand how
places have
changed their
functions and
demographic
characteristics
over time.
4A.2a Over time, places
have changed their
functions (administrative,
commercial, retail and
industrial) and
demographic
characteristics
(gentrification, age
structure and ethnic
composition).
UK
Starter
Display two images side by side of an area that has
experienced significant change over the years (this should
be in your local area if relevant). You could focus on an
area of former derelict land, discussing its former function
and any subsequent development.
Encourage students to discuss the reasons for these
changes. Repeat the exercise with a contrasting locality.
Note them on the board.
Key words
Main
Regeneration
Teacher-led discussion on why places may change their
function and demographic characteristics over time,
linked to Lesson 1 on changing economic activity.
Although the discussion could be focused on your local
area, many northern cities provide excellent areas of
focus, such as Newcastle, Liverpool or Manchester.
Gentrification
Studentification
http://www.ons.gov.uk/peoplepopulationandcommunity/c
ulturalidentity/ethnicity/articles/ethnicityandnationalidenti
tyinenglandandwales/2012-12-11 is a useful resource to
discuss changing ethnic composition.
The time slider function on Google Earth is a great way to
illustrate land-use changes.
Zoopla heat maps illustrate average property prices
across the UK, which is a useful way to investigate the
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5
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
impacts of gentrification and studentification in an area:
http://www.zoopla.co.uk/heatmaps/.
The following is a useful resource that illustrates
population changes at a local authority level:
http://www.ons.gov.uk/peoplepopulationandcommunity/p
opulationandmigration/populationprojections/bulletins/sub
nationalpopulationprojectionsforengland/2014basedprojec
tions.
Population pyramids at a subnational level illustrating
changes in age structure can be found here:
http://www.neighbourhood.statistics.gov.uk/HTMLDocs/d
vc183/.
Plenary
Draw a spider diagram illustrating the changes that have
taken place in your contrasting localities.
Lesson 4
(1 hour)
Key idea
4A.2 Places have
changed their
function and
characteristics
over time.
Suggested
learning
objectives
Understand the
various reasons for
changes in places’
functions and
demographic
characteristics.
Understand the
ways of measuring
6
4A.2b Reason for
changes in a place might
be explained by physical
factors, accessibility and
connectedness, historical
development and the role
of local and national
planning. (2)
4A.2c Change can be
measured using
employment trends,
demographic changes,
land-use changes and
levels of deprivation
(income deprivation,
employment deprivation,
health deprivation,
crime, quality of the
UK and local
(2)
Interpretation
of oral accounts
of the values
and lived
experiences of
places from
different
interest groups
and ethnic
communities.
(3) Use of the
Index of
Multiple
Deprivation
(IMD) database
to understand
variations in
Starter
Whereas the previous lesson focuses more on how areas
change over time, this lesson focuses on the reasons
behind those changes. Encourage the group to brainstorm
why an area may change over time. You could give them
a stimulus in the form of the following headings: physical
factors, accessibility and connectedness, historical
development, role of local and national planning.
Main
Students could work in four groups (physical factors,
accessibility and connectedness, historical development
and local and national planning) to research how an area
has changed over the years.
Students could make use of IMD data to describe and
explain differences in levels of deprivation in their
contrasting localities. IMD data for your local area can be
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
changes in
employment
trends,
demographics,
land use and levels
of deprivation.
living environment,
abandoned and derelict
land). (3)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
levels and types
of deprivation.
found at:
http://apps.opendatacommunities.org/showcase/deprivati
on.
Key words
Plenary
Function
Revision or test on key terms.
IMD
Lessons 5
and 6
(1 hour
each)
Key idea
4A.3 Past and
present
connections have
shaped the
economic and
social
characteristics of
your chosen
places.
Suggested
learning
objectives
Understand that
regional, national,
international and
global influences
have influenced
the characteristics
of your chosen
places.
Understand the
way economic and
social changes in
your places have
4A.3a Regional and
national influences have
shaped the
characteristics of your
chosen places. These
places can be
represented in a variety
of different forms, giving
contrasting images to
that presented more
formally and statistically.
How the lives of students
and those of others are
affected by this
continuity and change,
both real and imagined.
Global,
international, UK,
local
(4)
Investigation of
social media to
understand how
people relate to
the places
where they live.
4A.3b International and
global influences that
have shaped your chosen
places. These places can
be represented in a
variety of different
forms, giving contrasting
images to that presented
more formally and
statistically. How the
lives of students and
those of others are
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Starter
Students could produce a mind map detailing how their
chosen place is influenced by regional, national and
international factors.
Main
There are four areas of focus that students need to cover
when investigating how their chosen place is influenced:
regional, national, global and international influences.
Students could work in four groups, each focusing on one
of these areas. On a regional level, students could focus
on how their chosen area interacts with other major
settlements in the area and what policies the local
authority has put in place to develop the area. On a
national level, the discussion could focus on policies
implemented by central government and the political
make-up of the area using election data and comparisons
between your area and IMD data for the UK.
Internationally, a survey could be conducted on the
impacts of EU policies. Globally, are there any TNCs in
your area? How do internet connectivity speeds in your
area compare to other localities?
When considering economic and social changes in their
area, students could focus upon how the function and
land use of the area has changed over the years – a
useful resource is www.oldmaps.co.uk. Is there inequality
in your area? What is happening to house prices? How
have median incomes changed over the last ten years?
7
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
influenced people’s
identity.
affected by this
continuity and change,
both real and imagined.
(P: increasing roles of
TNCs and IGOs)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
What evidence is there for aesthetic change?
Questionnaires could be produced to be used in the field
that focus on issues such as these.
A whole range of resources could be used for this,
including www.datashine.org.uk and www.ons.gov.uk,
social media sources such as Twitter and online forums
(skills objective 4), newspapers and interviews (skills
objective 2).
4A.3c Consideration of
the way in which
economic and social
changes in your chosen
places have influenced
people’s identity. (4) (A:
attitudes on changes
range from cultural
erosion to enrichment)
Many areas have online forums where local viewpoints are
discussed. In addition, Twitter and Facebook have local
interest groups where topical issues may be discussed.
It is important for students to appreciate that the
perceived reality of the impact of changes on people’s
lives can be different from the reality.
Plenary
A discussion about which of the four influences has had
the most significant impact on students’ chosen areas.
Lessons 7
and 8
(1 hour
each)
Key idea
4A.3 Past and
present
connections have
shaped the
economic and
social
characteristics of
your chosen
places.
Suggested
learning
objectives
Understand that
regional, national,
8
4A.3a Regional and
national influences have
shaped the
characteristics of your
chosen places. These
places can be
represented in a variety
of different forms, giving
contrasting images to
that presented more
formally and statistically.
How the lives of students
and those of others are
affected by this
continuity and change,
both real and imagined.
Global,
international,
local
(4)
Investigation of
social media to
understand how
people relate to
the places
where they live.
Starter
What are the key ways in which your local area has
changed? How has its function changed?
Main
Investigate a contrasting location to the area selected in
Lessons 4 and 5.
Use the ONS website to investigate how your local area
changed between 2001 and 2011. Neighbourhood
statistics is another excellent resource.
The Oral History Society (www.ohs.org.uk) is a useful
resource to check whether oral histories exist for your
local area.
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
international and
global influences
have influenced
the characteristics
of your chosen
places.
4A.3b International and
global influences that
have shaped your chosen
places. These places can
be represented in a
variety of different
forms, giving contrasting
images to that presented
more formally and
statistically. How the
lives of students and
those of others are
affected by this
continuity and change,
both real and imagined.
(P: increasing roles of
TNCs and IGOs)
Understand the
way economic and
social changes in
your places have
influenced people’s
identity.
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Further research should be done using
www.ons.gov.uk/ons/regional-statistics/index.html, which
provides useful snapshots of UK regions illustrating
demographic changes.
Plenary
Five non-stop: pair students up. One student (Partner 1)
talks to the other for two and a half minutes non-stop
about how their chosen contrasting area has been
influenced by regional and national influences. Partner 2
then talks non-stop about how international and global
influences have shaped this contrasting location. At A
Level this activity can be modified so that students
evaluate the ways in which their contrasting area has
been influenced.
4A.3c Consideration of
the way in which
economic and social
changes in your chosen
places have influenced
people’s identity. (4) (A:
attitudes on changes
range from cultural
erosion to enrichment)
Enquiry question 2: Why might regeneration be needed?
Lesson 9
Key idea
(1 hour)
4A.4 Economic
and social
inequalities change
people’s
perceptions of an
area.
4A.4a Successful regions
(San Francisco Bay
Area) have high rates of
employment, inward
migration (internal and
international) and low
levels of multiple
deprivation but also high
Successful
places: San
Francisco, USA
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Starter
Brainstorm the characteristics of ‘successful’ areas.
Main
Link the ideas from the starter activity to the cumulative
causation model (display this to students – it is widely
available online). Use this model as a basis for discussion
9
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Suggested
learning
objectives
property prices and skill
shortages in both urban
and rural areas.
Understand the
characteristics of
successful regions
such as San
Francisco.
Understand the
causes of the
spiral of decline
and the associated
characteristics of
less successful
areas such as the
American Rust Belt
and the NE
England Rust Belt.
Lesson 10
(1 hour)
Key idea
4A.4 Economic
and social
inequalities change
people’s
perceptions of an
area.
Suggested
learning
objectives
Understand the
characteristics of
successful regions
such as San
Francisco.
10
Place
exemplification
Teaching resources and synoptic links
regarding the ‘success’ of San Francisco or another
applicable area, such as the M4 corridor. Encourage
students to discuss the social inequalities within particular
areas that this success will bring – there are plenty of
relatively deprived areas within the M4 corridor and parts
of San Francisco (Tenderloin, Mission).
Key words
Cumulative causation
Cycle of decline
Plenary
Multiplier effect
4A.4b In some regions
(the Rust Belt, USA)
economic restructuring
has triggered a spiral of
decline, which includes
increasing levels of social
deprivation (education,
health, crime, access to
services and living
environment) in both
deindustrialised urban
areas and rural
settlements once
dominated by primary
economic activities.
Integrated
skills
What are the most significant factors behind the success
of San Francisco or the M4 corridor? Could be done as a
diamond ranking exercise.
Less successful
places: Rust Belt,
USA and the NE
England rust belt
(Teesside)
Starter
Brainstorm the characteristics of ‘unsuccessful’ areas.
Main
Use the spiral of decline or negative multiplier model as a
basis for discussion regarding the less successful areas of
the American Rust Belt or the Teesside Rust Belt.
https://www.minneapolisfed.org/research/economicpolicy-papers/competition-and-the-decline-of-the-rustbelt is a useful resource for the decline of the USA Rust
Belt.
http://www.newstatesman.com/culture/culture/2013/01/
meeting-our-makers-britain%E2%80%99s-longindustrial-decline is useful for UK industrial decline, which
can be applied to Teesside.
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Lessons
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Understand the
causes of the
spiral of decline
and the associated
characteristics of
less successful
areas, such as the
American Rust Belt
and the NE
England Rust Belt.
Key words
Plenary
Cumulative causation
Group discussion: What should Teesside’s priorities be as
it attempts to move out of the cycle of decline?
Lesson 11
Key idea
(1 hour)
4A.4 Economic
and social
inequalities change
people’s
perceptions of an
area.
4A.4c There are
priorities for regeneration
due to significant
variations in both
economic and social
inequalities (gated
communities, ‘sink
estates’, commuter
villages, declining rural
settlements).
Suggested
learning
objectives
Understand the
priorities for
regeneration due
to significant
variations in
equalities.
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Learning
objectives
Cycle of decline
Multiplier effect
UK, local
Starter
Use the plenary activity from the last lesson to prioritise
Teesside’s (or those of any other chosen area)
regeneration strategies.
http://www.middlesbroughpartnership.org.uk/CHttpHandl
er.ashx?id=5640&p=0 is a useful resource outlining
Teesside’s priorities. Students should select nine
strategies and put them into a diamond nine, justifying
their choices.
Key words
Main
Sink estate
The specification requires that students understand the
priorities for regeneration in four differing localities: gated
communities, sink estates, commuter villages and
declining rural settlements. A teacher-led discussion could
follow focusing on the issues and priorities faced by each
location, or students could be put into four research
groups – one for each type of settlement – and then feed
back their findings to the group.
Gated communities
Commuter villages
Lived experience
Plenary
Students each write an essay question based on what
they have learnt and get another student to answer it.
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11
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Lesson 12
Key idea
UK, local
(1 hour)
4A.5 There are
significant
variations in the
lived experience of
places and
engagement with
them.
4A.5a There are wide
variations in levels of
engagement in local
communities (local and
national election turnout,
development and support
for local community
groups). (A: local
communities vary in
attitudes)
Suggested
learning
objectives
Understand that
there are wide
variations in levels
of engagement in
local communities.
Integrated
skills
Teaching resources and synoptic links
Starter
Start by displaying a graphic displaying engagement
levels in the EU referendum:
http://www.newstatesman.com/politics/staggers/2016/06
/how-did-different-demographic-groups-vote-eureferendum. Students to consider why they may differ.
Main
Use the following link to investigate the relationship
between electoral turnout figures and levels of
deprivation: http://www.bbc.co.uk/news/election-201532624405. This could be done as a Spearman’s rank
exercise. The interactive map shows % of voter turnout in
the 2015 election, which could be compared to IMD
scores.
Another resource profiling voter turnout:
http://www.ukpolitical.info/Turnout15.htm.
IMD scores: https://tools.npeu.ox.ac.uk/imd/.
UK electoral results 2015:
http://www.electoralcommission.org.uk/our-work/ourresearch/electoral-data.
Encourage students to explore IPSOS Mori reports to
illustrate how different groups within communities have
varying levels of engagement e.g.: https://www.ipsosmori.com/researchpublications/researcharchive/3575/Ho
w-Britain-voted-in-2015.aspx. This can be done for your
chosen place and contrasting place.
Plenary
Students write/speak about their opinion(s) on the
reasons behind variations in engagement. This could be
used as a springboard for a shared evaluative discussion
of what has been studied.
12
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Lesson 13
Key idea
UK, local
(1 hour)
4A.5 There are
significant
variations in the
lived experience of
places and
engagement with
them.
4A.5b Lived experience
of, and attachment to,
places varies according
to age, ethnicity, gender,
length of residence (new
migrants, students) and
levels of deprivation;
these in turn impact on
levels of engagement. (A:
attachment to places
influences attitudes)
Suggested
learning
objectives
Understand that
lived experience
and attachment to
places varies due
to a variety of
factors.
Integrated
skills
Teaching resources and synoptic links
Starter
Starter discussion based around factors affecting
attachment to a place. Discuss what factors give students
a sense of belonging/pride in their local area and the
reasons behind their pride. Do students feel more
attachment to an area other than the one they currently
live in? What factors influence this?
Main
Teacher could split students into five groups, each
focusing on one factor: age, ethnicity, gender, level of
deprivation, length of residence. Students then discuss
how their factor influences levels of engagement, and
feed back to the rest of the group.
Key words
Lived experience
Studentification
http://www.equality-ne.co.uk/downloads/856_toolkitcommunity-engagement.pdf is a useful resource outlining
the principles behind community engagement.
Plenary
1,2,3,4,5: give students a number reflecting the factor
they have been working on (age, length of residence,
etc.). Students should then form new groups, with one
member of each number 1–5, and discuss the significance
of their factor and its influence on attachment.
Lesson 14
Key idea
(1 hour)
4A.5 There are
significant
variations in the
lived experience of
places and
engagement with
them.
4A.5c Conflicts can occur
among contrasting
groups in communities
that have different views
about the priorities and
strategies for
regeneration, these have
complex causes (lack of
political engagement and
UK, local
(7) Evaluation
of different
sources (music,
photography,
film, art,
literature) and
appreciation of
why they create
different
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Starter
Show a video clip of the 2011 London riots. Discuss the
factors that could cause individuals to resort to such
extreme actions. Huge amounts of footage are available
online. You may also wish to show David Cameron’s
speech on ‘broken society’:
https://www.theguardian.com/uk/2011/aug/15/davidcameron-riots-broken-society.
13
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Suggested
learning
objectives
representation, ethnic
tensions, inequality and
lack of economic
opportunity). (P: players
vary in attitudes (A) and
may have contrasting
approaches (F))
Understand that
conflict can occur
among groups in
communities with
different views
about regeneration
priorities and
strategies.
4A.6c How different
representations of your
chosen local place could
influence the perceived
need for regeneration.
() (7)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
representations
and images of a
local place.
Main
Discuss why conflicts may occur between different groups
within a community with different views about
regeneration priorities. These different views lead to
different perceptions regarding the need for regeneration.
These ideas could be linked to levels of engagement
discussed in Lessons 12 and 13. Students should
complete a case study on the 2011 London riots, focusing
on causes and regeneration. The Broadwater Farm Estate
in Tottenham is a useful area to focus on when looking at
regeneration strategies in the area.
Resources
http://www.telegraph.co.uk/news/uknews/law-andorder/8630533/Riots-the-underclass-lashes-out.html
http://ourtottenham.org.uk/sites/broadwater-farmhousing-estate/
England riots 2011 timeline:
http://www.bbc.co.uk/news/uk-14436499
https://twitter.com/our_tottenham provides a useful
insight into local views regarding developments in the
area
What really caused the London riots – five theories:
http://theweek.com/articles/482619/what-causedlondon-riots-5-theories
An excellent resource with links to various pieces of music
exploring the causes of the riots:
https://www.theguardian.com/music/2011/aug/12/rapriots-professor-green-lethal-bizzle-wiley
How artists responded to the London riots:
http://www.huffingtonpost.co.uk/martin-newman/londonriots-art-aftermath-artists-respond-toriots_b_1384620.html
14
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Plenary
What was the most significant cause of the
London riots? Carry out a ranking exercise
based on the theories presented in The
Week article listed above. How should this
affect regeneration targets in London?
Lessons
15 and
16
(1 hour
each)
Key idea
4A.6 There are a
range of ways to
evaluate the need
for regeneration.
Suggested
learning
objectives
Understand how
different media
can provide
contrasting
evidence
questioning the
need for
regeneration in
your chosen area.
4A.6a The use of
statistical evidence to
determine the need for
regeneration in your
chosen local place. ()
(5)
4A.6b Different media
can provide contrasting
evidence, questioning the
need for regeneration in
your chosen local place.
() (6)
Local, UK
(5) Testing of
the strength of
relationships
through the use
of scatter
graphs and
Spearman’s
rank
correlation.
(6) Use of
different
newspaper
sources to
understand
conflicting
views about
plans for
regeneration.
Understand how
different
representations of
your chosen local
place could
influence the
perceived need for
regeneration.
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Starter
Give students a range of news headlines about the same
issue from a variety of media sources, illustrating the
different political slants of UK newspapers (range from the
Socialist (left), Metro (centre) to the Mail (right)).
Main
ICT facilities are useful for these lessons. Students could
collect evidence to evaluate the need for regeneration in
their chosen areas. Datasets could be downloaded from
https://www.neighbourhood.statistics.gov.uk/disseminati
on/ or www.ons.gov.uk to show how their chosen areas
have changed in terms of demographic make-up in the
last decade.
Students could be encouraged to produce a Spearman’s
rank comparing high unemployment with poor health. GIS
software such as ARCGIS could be used to map the data
to show spatial differences.
Discuss how different sources such as newspapers, TV
documentaries, online video clips of the same locality can
generate different perceptions of an area. Ideally base
this on your students’ chosen areas.
Plenary
Group discussion: What are the priorities for regeneration
in your chosen area? Is your chosen area facing spiral or
decline? How do you know?
15
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Enquiry question 3: How is regeneration managed?
Lesson 17
Key idea
(1 hour)
4A.7 UK
government policy
decisions play a
key role in
regeneration.
Suggested
learning
objectives
Understand how
infrastructure
investment by
national
governments plays
a key role in
regeneration.
4A.7a Infrastructure
investment (high speed
rail, airport development)
in order to maintain
growth and improve
accessibility to
regenerate regions. (P:
national government
facilitates regeneration
often in partnerships with
charities and developers)
Key words
Infrastructure
Rebranding
Re-imaging
Northern Powerhouse
UK, local
Starter
Begin by discussing the importance of transport
infrastructure in attracting investment. How well
developed is the transport infrastructure in your region?
How does it compare to the rest of the UK?
Main
A variety of case study material could be analysed
discussing government investment in UK transport
infrastructure. The proposed expansion of Heathrow
airport and HS2 could be used. Students could undertake
a cost-benefit analysis exercise for each project, focusing
on financial, social and environmental costs versus the
benefits of the proposal. Students could be encouraged to
explore the costs/benefits for the areas affected by the
investments as well as the wider UK; for instance, are
some areas benefiting to the detriment of others?
Discuss with students why central governments are more
likely to get involved with infrastructure investments than
local planning officials.
Resources
Heathrow airport expansion:
http://www.ft.com/cms/s/0/a9882c88-9f60-11e5-861308e211ea5317.html (subscription required)
http://news.sky.com/story/1183561/airport-expansionthe-case-for-and-against
HS2:
http://news.sky.com/story/916374/hs2-cases-for-andagainst-high-speed-rail
16
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
https://yougov.co.uk/news/2012/01/20/for-against-highspeed-rail/
http://stophs2.org/
Plenary
Divide students into two groups, for and against. Fiveminute group discussion: Is HS2 a blessing or a curse?
Lesson 18
Key idea
(1 hour)
4A.7 UK
government policy
decisions play a
key role in
regeneration.
Suggested
learning
objectives
Understand how
infrastructure
investment by
national
governments plays
a key role in
regeneration.
4A.7b Rate and type of
development (planning
laws, house building
targets, housing
affordability, permission
for 'fracking') affecting
economic regeneration of
both rural and urban
regions. (A: government
actions may prioritise
national over local needs
and opinions)
UK, local
4A.7c UK government
decisions about
international migration
and the deregulation of
capital markets (
enabling foreign
investment in prime
London real estate) have
significant impacts on the
potential for growth and
both direct and indirect
investment. (P:
government may create
open or closed doors
policies)
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Starter
This lesson focuses on government decision making in the
areas of fracking development, new house building,
financial market deregulation and international migration.
Students could be shown some newspaper articles and
headlines (widely available online) and asked to feed back
their prior knowledge on each issue.
Main
This lesson could be set up as a marketplace activity with
four stations: fracking, house building/affordability,
market deregulation and international migration.
Government involvement in these issues is likely to be
quite fluid over the course of the specification. Some
students become ‘experts’ in their allocated area, while
other students ‘shop’, collecting information.
Resources
Fracking:
Students focusing on fracking should consider why the
government is so keen to pursue this strategy, as well as
covering the environmental and social objections.
https://www.gov.uk/government/publications/aboutshale-gas-and-hydraulic-fracturing-fracking/developingshale-oil-and-gas-in-the-uk
17
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Key words
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Rebranding
https://www.theguardian.com/environment/2016/may/23
/north-yorkshire-council-backs-first-uk-fracking-tests-forfive-years
Re-imaging
House building:
Northern Powerhouse
Students could be given a local case study focusing on the
arguments for and against house building in their local
area. Many local resources exist, such as:
http://www.pontelandgreenbelt.co.uk/
Infrastructure
http://www.independent.co.uk/news/uk/homenews/housing-minister-brandon-lewis-says-target-is-amillion-new-homes-by-2020-10510185.html
Deregulation:
Students could focus on the arguments for and against
the deregulation of the financial sector and the free
movement of labour.
Interesting slant on the idea of deregulation:
https://www.theguardian.com/business/2015/may/25/ma
rgaret-thatcher-deregulated-city-london
Bank deregulation and Margaret Thatcher’s legacy:
http://www.ft.com/cms/s/0/7f8aaf08-a122-11e2-bae100144feabdc0.html#axzz4F50jjaZY
What will Brexit mean for the City of London:
http://www.ft.com/cms/s/2/e90885d8-d3db-11e5-829b8564e7528e54.html#axzz4D5UxlqJ1
International migration:
Students should examine how migration has significant
impacts on the labour market and UK growth and how the
government’s policy may be adjusted post-Brexit.
18
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Migration impacts on the labour market:
http://www.migrationobservatory.ox.ac.uk/briefings/labo
ur-market-effects-immigration
Useful resource on the impacts of Brexit on migration:
http://www.migrationobservatory.ox.ac.uk/projects/brexit
UK migration policy post-2010:
https://fullfact.org/immigration/uk-migration-policy2010-general-election/
Plenary
Students produce a pyramid of knowledge, e.g.:
Level one – things you have learnt today.
Level two –things you have been reminded about today
(that you already knew).
Level 3 – questions you want an answer to for next
lesson.
Students bring their questions to the following lesson.
Lesson 19
(1 hour)
Key idea
4A.8 Local
government
policies aim to
represent areas as
being attractive for
inward
investment.
Suggested
learning
objectives
4A.8a Local
governments compete to
create sympathetic
business environments
with local plans
designating areas for
development for a range
of domestic and foreign
investors (science parks).
(A: the actions of local
authorities will affect their
success)
UK, local
Understand how
local governments
aim to attract
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Starter
Students could discuss how local authorities may attempt
to make their area more attractive to inward investment.
Distribute the following resource, outlining the purpose of
enterprise zones:
http://enterprisezones.communities.gov.uk/aboutenterprise-zones/.
Main
The specification encourages students to focus on science
parks as a means of encouraging investment, many of
which are located within enterprise zones. A useful list of
UK science parks can be found here:
http://www.ukspa.org.uk/members/our-members.
19
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
inward
investment.
Integrated
skills
Teaching resources and synoptic links
Students could research a science park, producing a short
PowerPoint presentation covering the names of companies
locating there, the advantages in terms of investors of
locating there and the methods local authorities have
used to encourage investment. It may be possible to
contact a company who has located on a nearby park to
ascertain this information.
Individual science parks often have their own website.
Some are listed here:
http://www.sci-techdaresbury.com/
http://cheshiresciencecorridorez.com/
http://harlowez.org.uk/
Plenary
Group discussion regarding the success of your chosen
science park. Has it achieved its initial aims?
Lesson 20
(1 hour)
Key idea
4A.8 Local
government
policies aim to
represent areas as
being attractive for
inward
investment.
Suggested
learning
objectives
Understand that
local interest
groups play a key
role in
regeneration
20
4A.8b Local interest
groups (Chambers of
Commerce, local
preservation societies,
trade unions) play a key
role in decision making
about regeneration;
there are often tensions
between groups that
wish to preserve urban
environments and those
that seek change.
(London Olympics
2012) (A: differing
attitudes may cause
conflicts)
4A.8c Urban and rural
regeneration strategies
UK, local
Starter
Students could begin by drawing a spider diagram
detailing as many regeneration strategies as possible, and
adding examples. For example, sport-led regeneration Olympic Park; or cultural regeneration – Liverpool,
Newcastle, Glasgow. To stimulate discussion, images of
various regenerated areas could be presented.
Main
Students could be split into pairs with each student
focusing on a different regeneration strategy. Key
strategies include: sport-led plans (e.g. London Olympic
Park or Manchester Etihad Stadium), retail-led plans
(Liverpool One, Trinity Leeds), culture-led regeneration
(Newcastle Quayside, Albert Docks), tourism and leisure
led-regeneration (Powys, York Salford Quays), public and
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Lessons
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
decision making
and that there are
often tensions
between those
seeking change
and preservation.
include retail-led plans,
tourism, leisure and
sport (London
Olympics 2012),
public/private rural
diversification (Powys
Regeneration
Partnership).
private rural diversification – many useful case studies of
this can be found at
http://www.farmingfutures.org.uk/resources/casestudies.
Key words
Students could then focus on preparing a plan for
fieldwork in their chosen area, focusing on evidence for
regeneration, opinion about regeneration projects or an
analysis of the historical change in the area (see page 8
of the AS specification). Their plan could focus on stages
1, 2 and 3 of the geographical enquiry route outlined on
page 10 of the AS specification. The questions here are
useful areas on which to focus. The prepared plan will
form the basis of the next lesson.
Understand
different strategies
for urban and rural
regeneration.
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Learning
objectives
Students then collect data focusing on how the areas in
their case studies have been regenerated and how this
has impacted (positively, and if relevant, negatively) on
different stakeholders. Their completed sheets can then
be shared with their partners.
Regeneration
Diversification
Plenary
Planning time: finalise the planning and delivery of next
lesson’s presentations about fieldwork plans.
Lesson 21
(1 hour)
Key idea
4A.8 Local
government
policies aim to
represent areas as
being attractive for
inward
investment.
Suggested
learning
objectives
4A.8a Local
governments compete to
create sympathetic
business environments
with local plans
designating areas for
development for a range
of domestic and foreign
investors (science parks).
(A: the actions of local
authorities will affect their
success)
UK, local
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This lesson is allocated to students delivering their
regeneration presentations from the previous
lesson.
Starter
Recap the different regeneration strategies available to
urban and rural areas through location exemplification.
Main
Students’ presentations. It may be useful to give other
students a checklist with some criteria for success, based
on presentation skills as well as content.
21
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Understand how
local governments
aim to attract
inward
investment.
4A.8b Local interest
groups (Chambers of
Commerce, local
preservation societies,
trade unions) play a key
role in decision making
about regeneration;
there are often tensions
between groups that
wish to preserve urban
environments and those
that seek change.
(London Olympics
2012) (A: differing
attitudes may cause
conflicts)
Understand that
local interest
groups play a key
role in
regeneration
decision making
and that there are
often tensions
between those
seeking change
and preservation.
Understand
different strategies
for urban and rural
regeneration.
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Plenary
Following the presentations, the group should feed back
on the presentations they have observed using WWW and
EBI, deciding which seems to be the best plan.
4A.8c Urban and rural
regeneration strategies
include retail-led plans,
tourism, leisure and
sport (London
Olympics 2012),
public/private rural
diversification (Powys
Regeneration
Partnership).
Key words
Regeneration
Diversification
Lesson 22
(1 hour)
22
Key idea
4A.9 Rebranding
attempts to
represent areas as
being more
4A.9a Rebranding
involves re-imaging
places using a variety of
media to improve the
image of both urban and
UK
(8) Exploration
of discursive/
creative media
sources to find
out how place
Starter
Students should try to define the difference between
rebranding and re-imaging. Display before and after
images of cities that have experienced deindustrialisation,
illustrating how rebranding and re-imaging have taken
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
attractive by
changing public
perception of
them.
rural locations and make
them more attractive for
potential investors.
Suggested
learning
objectives
Understand the
role of rebranding
as part of urban
regeneration.
Place
exemplification
4A.9b For UK
deindustrialised cities,
rebranding can stress the
attraction of places,
creating specific place
identity building on their
industrial heritage; this
can attract national and
international tourists and
visitors (Glasgow
‘Scotland with Style’). (8)
Integrated
skills
Teaching resources and synoptic links
identity has
been used as
part of
rebranding.
place. Many northern cities such as Manchester, Glasgow,
Liverpool, Leeds or Newcastle could be used.
Main
Give students case study material on rebranding in
Glasgow. Students should analyse these, possibly using
material provided on different tables or in an IT lab.
Students must look at the causes of deindustrialisation in
Glasgow, the strategies used to rebrand the city and the
impacts (social, economic and environmental, both
positive and negative) that this rebranding has had.
Resources
https://www.theguardian.com/society/2004/mar
/10/communities.britishidentityandsociety
Key words
Rebranding
Glasgow Forums such as:
http://www.hiddenglasgow.com/forums/viewtopic.php?f=
3&t=1220
Re-imaging
Video resource – ‘Regenerating a City: The Rebranding of
Glasgow’ by Pumpkin Interactive
Plenary
What have been the most effective regeneration projects
implemented in Glasgow?
Lesson 23
(1 hour)
Key idea
4A.9 Rebranding
attempts to
represent areas as
being more
attractive by
changing public
4A.9c There are a range
of rural rebranding
strategies in the postproduction countryside
based on heritage and
literary associations,
farm diversification and
specialised products,
UK, local
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Starter
Students could draw a spider diagram illustrating the
different regeneration strategies available to rural areas.
Main
Students produce case studies of two contrasting rural
rebranding strategies focusing on the need for rebranding
23
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
perception of
them.
outdoor pursuits and
adventure in both
accessible and remote
areas; these strategies
are intended to make
these places more
attractive to national and
international tourists and
visitors (‘Brontë
country’, Kielder Forest).
Suggested
learning
objectives
Understand the
role of rebranding
as part of rural
regeneration.
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
in these areas and the impacts of rebranding strategies.
Students could be encouraged to investigate the positive
and negative effects of the changes in the two areas.
Kielder:
https://www.nwl.co.uk/media-centre/2087_2093.aspx
http://www.visitkielder.com/
Brontë country:
http://www.bronte-country.com/welcome.html
Plenary
Group discussion: What are the most successful
regeneration strategies adopted by the rural areas
studied? How do we know they have been successful?
Enquiry question 4: How successful is regeneration?
Lesson 24
Key idea
(1 hour)
4A.10 The success
of regeneration
uses a range of
measures:
economic,
demographic,
social and
environmental.
Suggested
learning
objectives
Understand that
the success of
regeneration can
be assessed using
24
4A.10a The success of
economic regeneration
can be assessed using
measures of income,
poverty and employment
(both relative and
absolute changes) both
within areas and by
comparison to other
more successful areas.
UK, local
Starter
Students should make a list of economic and social
indicators that they would expect to improve following a
successful regeneration project.
Main
Using neighbourhood statistics
(http://www.neighbourhood.statistics.gov.uk) students
should analyse the economic successes of contrasting
regeneration schemes.
An economic data indicator such as average income in
2001 could be provided for electoral wards within a town
you have studied, and compared to the 2011 figure;
students should record the difference. This activity could
be developed by mapping the data onto a ward map of
the area (available online) and producing a choropleth
map. Students could then investigate whether areas that
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
various measures,
as well as
comparison to
other more
successful areas.
Teaching resources and synoptic links
have experienced significant positive changes have had
any regeneration schemes implemented within the tenyear period.
Plenary
For a chosen area that has benefited economically from
regeneration, what, if any, are the social costs?
Lesson 25
(1 hour)
Key idea
4A.10 The success
of regeneration
uses a range of
measures:
economic,
demographic,
social and
environmental.
4A.10b Social progress
can be measured by
reductions in inequalities
both between areas and
within them; social
progress can also be
measured by
improvements in social
measures of deprivation
and in demographic
changes (improvements
in life expectancy and
reductions in health
deprivation).
UK, local
(9) The
interpretation of
photographic
and map
evidence
showing ‘before
and after’ crosssections of
regenerated
urban and rural
places.
4A.10c Regeneration is
successful if it leads to
an improvement in the
living environment
(levels of pollution
reduced, reduction in
abandoned and derelict
land). (9)
Starter
In pairs or small groups, students should produce a list of
the social indicators that could be used to measure how
successful the regeneration of an area has been.
Main
Using IMD data, students should investigate how
successful a regeneration project has been, both socially
and environmentally.
http://apps.opendatacommunitieorg/showcase/deprivatio
n allows students to produce Excel spreadsheets showing
the different IMD domains for all English LSOAs (lower
layer super output areas). When focusing on social
progress, students should use life expectancy and
reductions in health deprivation (see specification);
improvements in the living environment can be
investigated by focusing on levels of pollution and
reductions in abandoned or derelict land (see
specification).
Students could also make use of online newspaper
accounts, blog entries, Twitter feeds, etc. to make a
judgement regarding the degree of success.
A further investigation focusing on Skill 9 can be done
using ‘before and after’ cross-sections of regenerated
locations.
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25
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
http://www.francisfrith.com/uk/ is an excellent resource
showing ‘before and after’ photographs of 7,000 locations
around the UK, whereas www.oldmaps.co.uk is useful to
compare environmental change in an area. Old GOAD
maps could also be used.
Plenary
What do you think is the most important social and
economic indicator when measuring regeneration
success?
Lessons
26 and
27
(1 hour
each)
Key idea
4A.11 Different
urban stakeholders
have different
criteria for judging
the success of
urban
regeneration.
Suggested
learning
objectives
Understand that
different urban
stakeholders have
their own, often
different,
evaluation criteria
to judge the
success of urban
regeneration.
26
4A.11a A study of the
strategies used in the
regeneration of an urban
place (Salford Quays)
and the contested nature
of these decisions within
local communities. (10)
(A: attitudes will include
NIMBYism)
4A.11b The changes
that have taken place as
a consequence of
national and local
strategies can be judged
using a range of
economic, social,
demographic and
environmental variables
in an urban area. (F:
future success depends on
past decisions)
4A.11c Different
stakeholders (local and
national governments,
local businesses and
residents) will assess
UK, local
(10)
Interrogation of
blog entries and
other social
media to
understand
different views
of the success
of regeneration
projects.
Starter
Make a list of the stakeholders involved in urban
regeneration.
Teacher introduces the roles of different stakeholders in
urban regeneration, such as planners, national and local
governments, individuals, local businesses and residents.
Students should list the kind of viewpoints that each of
these could have towards regeneration and discuss how,
in some cases, they may conflict.
Salford is a good case study to use to investigate this
issue. Provide students with a range of resources on
Salford (see below) and encourage them to produce a
conflict matrix focusing on differing viewpoints towards
regeneration.
There could be a teacher-led discussion about how
different stakeholders can have different success criteria
regarding urban regeneration. This can be done in the
context of Salford, or another urban scheme, such as the
Queen Elizabeth Olympic Park.
Resources
https://www.salford.gov.uk/regeneration
http://www.telegraph.co.uk/finance/property/3358364/Fro
m-dirty-old-town-to-shiny-city.html
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
success using contrasting
criteria; their views will
depend on the meaning
and lived experiences of
an urban place and the
impact of change on both
the reality and the image
of that place.
Teaching resources and synoptic links
http://quaysculture.com/category/blog/
Plenary
Group discussion: Has Salford regenerated
successfully?
Key words
NIMBYism
Lessons
28 and
29
(1 hour
each)
Key idea
4A.12 Different
rural stakeholders
have different
criteria for judging
the success of
rural regeneration.
4A.12a A study of the
strategies used in the
restructuring of a rural
place (North Antrim
coast) and the contested
nature of these decisions
within local communities.
Understand the
strategies used in
the restructuring
of a rural place
and how these
decisions can
cause conflicts.
4A.12b The changes
that have taken place as
a consequence of
national and local
strategies can be judged
using a range of
economic, social,
demographic and
environmental variables
in a rural area. (F: future
success depends on past
decisions)
Understand that
the changes that
have taken place
following national
and local
strategies can be
4A.12c Different
stakeholders (local and
national governments,
local businesses and
residents) will assess
success using contrasting
Suggested
learning
objectives
UK, local
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The final lesson in this unit follows a similar pattern to the
previous lesson, only this time focusing on a rural area.
Starter
Show students the trailer to the award-winning
documentary A Dangerous Game. This documentary
focuses on the negative impact of sport-led regeneration
in rural areas, specifically the construction of golf courses.
Another similar documentary, You’ve Been Trumped,
focusing on golf resort construction in Aberdeenshire, is
also worth watching.
Main
Students could focus on specific regeneration strategies
within a rural area, such as the proposed Bushmills Dunes
golf resort in County Antrim. Put students into groups,
each representing a stakeholder in the area. Student
groups should prepare a persuasive argument, citing their
reasons for or against the development.
Resources
27
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
measured using
various variables.
criteria; their views will
depend on the meaning
and lived experiences of
a rural place and the
impact of change on both
the reality and the image
of that place.
Understand that
different
stakeholders will
measure success
using different
criteria with their
views will depend
on their lived
experience of the
area.
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
http://www.independent.co.uk/news/uk/homenews/environmentalists-call-giants-causeway-golf-courseplan-inherently-and-fundamentally-wrong-7447135.html
http://www.golfbusinessnews.com/news/courses/newgolf-resort-will-boost-irelands-north-coast-economy/
North Antrim Coast regeneration: http://www.redkiteenvironment.co.uk/wp-content/uploads/2009/06/antrim20.pdf
Plenary
Having heard the arguments for and against the
development, students decide whether the proposal
should go ahead, giving evidence for their final decision.
Should concessions be made to the other stakeholders?
Independent learning/homework
4.1
Homework
Students should produce a 250-word report on the contrasting levels of health, life expectancy and educational attainment
in their local area using www.datashine.org.uk.
4.2
Homework
AS Level question: Describe and suggest reasons for weekly income variations in the UK. (4)
4.3
Homework
If possible, interview an elderly relative to gain an oral account of how your local area has changed. If students are unable
to interview directly they could use http://www.bl.uk/collection-guides/oral-history, an online resource containing a huge
collection of interviews. Focus on the accuracy of the accounts you have heard. Draw up a table comparing the changes you
have found out about versus the reality of change in your area.
Research
Research newspaper articles from your locality on the impacts of gentrification to help to answer the following question: Is
gentrification a blessing or a curse?
4.4
Homework
Write a 500-word essay to illustrate how regional, national, international and global changes have influenced two contrasting
locations.
4.5
Homework
AS Level question: Explain which are the most important factors influencing change in your chosen areas. (10)
A Level question: Explain why employment factors may create variations in the quality of life between places. (6)
A Level question: Assess the significance of national and global influences on your chosen areas. (15)
28
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4.6
Homework
Produce a factsheet to illustrate how regional and national changes have influenced change in two contrasting locations.
AS Level: 500-word essay. Describe how international and global changes have influenced two contrasting locations.
A Level: 500-word essay. Evaluate how international and global changes have influenced two contrasting locations
4.7
Homework
4.8
Homework
Using OpenDataCommunities.org, compare deprivation in the M4 corridor area with another ‘successful’ area in the UK.
Produce a 500-word report comparing the two areas.
4.9
Homework
Using OpenDataCommunities.org, compare deprivation in another socially deprived area of your choice with Teesside.
Produce a 500-word report comparing the two areas.
4.10
Homework
AS Level question: Explain two priorities for regeneration in your chosen area. (6)
A Level question: Using statistical evidence, assess the priorities for regeneration in your chosen area. (15)
4.11
Research
Produce a 300-word summary on the following question: How significant was electoral turnout in the EU referendum result?
Use the following resource to assist:
http://www.telegraph.co.uk/news/2016/06/24/how-did-turnout-affect-the-eu-referendum-result/
4.12
Homework
Explain why there are often conflicts between different community groups with contrasting views about the priorities and
strategies for regeneration. Produce a 250-word summary.
4.13
Research
Students research a regeneration project using a variety of different media sources, noting the different viewpoints taken.
4.14
Homework
Produce a Spearman’s rank comparing two pieces of socio-economic data, for instance educational attainment and average
incomes. www.ons.gov.uk and www.datashine.org.uk are two useful sources of data.
4.15
Homework
Produce a factsheet on an infrastructure development in your region, outlining how it tried to stimulate regional growth.
4.16
Research
In the post-Brexit era the UK’s international migration policy and the impact of deregulation on capital markets are likely to
be fluid topics for discussion. Students could collect newspaper articles on the subject, creating a class display.
4.17
Homework
Will a deregulated City of London thrive outside of the EU? Produce a 400-word report.
4.18
Research
Produce a 400-word report on how your local area is attempting to make itself more attractive to domestic and foreign
investment. Local authority websites and local newspapers are useful sources of information.
Homework
AS Level question: Describe two contrasting urban regeneration strategies. (6)
A Level question: Using examples, evaluate the success of sports-led regeneration. (15)
4.19
Research
Write a 500-word essay on: Glasgow has indeed regenerated with style. To what extent to do you agree with this
statement?
4.20
Research
Produce a poster about a rural rebranding strategy in your area (if in an urban area, research a rural area relatively close
by). The poster should focus on the strategies used and an evaluation of their success.
4.21
Homework
AS Level question: Explain two ways economic measures can be used to assess the success of regeneration schemes. (6)
A Level question: Using examples, assess the economic success of contrasting regeneration strategies. (15)
4.22
Homework
For a chosen location, produce a 500-word report on how successful regeneration has been at improving economic and
social deprivation indicators.
4.23
Homework
AS Level question: Give two reasons why different stakeholders have different urban regeneration success criteria. (6)
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29
A-Level question: Assess why different stakeholders use different criteria in evaluating urban regeneration schemes. (15)
4.24
Research
Students could use the Egan wheel, a tool available from the RGS website, to evaluate the success of a rural regeneration
project in their local area:
https://www.rgs.org/NR/rdonlyres/455C9C21-2E7D-42C8-A9B9-520EDDFA599C/0/FW_LL_Egan_Wheel.pdf.
30
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