The KING’S Medium Term Plan – Geography
Year 10 Learning Cycle 3 Programme
Module
Population Change
Overarching Subject
Challenging
Question
‘How has population changed over the last 50 years?’
Building on prior
learning
This learning cycle covers the topic of population change both within the UK and on a global
scale. Students will focus on why the population has increased, the different population
structures around the world and the implications of these, China’s one-child policy, alternative
birth control policies and the problems and benefits of international migration.
Students will be continuing to cover the content of the AQA A GCSE Geography specification which they
touched upon in Year 9. In Year’s 10 and 11 they will be expanding upon the knowledge gained in Year 9
in a range of human and physical topics. Throughout each learning cycle, students will also be working
on improving their exam technique through answering sample exam questions as well as improving their
Geographical skills, and where appropriate, tackling contemporary and complex Geographical concepts
by forming opinions based on evidence.
Each week during this learning cycle, the pupils will complete a short knowledge based quiz. The quiz is designed
to help the pupil’s embedded key knowledge that they will need to remember for the exam. The knowledge based
questions from LC1 and LC2 will be carried through into this learning cycle to ensure that the knowledge gained
is not lost.
Lines of Enquiry
Week 1: How does population grow? What is the demographic transition model? (AQA 8.1/8.2)
Week 2: How do we use population pyramids? What are the issues and opportunities for an ageing
population? (AQA 8.3/8.6)
Week 3: How can population become sustainable? (AQA 8.4)
Week 4: What alternative birth control programmes exist? (AQA 8.5)
Week 5: What are the impacts of international migration [AQA 8.7]
Week 6: Revision and learning homework. Assessment week.
Week 7: Gap teaching based on assessment analysis
In line with the AQA A Geography Specification, by the end of this learning cycle, students will be able
to:
 Define the following terms; natural decrease, exponential growth, birth rate, death rate,
natural change, natural increase, life expectancy, replacement rate, migration, infant
mortality, child mortality, GDP, immigrant, emigrant, refugee, asylum seeker
 Interpret population change calculations and compare countries
 Identify the different stages of the DTM
 Interpret the DTM and use it to compare the situations of different countries
 Construct population pyramids and determine the population characteristics from a
pyramid
 Predict the likely future changes in a population
 Explain the reasons for the one-child policy
 Explain how the one-child policy has changed over recent years and the implications of
these changes
 Explain the difference between birth control programmes in LEDC’s and MEDC’s
 Compare the successes of China’s one-child policy and other birth control programmes
 Discuss the demands on a country that has a demanding population
 Evaluate the different approaches used to cope with an ageing population
 Identify push and pull factors
 Discuss the differences between economic migrants and refugees
 Explain the benefits and difficulties of international migration for EU countries
NOTE: Students should be able to use real life examples to illustrate all of the above.
Students will use a mixture of the following techniques to do this:
AO1 – recall, select and communicate their knowledge and understanding of places, environments and
concepts
AO2 – apply their knowledge and understanding in familiar and unfamiliar contexts
AO3 – select and use a variety of skills, techniques and technologies to investigate, analyse and
evaluate questions and issues
Students will also be expected to spell, punctuate and use the rules of grammar with reasonable
accuracy within the context of the questions as this is a requirement in GCSE level Geography.
Week 1
(3 hours of class
learning + 1 hour
home learning)
LOE: How does population grow? What is the demographic transition model? (AQA 8.1/8.2)
Key Idea – Over time the global population increases and the population structures of different countries
change
Stage 1 - How does population grow?
Exam Specification Content: ‘The exponential rate of world population. The impact of increasing
urbanisation, agricultural change, education and emancipation of women on the rate of
population growth’
Hypothesis: The current birth rate is greater than the death rate
KGP Success Criteria:
To examine the reason for global population growth
GP 1-2: To be able to identify the reasons for a global increase in population
GP 3-4: To explain reasons why we experience increases and decreases in population
GP 5-7: Discuss the different factors affecting population growth
Stage 2 and 3: What is the demographic transition model?
Exam Specification Content: ‘Countries pass through different stages of population growth as
show in the 5 stages of the DTM’
Hypothesis: Germany has an ageing population
KGP Success Criteria:
GP 1-2: To identify the different stages of the DTM
GP 3-4: Describe / Explain what is happening in each of the 5 stages of the DTM
GP 5-7: Analyse how different countries are in different stages of the DTM
EXAM QUESTION –
Higher and Foundation - ‘Describe how the structure of a country’s population changes between
stages 2 and 4 of the Demographic Transition Model [3 marks] – peer assessed
Home Learning (given each week, due in 1 week later):
1. To answer the exam questions [above]
2. Produce revision tools for topics covered this week
Week 2
(3 hours of class
learning + 1 hour
home learning)
LOE: How do we use population pyramids? What are the issues and opportunities for an ageing
population? (AQA 8.3/8.6)
Key Idea – An ageing population impacts on the future development of a country. The relationship
between the population structure and population decline and the impact on the future economic
development’
Exam Specification Content: ‘’ (to be incorporated over the course of week 2)
Stage 1 and 2: How do we use population pyramids?
Exam Specification Content: ‘’
Hypothesis: MEDC’s always have a narrow base and wide apex
KGP Success Criteria:
GP 1-2: To construct a population pyramid
GP 3-4: To describe / explain the characteristics of a population pyramid
GP 5-7: Use population pyramids to predict the likely future changes to a population
Stage 3: What are the issues and opportunities for an ageing population?
Exam Specification Content: ‘The problems associated with an ageing dependant population.
Government strategies to cope with an ageing population and the incentives suggested for
encouraging an increase in a country’s birth rate. A case study of the ageing population in
France.’
Hypothesis: Tax increase in the UK in inevitable
KGP Success Criteria:
GP 1-2: To list the issues and opportunities presented by ageing populations
GP 3-4: To explain the problems caused by ageing populations in MEDC’s within the EU
GP 5-7: To discuss the issues and opportunities caused by an ageing population in France
EXAM QUESTION –
Foundation – Use one or more examples to explain how government [s] attempt to cope with an ageing
population [6 marks / SPaG 3 marks]
Higher – Account for the strategies adopted by one EU country to cope with an ageing population [8
marks / 3 SPaG] – teacher marked
Home Learning:
Spelling and definitions test for all key terms to be covered this topic
Week 3
(3 hours of class
learning + 1 hour
home learning)
LOE: How can population become sustainable? (AQA 8.4)
Key Idea – A range of strategies has been tried by countries experiencing rapid population growth
Stage’s 1, 2 and 3: Is China’s one-child policy successful?
Exam Specification Content: ‘The social, economic and political implication of population change
and the need to achieve sustainable development. A case study of China’s policy since the
1990’s’
Hypothesis: China’s one-child policy caused more problems than benefits
KGP Success Criteria:
GP 1-2: To identify the key features of China’s one-child policy
GP 3-4: To explain the problems and benefits caused by China’s One-child policy
GP 5-7: To evaluate the success of China’s One-child policy and the changes that have been made to it
EXAM QUESTION –
Higher and Foundation - Choose two of the quotes about China’s One Child Policy and explain why
the changes were made [JUNE 2012] – peer assessed
Home Learning:
1. Research project on Kerala, India
Week 4
(3 hours of class
learning + 1 hour
home learning)
LOE: What alternative birth control programmes exist? (AQA 8.5)
Key Idea – A range of strategies has been tried by countries experiencing rapid population growth
Stage’s 1, 2 and 3: What alternative birth control programmes exist?
Exam Specification Content: ‘The effectiveness of population policies adopted in different
countries since the 1990’s. A case study of one of a non-birth control population policy’
Hypothesis: Kerala’s birth control policy is more successful than China’s one-child policy
KGP Success Criteria
GP 1-2 – Identify the key features of Kerala’s birth control policy
GP 3-4 – Explain the key similarities and differences between Kerala’s birth control policy and China’s
One-Child policy
GP 5-7- Analyse the benefits and problems of Kerala’s birth control policy compared to China’s Onechild policy
EXAM QUESTION –
Higher – Explain how a non-birth control policy can help achieve sustainable development [8 marks / 3
SPaG] – teacher to mark
Foundation – Use a case study to describe the features of a non-birth control policy used to manage
population growth [6 marks / 3 SPaG] – teacher to mark
Home Learning:
1. Focused revision of LC1 and LC2 topics
Week 5
(3 hours of class
learning + 1 hour
home learning
LOE: What are the impacts of international migration [AQA 8.7]
Key Idea – Population movements impact on both the source regions of migrants and the receiving
countries.
Stage 1: What are the impacts of international migration?
Exam Specification Content: ‘Migration is a result of the decision making push and pull factors
which have positive and negative impacts.’
Hypothesis: Migration has a greater impact on the countries of origin
KGP Success Criteria:
GP 1-2: To identify a range of different push and pull factors
GP 3-4: To explain the benefits and problems caused by international migration
GP 5-7: To use a case study to illustrate the benefits and problems caused by international migration
Stage’s 2 and 3 – Why do people from outside the EU migrate？
Exam Specification Content: ‘Economic movements within the EU, refugee movements to the EU
and the impacts of such movements’
Hypothesis: Labour is the main reason for migration outside the EU
KGP Success Criteria:
GP 1-2: To identify the key terms; labour migration, refugee, asylum seeker
GP 3-4: To explain why people move within the EU and into the EU for economic reasons
GP 5-7: To form an opinion about whether economic / labour migration is beneficial for the EU or not
EXAM QUESTION Higher and Foundation – Describe two ways in which migration within the EU can have positive effects
on countries such as the UK [4 marks] – peer assessment
Home Learning
Revision for end of learning cycle assessment next week – try to identify topics that you are unsure
about so that we can go over them next week in class during the revision lessons.
Week 6
(2 hours revision in
class + 1 hour
assessment + 1 hour
home learning)
Revision and Assessment Week
During the first two lessons of this week, students will identify areas where they need to target their
revision to improve understanding, enhance their skills and ensure a complete and thorough
understanding of content. Students will work, both individually and in learning teams, to complete exam
questions and to create a range of revision tools which can be used both now, and when students
complete their final revision before the exam in Year 11.
Lesson 3 will comprise of a written assessment based on a series of examination questions from a
range of specimen papers and past examination papers.
Week 7
Gap Analysis Reinforcement
(3 hours class
learning)
Extended Learning
This end of module time will be allocated to re-teaching any gaps discovered in each individuals
knowledge as a result of the assessment process. The whole class will address any misconceptions
which have been highlighted through the assessment analysis but students will also be given time to
work with the teacher individually or in small groups to address any areas of the content where they feel
they need additional help.
Extended learning is not part of the timed schedule but is vitally important if students are to achieve their
potential at GCSE. Revision (in addition to work they are set as part of home learning) is expected of
GCSE pupils throughout the GCSE course. Due to the high volume content at GCSE, topics can only be
covered once over the course and therefore it is vital that students are continually revising topics they
have already covered in class.
It is recommended that pupils purchase a CGP GCSE Geography AQA A Specification revision guide.
Useful revision websites:
http://www.coolgeography.co.uk/GCSE/AQA%20GCSE.htm
http://www.geographyrocks.co.uk/gcse-revision.html
http://www.s-cool.co.uk/gcse/geography
http://www.acegeography.com/aqa-a-gcse.html
http://www.bbc.co.uk/schools/gcsebitesize/geography/