Urban regeneration in Bristol Harbourside - Royal Geographical ...
Urban regeneration in Bristol Harbourside - Royal Geographical ...
Urban regeneration in Bristol Harbourside - Royal Geographical ...
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Expectations<br />
At the end of this unit<br />
most pupils will: describe and expla<strong>in</strong> a range of human processes and recognise that<br />
these <strong>in</strong>teract to produce dist<strong>in</strong>ctive characteristics <strong>in</strong> the economic geography of port<br />
areas; describe ways <strong>in</strong> which these processes, operat<strong>in</strong>g at different scales, create<br />
geographical patterns and lead to changes <strong>in</strong> portside communities and port location;<br />
recognise how places may be l<strong>in</strong>ked by economic circumstances; <strong>in</strong>vestigate the positive<br />
and negative impacts of <strong>regeneration</strong> on a City; appreciate how people’s values and<br />
attitudes affect contemporary issues; suggest relevant questions and appropriate<br />
sequences of <strong>in</strong>vestigation of decl<strong>in</strong><strong>in</strong>g trade areas; select and use effectively a range of<br />
skills and sources of evidence, <strong>in</strong>clud<strong>in</strong>g fieldwork and the <strong>in</strong>ternet; present their f<strong>in</strong>d<strong>in</strong>gs <strong>in</strong><br />
a coherent way and reach conclusions that are consistent with the evidence<br />
some pupils will not have made so much progress and will: describe and beg<strong>in</strong> to<br />
expla<strong>in</strong> geographical patterns and human processes and appreciate that these <strong>in</strong>teract to<br />
produce dist<strong>in</strong>ctive characteristics <strong>in</strong> the economic geography of a port area; describe how<br />
these processes can lead to similarities and differences <strong>in</strong> portside communities and <strong>in</strong> the<br />
lives of people who live there and port location; appreciate how places may be l<strong>in</strong>ked by<br />
economic circumstances; beg<strong>in</strong> to appreciate how people’s values and attitudes affect<br />
contemporary issues; suggest relevant geographical questions to <strong>in</strong>vestigate decl<strong>in</strong><strong>in</strong>g<br />
trade areas; select and use appropriate skills and sources of evidence, <strong>in</strong>clud<strong>in</strong>g fieldwork<br />
and the <strong>in</strong>ternet; suggest plausible conclusions <strong>in</strong> their <strong>in</strong>vestigations and present their<br />
f<strong>in</strong>d<strong>in</strong>gs both graphically and <strong>in</strong> writ<strong>in</strong>g<br />
some pupils will have progressed further and will: describe <strong>in</strong>teractions with<strong>in</strong> human<br />
processes and expla<strong>in</strong> how these create dist<strong>in</strong>ctive characteristics <strong>in</strong> the economic<br />
geography of port areas; expla<strong>in</strong> ways <strong>in</strong> which these processes, operat<strong>in</strong>g at different<br />
scales, create geographical patterns and lead to changes <strong>in</strong> portside communities and port<br />
locations; identify how places may be l<strong>in</strong>ked by economic circumstances; beg<strong>in</strong> to<br />
understand how and why people’s values and attitudes affect contemporary issues;<br />
identify geographical questions and establish their own effective sequence of <strong>in</strong>vestigation<br />
of decl<strong>in</strong><strong>in</strong>g coal-m<strong>in</strong><strong>in</strong>g areas; select and use accurately and effectively a wide range of<br />
skills and evaluate critically sources of evidence, <strong>in</strong>clud<strong>in</strong>g fieldwork and the <strong>in</strong>ternet;<br />
present full and coherently argued summaries of their <strong>in</strong>vestigations and reach<br />
substantiated conclusions<br />
Prior learn<strong>in</strong>g<br />
It is helpful if pupils have:<br />
• previously studied changes to the coal-m<strong>in</strong><strong>in</strong>g <strong>in</strong>dustry <strong>in</strong> England or Brita<strong>in</strong><br />
• some understand<strong>in</strong>g of <strong>in</strong>dustrial growth and decl<strong>in</strong>e<br />
• An awareness of their local area and how they feel about changes that have occurred<br />
there<br />
• Studied land use <strong>in</strong> their local area<br />
• Carried out previous geographical enquiries<br />
• Considered issues form different perspectives