Teacher's Guidance Notes |
MDGs project and QCA units
The website can be used to support work on the QCA units.
This table indicates the links between QCA units and the website.
Citizenship
Unit 03: Wants, Needs and the MDGs starter activity, Palestine
Unit 10: Select any MDG to focus on
Units 11 and 13: Palestine
Geography
Unit 03: Any MDG country
Unit 4: MDG 7
Unit 11: Brazil
Unit 12: Any MDG country
Unit 16: Any MDG country
Unit 18: Cheap jeans activity from the slavery section
Unit 20: Any MDG country
Unit 22: Bolivia.
Unit 24: Any MDG country
Citizenship at key stage 3 (Year 7-9)
Unit 03: Human rights
Unit 10: Debating a global issue
Schools need to decide which opportunities to develop as explicit citizenship provision. This unit has been designed for delivery through citizenship and/or geography and also links closely with work in ICT. It focuses on Brazil and the Amazon rainforest, but could also be used to teach other global issues related to citizenship, eg the violation of human rights, the drugs trade, HIV and Aids, trade with developing countries. Aspects of the unit that are specific to geography are identified in this typeface.
Unit 11: Why is it so difficult to keep the peace in the world today?
2. What is really happening to the people involved in the current conflict? |
Schools need to decide which opportunities to develop as explicit citizenship provision. This unit can be delivered through citizenship and/or history. It provides a template for studying a contemporary conflict in the context of its historical background. As such, it meets some of the teaching requirements of the national curriculum programmes of study for both citizenship and history at key stage 3. Aspects of the unit that are specific to history are identified in this typeface. The structure, investigations and activities could be applied to the study of present-day conflict anywhere in the world.
Unit 13: How do we deal with conflict?
4. A contemporary situation – Jerusalem: conflict or reconciliation? |
Schools need to decide which opportunities to develop as explicit citizenship provision. This unit explores conflict and ways of resolving it and is designed to be delivered through citizenship or RE. It looks at what conflict is and how it arises; what different religions teach about forgiveness; and the importance of these teachings in resolving conflict. It examines forgiveness through pupils' own examples as well as the examples of reconciliation offered by key historical figures and groups.
Geography at key stage 3 (Year 7)
Unit 3: People everywhere
2. Which parts of the world are densely and which sparsely populated and why? |
Unit 4: Flood disaster - how do people cope?
2. How do individuals and communities respond to flood hazards? |
3. Are the effects of flooding greater on the UK compared with Bangladesh? |
Geography at key stage 3 (Year 8)
Unit 11: Investigating Brazil
9. How is Brazil changing? How might Brazil change and with what impacts? |
11. Will these strategies be sustainable? What do you think? |
In this unit pupils carry out a detailed study of Brazil as an example of a less economically developed country (LECD). They use their geographical skills to investigate Brazil's location, its distinctive character (regional differences) and the physical and human processes that shaped the country. They begin to learn how to evaluate a country's state of economic development and also consider important environmental issues within the context of sustainable development.
Unit 12: Images of a country
2. What feelings does the photographer create in the observer? |
Geography at key stage 3 (Year 9)
Unit 16: What is development?
Pupils are asked to consider What is development? and their perceptions of familiar places. They use a range of indicators to analyse world patterns of development and go on to evaluate the effectiveness of similar indicators in assessing the quality of life of different people in particular locations. By participating in a trade game they consider the impact of trade between more economically developed countries (MEDCs) and less economically developed countries (LEDCs) on the latter, from different perspectives. The unit ends with an investigation of the Department for International Development's development cooperation policy.
The whole unit makes a substantial contribution to citizenship. Pupils are encouraged to clarify their own values and attitudes and to consider how other people's values and attitudes affect contemporary issues.
Unit 18: The global fashion industry
Pupils investigate the interdependence between people, places and environments in this industry and through this study begin to understand the concept of globalisation, ie how what happens in one part of the world affects people everywhere.
The activities are developed around the focus of the fashion industry, but if this topic is not suitable for pupils in a particular school an alternative could be used, eg toys, electrical equipment, processed foods.
Unit 20: Comparing countries
8. Are these countries changing for the same or different reasons? |
9. Are these countries connected a) with each other, b) with the UK? Why? |
Unit 22: Mining on the internet
In this unit pupils compare the impact of change in a particular economic activity on two communities: one in England and one elsewhere in the world. Pupils develop their enquiry and ICT skills by using the internet to identify and research the overseas community.
Geography at key stage 3 (Year 7-9)
Unit 24: Passport to the world
