Support Material
GCE Geography
OCR Advanced Subsidiary GCE in Geography: H083
Unit: F762
This Support Material booklet is designed to accompany the OCR Advanced Subsidiary
GCE specification in Geography for teaching from September 2008.
© OCR 2007
Contents
Contents
2
Introduction
3
Background
Our Ethos
A Guided Tour through the Scheme of Work
3
3
4
Geography H083: Managing Change In Human Environments: F762
5
Geography H083: Managing Change In Human Environments: F762
7
Geography H083: Managing Change In Human Environments: F762
9
Geography H083: Managing Change In Human Environments: F762
11
Geography H083: Managing Change In Human Environments: F762
13
Geography F762: Managing Change In Human Environments: F762
21
Geography H083: Managing Change In Human Environments: F762
27
Sample Lesson Plan: Geography H083 Managing Change in Human Environments F762
34
An introduction to the changing pattern of global tourism
Learning objectives for the lesson
Recap of previous experience and prior knowledge
Content
Consolidation
34
34
34
34
35
Other forms of Support
36
OCR Training
Get Ready…introducing the new specifications
Get Started…towards successful delivery of the new specifications
36
36
36
Hosted Network Events
Mill Wharf Training
e-Communities
Interchange
Published Resources
36
36
36
37
37
2 of 38
GCE Geography
Introduction
Background
A new structure of assessment for A Level has been introduced, for first teaching from
September 2008. Some of the changes include:

The introduction of stretch and challenge (including the new A* grade at A2) – to
ensure that every young person has the opportunity to reach their full potential

The reduction or removal of coursework components for many qualifications – to lessen
the volume of marking for teachers

A reduction in the number of units for many qualifications – to lessen the amount of
assessment for learners

Amendments to the content of specifications – to ensure that content is up-to-date and
relevant.
OCR has produced an overview document, which summarises the changes to Geography. This
can be found at www.ocr.org.uk, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have
produced this Scheme of Work and Sample Lesson Plans for Geography. These Support
Materials are designed for guidance only and play a secondary role to the Specification.
Our Ethos
All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life
current teaching practices and they are based around OCR’s revised specifications. The aim is
for the support materials to inspire teachers and facilitate different ideas and teaching practices.
Each Scheme of Work and set of sample Lesson Plans is provided in:

PDF format – for immediate use

Word format – so that you can use it as a foundation to build upon and amend the
content to suit your teaching style and students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and
the teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content
and skills need to be covered in delivering the course. At all times, therefore, this Support
Material booklet should be read in conjunction with the Specification. If clarification on a
particular point is sought then that clarification should be found in the Specification itself.
GCE Geography
A Guided Tour through the Scheme of Work
= Innovative Teaching Idea
All the teaching ideas contained in the SOW are innovative, but the icon is used to
Highlight exceptionally innovative ideas.
= Stretch & Challenge Activity
This icon is added at the end of text when there is an explicit opportunity to offer
Stretch and Challenge.
= ICT Opportunity
This icon is used to illustrate when an activity could be taught using ICT
facilities.
4 of 38
GCE Geography
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
Topic
Topic outline
Urban areas have a variety
of functions, processes and
distinct patterns of land use.
The patterns of land use are
influenced by a number of
factors and these vary from
place to place.
= Innovative teaching idea
GCE Geography
Managing urban change
15 hours
Suggested teaching and homework
activities

Suggested resources
Identify the basic definitions associated
with this topic, for example; urban,
urbanisation, urban fringe, suburbanisation,
re-urbanisation, conurbation, megalopolis,
etc.


Discuss the basic idea of land use and the
complexity of land uses found in urban
areas.

Use an O/S map (1:25000) to identify the
dominant types of land use in an area. (The
Manchester map works well.)

Consider the idea of dominant land use in
order to establish patterns.

Use of photographs to give a visual
impression of different areas.

Introduce the idea of land use models as
both a descriptive and planning tool.

Attempt to identify areas in transition from
the map.

Use of textbooks to show existing land use
models.
Research task, in groups or individually,
using textbooks, dictionary, computer etc.
Points to note

Reflect on the exercise to ensure a good
understanding.

Discuss the consideration that defining
some of the terminology is not always easy.

Develop by investigating the different
population numbers used to define “urban”
in different parts of the world.

Use the map to identify factors such as
density patterns, connections etc.

Opportunities to look at a local urban area
by using primary or secondary evidence.

Urban land use transects -build up a simple
land use map of the area.

Use of G.I.S., Google Earth,
photography, etc.

A smaller urban area or part of a larger
area might be useful.

Basic housing survey using estate agents
or the local property press – to appreciate
the variety of residential locations in an

Could use the exercise to build up a
photographic map of the local area or a
photographic intranet site.
= Stretch and challenge opportunity
idea
= ICT opportunity
5 of 38
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
Topic
Managing urban change
15 hours
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
urban area.

Interview with local planning officer and a
discussion about future development plans
might be useful.

The use of photographs and video
resources would be helpful here.

Specific web sites would be a useful source
of information, for example, if looking at
Manchester;

www.aidan.co.uk (photographs)

www.arndale.com

www.cityofmanchesterstadium.co.uk
In L.E.D.Cs this might consider things like,
the pull of the city and links to squatter
growth, industrialisation, social segregation,
etc.

www.thequays.org.uk

Or simply Google key names such as
Trafford Park or Salford or look at local
authority or planning websites.

Consolidation.


Make sure students have a clear
understanding of the key terminology, since
this is sometimes used in examination
questions.
Make sure students understand the
dynamic nature of urban areas and the
factors that influence change.



= Innovative teaching idea
6 of 38
Consider how urban areas change, by
looking at two contrasting locations,
possibly an M.E.D.C and an L.E.D.C
example.
In M.E.D.Cs this might consider things like,
changing town centres, changing industrial
location, regeneration ideas, gentrification,
etc.
= Stretch and challenge opportunity
idea

Visual images are often good ways of
showing the dynamic structure of urban
areas and how they have changed. This is
especially important where students do not
have regular access to larger urban areas.
= ICT opportunity
GCE Geography
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
15 hours
Topic outline
Urban growth and decay can
lead to a variety of social and
economic issues in urban
areas.
Look at two contrasting
urban areas and show an
appreciation of growth and
decay.
Topic
Managing urban change
Suggested teaching and homework
activities
Suggested resources
Points to note

Discuss the idea of deprivation and consider
the factors that make up what we might call
“quality of life”.

Use government census website to see
some of the data used in the U.K.


www.statistics.gov.uk
Quality of life can be objective and
subjective and includes social, economic,
environmental and political factors.

Consider the idea of fieldwork research by
thinking about the different information that
could be collected in order to make
judgements about how areas within urban
areas differ.

Use Google to investigate the idea
of a deprivation index.

Data has to be relevant, manageable, and
comparable.

Build up a detailed case study of one urban
area in the U.K. Gather evidence, present
the evidence and identify the key challenges
suggested by it. This could be a local area
and include primary evidence or based on
secondary evidence.

Census data is a useful starting point. The
use of an O/S map to identify the different
Wards shown in the census data might be
helpful.


The use of Google to find out more about
particular Wards, and make detailed
comparisons between Wards or along a
transect is a useful way to illustrate socioeconomic differences.
Students could produce a presentation
(they do not all have to investigate the same
area) which includes a number of
techniques, including choropleth mapping
etc.

The completed work needs to reflect back
to the original idea about “the
characteristics of deprivation”.

Completed work could be put on the
intranet and used for revision.

Newspaper websites can be very useful.

= Innovative teaching idea
GCE Geography
The use of photographs to illustrate
variations in living conditions within an
urban area.
= Stretch and challenge opportunity
idea
= ICT opportunity7 of 38
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
15 hours
Topic outline
= Innovative teaching idea
8 of 38
Topic
Managing urban change
Suggested teaching and homework
activities
Suggested resources
Points to note


Select a number of photographs from
different parts of a city to show rich, poor,
high-tech, etc. Get students to describe
each photograph and guess which part of
the world it might be.

Basic idea to consider the basic stereotype
of the developing city, and appreciate that
developing cities are dynamic and complex
places.

Use websites to illustrate the diverse
nature of developing cities.

Www.guardianunlimited.co.uk

www.timesonline.co.uk

www.telegraph.co.uk

www.bbc.co.uk

Use of newspaper and B.B.C websites.
Look at specific areas within cities such
as, Kibera slum (Nairobi), Dharavi slum
(Bombay) to build up an up to date and
hard hitting impression of the challenges
facing people and planners in developing
cities.

There is a lot of information available about
a range of urban problems in developing
cities. The United Nations website is useful
since urban problems features in the
millennium development goals.
Trying to understand the complex nature of
developing cities.

Evidence of deprivation in developing cities.

Build up a picture of what life is like in
particular areas, especially areas of low
quality housing.

Broaden discussion to consider a range of
issues associated with urban change, for
example, traffic congestion, dealing with
waste, provision of basic services, crime,
unemployment, etc.
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Geography
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
15 hours
Topic outline
Urban change can put
increasing pressures on the
environment including;
traffic congestion,
atmospheric pollution,
water pollution,
urban dereliction,
waste disposal.
The following represent a
small number of ideas for
each of the identified issues.
In each case the particular
issue and examples of
management are considered.
= Innovative teaching idea
GCE Geography
Topic
Managing urban change
Suggested teaching and homework
activities
Suggested resources


Use a range of visual material to identify
some of the pressures that cities find
themselves under.


Link these pressures to the quality of life of
the people who live in the city by
considering the environmental, social, and
economic implications.
Issues associated with traffic congestion.
Use of a wide range of photographs and
video material to identify issues from
different cities. Make it clear that there is not
a unique set of issues for M.E.D.Cs and
another unique set for L.E.D.Cs.
Points to note

The idea here is to start a broader
discussion about the issues.

The identified problems can be considered
with reference to two carefully chosen
examples.

This may provide a good opportunity for
individual research and presentation, or
group research and presentation.

All students do not have to consider the
same examples; the process may identify
particularly good examples.

Specific city websites can be used to
identify a range of issues or in some cases
a city might be used to identify one or two
particular issues.

Wikipedia-Mexico City, Los Angeles,
Bangkok.

Google-BART (transport
management).

www.nexus.org.uk (Tyne and Wear metro).

General websites, such as:

www.metrolink.co.uk (Manchester metro).

www.un.org (UN-millennium goals).

www.urbancity.org
(citiesonline/europeancities).

May be a useful starting point.

www.tfl.gov.uk (transport management in
London).

www.bbc.news.co.uk (traffic congestion).
= Stretch and challenge opportunity
idea
= ICT opportunity
9 of 38
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
15 hours
Topic outline
Topic
Managing urban change
Suggested teaching and homework
activities
Suggested resources




= Innovative teaching idea
10 of 38
Issues associated with atmospheric
pollution.
Issues associated with water pollution.
Issues associated with urban dereliction.
Issues associated with waste disposal.

Wikipedia-Mexico City, Los Angeles, Sao
Paulo, Bangkok.

www.worldbank.org (urban
problems).

Wikipedia-Cairo, Sao Paulo, Bangkok.

www.wordbank.org (urban
problems).

www.wateraid.org.uk

Wikipedia-Cairo, Sao Paulo, Cairo,
Bangkok.

Www.worldbank.org (slums/self-help
schemes/urban problems)

Google-slum clearance; urban regeneration

www.urbansplash.co.uk (regeneration of
derelict industrial sites in the UK)

Wikipedia-Cairo, Sao Paulo, Bangkok.

Google-Managing waste.
= Stretch and challenge opportunity
idea
Points to note
= ICT opportunity
GCE Geography
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
Topic
Managing urban change
Suggested teaching and homework
activities
Suggested resources
15 hours
Topic outline
The sustainable development
of urban areas requires a
careful balance of socioeconomic and environmental
needs. This requires detailed
planning and management.

Understanding of what is meant by
sustainability in relation to urban areas.

Use of textbooks, websites to consider what
is meant by sustainability.

Understanding that managing one part of
an urban system (transport) does not
make the whole area sustainable, a holistic
approach is required.

Use previous case studies to identify
evidence which might suggest that some
cities are not sustainable.


Think about the difference between crisis
management and planning in terms of
urban areas.
Use previous examples to identify where
parts of the urban system have been
managed, often as a result of a particular
problem, rather than an element of
planning.

Consider the idea of urban planning in
terms of anticipating needs rather than
responding to needs.

Opportunity for a study of a local area in
relation to future planning decisions.

Talk by planning officer or a visit to the local
planning office, which might consider future
planning decisions and Agenda21 issues.

GCE Geography
Points to note

Make sure the idea is linked to urban
management.

Use of local area might be helpful in relation
to understanding the challenges of
sustainable management.

As a city state Singapore provides an
interesting case study. Also Singapore has
a clear policy based on anticipating
demands and environmental sustainability.
Use of “Cities of the future” video, especially
in relation to Singapore, or use of websites
to consider urban planning in Singapore.
11 of 38
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
Topic outline
Topic
Managing urban change
Suggested teaching and homework
activities
Suggested resources
15 hours

12 of 38
Understanding that in L.E.D.Cs managing
urban areas is also about managing the
relationship with rural areas.

Google-Singapore might be useful.

OneWorld.net-cities-sustainable
cities.

Growth data to show urban growth in
L.E.D.C cities. Why does rapid growth make
sustainable management more difficult?
Example of Chinese cities at present, linked
to rapid industrialisation might be helpful to
express these challenges.

Consider schemes to improve rural areas
which might slow growth of urban areas,
and consequently make them more
manageable.

Evaluative look at examples of sustainable
urban management.

Use of websites to up to date information.

Google-sustainable cities.

Use examples might be Curitiba (Brazil)
Dongtan (Ecocity-Asia).

Green cities.

Ecocity.

Specific places, Curitiba, Dongtan.
Points to note

The link between economic growth and
urban growth is important because it poses
real challenges for the sustainable
management of urban areas.

Case studies to illustrate the key policies
that might these cities sustainable, and offer
some evaluative judgement about the
policies.

Consider if/how some of the policies could
be implemented in other cities.
GCE Geography
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
15 hours
Topic outline
Introduction to this unit.
Topic
Managing rural change
Suggested teaching and homework
activities
Suggested resources

Points to note
Go over the specification outline/ identify
the key ideas and the ‘flow’ of the unit: i.e.
Introduce students to a range of possible resources,
eg

The idea here is to start a broader
discussion about the issues.

What is a rural area?



Why do some rural areas have a
greater range of economic/ social
opportunities than others?
www.defra.gov.uk
The identified problems can be
considered with reference to two
carefully chosen examples.

This may provide a good opportunity
for individual research and
presentation, or group research and
presentation.

All students do not have to consider
the same examples; the process may
identify particularly good examples.




Census data
Why do some rural areas decline?
What are the problems associated with
rural decline?
Why do some rural areas develop?
What are the problems associated with
rural development?
Why are some rural areas under
increasing environmental pressure as a
result of change?
How can rural areas be managed
sustainably?

Natural England;

England, rural development
programmes;

Rural affairs;

Rural development.
Environmental agencies such as:

www.RSPB.org.uk;

Impact of industrial farming.
National parks

www.lake-district.gov.uk;

www.peakdistrict.org;
Newspapers – Guardian, Times, Telegraph,
Independent.
Development – International.
www.worldbank.org Africa;
Development project.
GCE Geography
13 of 38
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
15 hours
Topic outline
Topic
Managing rural change
Suggested teaching and homework
activities
Suggested resources
www.un.org
Points to note
Rural development
Non-governmental organisations (rural development).

www.redcross.uk;

www.oxfam.org.uk;

www.worldvision.com (Rural development);

www.christainaid.org.uk;

www.wateraid.com;

www.farmafrica.com;
DFID – www.development.org.uk.
What are the characteristics
of rural areas?

Discuss the idea of rural/ rurality (use
photographs /perception exercise).

Measuring rurality – are some places
‘more rural’ than others?


14 of 38


Create a ‘morality index’ (Group –
presentation).
Discussion of rurality (functions
/remoteness).

Create a ‘montage’ of rural areas to
illustrate differences – rank them in order
of ‘ruralness’ Discuss.

If appropriate – local fieldwork (company
rural areas/ assessing level of rurality/

www.bma.org.uk

rurality and healthcare;

measuring rurality.
www.scotland.gov.uk

rural classification;

rural development;
Google

Rurality (rural deprivation etc);

Use information above to identify rural
challenges and consider ‘measuring
rurality).

Specific websites can be used to
identify a range of issues or in some
cases a city might be used to identify
one or two particular issues.

General websites, such as:

www.un.org (UN-millennium
goals).

May be a useful starting point.
Geography review (frequently has ‘rural issues’
GCE Geography
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
15 hours
Topic outline
Topic
Managing rural change
Suggested teaching and homework
activities
Suggested resources
considering functions/ opportunities/
challenges etc).
What are the social and
economic issues associated
with rural change?
Jan 2005 – investigation quality of life in rural
areas.
Use OS map to compare rural settlements.

Individual work/group – use village
websites to identify rural areas that are
growing, stable declining.

Could use local newspapers/ estate agents
to consider rural demand/ change etc.

Introduce students to the use of census
data to identify characteristics or growth
decline.
www.statistics.gov.uk / ‘Horizon magazine.

Natural England;
Group work – construct a deprivation index
for rural areas, justify individual data
included.
Presentation.

Rural affairs

Individual / Group work – detailed case
study of a rural area in decline – location.
Reasons for decline/ socio-economic
characteristics and challenges.
Encourage individual research into a range
of places – and presentation of work.
GCE Geography
topics).


Points to note
www.defra.gov.uk

Statistics

Affordable housing

Development funding
Google – any country – rural development
Geography review – Sept 2005-rural change in
the High Atlas.
– May 2002-second home
issue.
15 of 38
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
Topic outline
15 hours
Topic
Managing rural change
Suggested teaching and homework
activities
Suggested resources
Examples could be drawn from anywhere,
for example, remote/ declining parts of
Europe (Scottish Highlands/ Islands/
Mezzogiorno or rural parts of developing
countries where socio-economic
candidates are difficult and there is strong
outward migration/ urbanisation – parts of
China, India, N.E Brazil etc).

Individual /group work – detailed case
study if a growing rural area – location/
reasons for growth/ socio-economic
characteristics and challenges.
Examples could be drawn from anywhere;
examples might be drawn from locations
with strong counter urbanisation
(Cambridgeshire?) or areas attracting
increasing visitor numbers/ second home
owners etc.
Points to note
– Nov 2001-rural issues/
spiral of decline.
– Jan 2002-the pressure
to develop
– Sept 2007-rural
deprivation in Cornwall.
Google – Second homes (issue);
– Rural decline;
– Large scale examples of ‘forced
change’
Guardian Unlimited – (Three Gorges Dam)
Development Magazine
(www.development.org.uk)
Issue 10 – Pressure on the land –
Burkina Faso.
Issue 30 – Ethiopia-farming.
Issue 40 – improving life foe poor farmers in
Kenya.
National Parks. www.lakedistrict.gov.uk
www.peakdistrict.org
16 of 38
GCE Geography
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
15 hours
Topic outline
What are the environmental
issues associated with rural
change?
Topic
Managing rural change
Suggested teaching and homework
activities
Suggested resources

Discussion about what is meant by
‘environmental issue’.

Use a number of generic relevant
examples of pressures in rural areas
(might include building pressure;
increasing leisure/ tourism; agricultural
intensification; industrial development;
rural decline etc)
– Group work – each group to investigate/
discuss one of the generic situations and
consider possible environmental
impacts.
 Group presentations.

Individual/ group/ teacher led work to
illustrate the environmental issues
associated with rural change and the
potential challenges and opportunities that
change may bring.

GCE Geography
Students need to develop two
contrasting case studies, these will
need to be well located and have a
clear focus on:
Points to note
www.RSPB.org.uk
 Impact of industrial farming.
 Saving habitats.
Google – intensive farming/ specific examples
(Three Gorges Dam).
BBC – intensive farming.
Newspapers – intensive farming.
www.defra.gov.uk
 Farming and the environment.
 Impact of rural development.
National Parks/ pressures/ management
www.lakedistrict.gov.uk
www.peakdistrict.org
www.worldbank.org
 Africa
 Development projects
www.un.org
 Millennium goals
 Rural development
Geography reviews
17 of 38
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
Topic outline
15 hours
Topic
Managing rural change
Suggested teaching and homework
activities
Suggested resources


The reasons for change (social/
economic/ political).

The environmental pressures
associated with change.

The challenges/ opportunities
created by change.

An evaluative appreciation of any
management strategies.
Points to note
Nov 2001 – India-Green Revolution
Sept 2007 – Agriculture and the environment
Developments magazine
(www.developments.org.uk)
Issue 10 – pressure on the land-Burkina
Faso
Google – rural energy developments.
Ex-Cefnu Croes wind farm .
Examples can be drawn from
anywhere but they need to be clearly
contrasting, for example;
 Rapidly growing areas.
 Areas with growing visitor numbers.
 Areas of agricultural change/ decline.
 Areas of industrial development
(minerals, deforestation, dam
schemes etc).
 Areas of depopulation/ decline.
 Areas being used for energy projects.
18 of 38
GCE Geography
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
15 hours
Topic outline
How can rural areas be
managed to ensure
sustainability?
Topic
Managing rural change
Suggested teaching and homework
activities
Suggested resources


Discussion about what is meant by
‘sustainability’ and the socio-economic/
environmental implications.
Individual/ group work investigating
sustainable management strategies.
Students need to have at least one
detailed case study to show:
 The challenges faced by the rural
area.
 The management/ planning practices
put in place.
 Evaluative observations about the
success of the management/
planning strategies.
Students could work on individual/ small group
examples and then present their work to the
whole group-giving a broad overview of a
number of examples and a detailed analysis of
one particular example.
GCE Geography
Points to note
World Wildlife Fund – sustainable projects.
Google – India rural development (or other
countries).
– Rural sustainability.
N.G.O websites – rural development projects.
www.defra.gov.uk – Sustainable development
– natural England

sustainable land
management

conservation

planning/management
– England-rural development
programme
Geography review (Rural Issues)
May 2002-Tomorrow’s Countryside.
Developments magazine
(www.development.org.uk)
Issue 23 – Rural development programmes.
Issue 36 – Bamboo Hill Farmers
(Sustainable development).
19 of 38
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
Topic outline
15 hours
Topic
Managing rural change
Suggested teaching and homework
activities
Suggested resources
Examples could be drawn from anywhere and
based on a range of possible examples
including:
20 of 38

Agricultural schemes.

Diversification schemes in rural
areas.

N.G.O schemes in rural areas in
developing areas.

Leisure/ Tourism management
(National Parks? / Ecotourism?).

Socio/Economic schemes in declining
areas.

Conservation projects.
Points to note
Global Eye
Issue 8 – Sustainable farming – Thailand.
– Tools for self reliance.
Issue 16 – sustainable development south of
the Sahara.
GCE Geography
Geography F762: Managing Change In Human Environments: F762
Topic
The energy issue
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Introduction to the unit



Suggested
teaching time
10-15
hours
Go over the specification outline/identify the
key ideas and the ‘flow’ of the unit, ie, What
is energy? What are the links between
energy use and development? What are the
issues associated with energy supply? How
might energy supply and demand be
managed to ensure sustainability?
Introduce students to the range of
possible sources if information and be
mindful of the contemporary nature of the
unit (virtually every week there is a
relevant article in at least one newspaper).
There are many appropriate websites
including:
 All major energy companies
 Major newspapers (Guardian
Unlimited/ Times online
 BBC
 DTI (Department of Trade and
Industry
 The Carbon Trust
 The Energy Saving Trust
 www.developments.org.uk (DFID)
What are the major sources
of energy and how do these
vary in their global pattern?
GCE Geography

Discussion about the basics of energy in
terms of resources – generation –
transmission (make sure students
understand the processes involved).

www.siemans.com - energy [useful site
that explains the idea of
generation/transmission/distribution].

www.bp.com/home and www.shell.com –

21 of 38
Geography F762: Managing Change In Human Environments: F762
Suggested
teaching time
Topic outline
10-15
hours
Topic
The energy issue
Suggested teaching and homework
activities
Suggested resources

Construct a ‘definition box’ to identify and
define the key words – develop awareness
that key words are often used in questions.


Use an atlas to identify; global patterns of
energy supply and global patterns of energy
trade (could provide proportional
symbol/flow maps).
Use one energy company
(Shell/BP/Exxon Mobil) and investigate
where they are operating and where the
primary sources they exploit end up.


Introduce the idea of ‘reserves’ – investigate
the locational perspective of ‘reserves’ and
how this changes (with
time/technology/price)
Investigate ‘oil shales’ or ‘mining areas’
that may (are) become economically
viable as prices increase.

Newspaper websites (Guardian Unlimited
– environment)
Introduce the idea of renewables – think
about different parts of the world in terms of
renewable energy potential – ie What is the

www.energysavingtrust.org.uk / renewable energy.

Department of Trade/Industry document
(‘It’s only natural’).
potential in the UK?

BBC website – energy

Discussion – consider the economic/political
factors that might affect both supply and
demand for energy.


Conclusion about ‘The politics of power’.
Could investigate general situations
– Google - ‘OPEC’ or look at a
specific example Google – ‘Shell in
Nigeria’.

www.guardian.co.uk – Environment –
Energy – ‘How Britain generates its
power’.

22 of 38
Points to note
energy company websites offer useful
definitions/descriptions.
GCE Geography
Geography F762: Managing Change In Human Environments: F762
Suggested
teaching time
10-15
hours
Topic outline
What is the relationship between
energy use and economic
development?
GCE Geography
Topic
The energy issue
Suggested teaching and homework
activities
Suggested resources
Points to note

Ask students to create their own ‘energy
diary’ in terms of their lives (24hour period)



Discussion about their diaries – what factors
might affect energy demand?

Atlas based activity – correlation between
GNP/Energy use (not a simple relationship –
discuss reasons for any anomalies).

Discussion – What is the energy mix?

Develop the idea by looking at a number of
different countries (individual/group work? –
presentations?).

Consider countries at the lowest stage of
economic development:

What is their energy mix?
(Fuelwood crisis)

What are the issues associated
with their use/lack of energy?

What are their possibilities?
Could use students individual energy bills
– how energy is measured/sold/reasons
for variations.

www.exxoonmobil.com – growing energy
demand.

Google – energy demand in China (or
India or….)

Google – energy Ghana (or other
countries)

www.cnn.com – Dubai (‘oil rich Dubai
redraws atlas’)

www.worldvision – the fuelwood crisis in
Africa.

Google – ‘fuelwood Africa’

‘Developments’ (Issue 33) ‘smoke – killer
in kitchen’
23 of 38
Geography F762: Managing Change In Human Environments: F762
Suggested
teaching time
10-15
hours
Topic outline
What are the social, economic and
environmental issues associated
with the increasing demand for
energy?
Topic
The energy issue
Suggested teaching and homework
activities
Suggested resources
Points to note

Introduce the idea of carbon footprint – work
out individual carbon footprints.

BP – Carbon footprint toolkit



General discussion to consider the idea that
energy generation has impacts both locally
and nationally/globally (impacts can be
positive and negative).
www.carbontrust.co.uk – ‘understanding
carbon’

Google – ‘carbon footprint calculator’

‘Developments’ (Issue 22) ‘Oil- blessing or
curse’

Google – Shell Nigeria

www.christianaid.org – oil report

www.guardian.co.uk/environment/energy a range of information about all types of
energy issues.

Google – Dubai oil

www.cnn.com – Dubai (‘oil rich Dubai
redraws atlas’)

Examples might include:

Consider the impact of using fossil fuels in
terms of mining/landscape change – the
global environment (individual/group
investigations to consider oil exploration
(Alaska?/Russia?/ etc) or open cast mining
(wates etc) or oil shales.

Consider how oil revenue has been a
significant economic factor to the
development of some areas.

Renewable energy – individual research to
consider the impact of renewable energy
schemes:


Individual group work –
presentations
Could include – wind farms/large scale
HEP/tidal barrage (Severn Barrage idea).
 Geography review (Sep 2003)
Impact of HEP – Brazil
 Geography review (Nov 1998) Large
dams – benefits/problems
 Cefn Crocs wind farm (Google –
photo gallery
 Google – ‘three gorges dam’
24 of 38
GCE Geography
Geography F762: Managing Change In Human Environments: F762
Suggested
teaching time
10-15
hours
Topic outline
How can energy supply be
managed to ensure sustainability?
Topic
The energy issue
Suggested teaching and homework
activities
Suggested resources
Points to note


www.bbc.co.uk/climate/ - climate
change/adaptation/policies.


Websites/information from energy
companies (Shell/BP etc), newspaper
websites.
Discussion to consider that sustainability is
about:

Using existing finite resources
efficiently

Developing renewable energy
sources

Conserving energy in
industry/homes/transport etc
Department of trade/industry (DTI
website) ‘it’s only natural’.

www.energysavingtrust.org.uk/ renewable energy.

‘Future’ (The Royal Academy of
Engineering magazine) 2007 (Issue 1) –
renewable energy.

Energy in the developing world:

Global Eye (Issue 9) – solar power

Developments magazine
(www.developments.org.uk)



Investigate the future possibilities in relations
to the efficient use of fossil fuels
Investigate the future possibilities of
renewable energy and how this may change
the current energy mix (think about
appropriateness in relation to poorer parts of
the world).

GCE Geography
Individual investigations/group investigations
to consider:

Small scale green energy
projects

Ecofriendly housing

Issue 9 – renewable energy

Issue 20 – solar power
revolution

Issue 33 – mini hydropower
25 of 38
Geography F762: Managing Change In Human Environments: F762
Suggested
teaching time
Topic outline
10-15
hours
Topic
The energy issue
Suggested teaching and homework
activities
Suggested resources


26 of 38
Fuel efficient transport
Group discussion – presentation - ‘Construct
an energy policy for the future’

www.ecocentre.org.uk (Fact sheets on all
types of renewables)

Housing:

www.diy.com (B&Q) – greener energy

www.peabody.org.uk – The Beddington
Zero Energy Development (Bed zed)

www.findaproperty.com – eco friendly
housing

www.zedfactory.com – zero carbon
developments

Transport:

Most major car company websites have
information on energy development –
Honda is very good.
Points to note
GCE Geography
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
12-15
hours
Topic outline
Introduction to the unit
Topic
The growth of tourism
Suggested teaching and homework
activities
Suggested resources

Go over the specification outline/ identify
the key ideas and the ‘flow’ of the unit; ie
 The growth (numbers/ spatial) of
tourism.
 The reasons for the growth of tourism.
 The issues associated with the growth
of tourism.
 How tourism can be managed to
ensure sustainability.

Introduce students to the range of possible
sources of information and be mindful of the
contemporary nature of the unit.

There are many appropriate/ useful resources
including:
Points to note

Make sure the idea is linked to urban
management.
 Newspapers-both travel extras (weekends)
and the ‘home’ extras which often advertise
developments for residential/ recreational
tourism areas around the world.
 Newspaper websites, including;
www.guardianunlimited – environment
www.guardianonline.co.uk – travel,
environment, ecotourism.
 Holiday company brochures/ websites.
 BBC website – useful for issues/ challenges.
 WTO (World Tourism Organisation) – for data.
 Tourism Concern(
www.tourismconcern.org.uk)
For environmental/ socio-cultural issues.
 Holiday programmes (Sky travel etc).
GCE Geography
27 of 38
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
12-15
hours
Topic outline
In what ways has the global
pattern of tourism changed?
28 of 38
Topic
The growth of tourism
Suggested teaching and homework
activities
Suggested resources

Discuss the idea of ‘change’ (Numbers,
spread/ types of holiday etc).

Company websites sometimes have historical
brochures.

Look at holiday brochures form the
1950/60’s (websites) to identify the range/
types of holiday.

Use a range of newspaper supplements- this will
alert students to their usefulness.


Use travel supplements (newspapers) to
identify advertised destinations. Plot these
on a world map and construct a desire line
map from the UK.
Use worldwide brochures/ websites (Thomas
Cook/ Kuoni etc).

Use data to plot approximate distance/
cost of holidays.

Discussions/ group work – compare the
situation 50 years ago and now – suggest
reasons. (Could use as a short/ times
essay question).

Use a selection of travel programmes (sky
travel) to develop the idea further by
considering the growing range of holiday
types as well as destinations.

Individual/ group work-find the most
unusual holiday types/ locations advertised
(ie slums in Rio, Volcano holidays).

Use WTO statistics (website) – produce a
fact sheet identifying changing tourist

Any television programmes or websites.

Airline websites also give an indication if ‘spread’.

Introduce students to most unusual types of
destination. Use website/ brochures. Example
Geodyssey (www.geodyssey.co.uk)

www.UNWTO.org – stats/ data.

Specific information – Google – Spain tourism
United Nations – www.unep.org – Mediterranean.
Points to note

Use of local area might be helpful in
relation to understanding the
challenges of sustainable
management.

As a city state Singapore provides an
interesting case study. Also Singapore
has a clear policy based on
anticipating demands and
environmental sustainability.
– Magazine.
Blue Plan has lots about group in Mediterranean
www.planblue.org
GCE Geography
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
12-15
hours
Topic outline
Topic
The growth of tourism
Suggested teaching and homework
activities
Suggested resources
Points to note
numbers in different parts of the world.
What is the relationship
between the growth of
tourism and economic
development?

Concluding discussion – presentations to
identify the social, economic and political
reasons for change.

Look at a specific example of mass
tourism growth (Spain? / Mediterranean) –
link to models? Consider growth (reasons),
impacts.

Basic understanding of economic
development.

Use of atlas/ web – Human development index
(HDI)

Measuring GNP/HDI- create a
database

www.UN.org – Human development Index
Understand that economic
development is a combination of socioeconomic factors (bring in the idea of
social development).

www.UNWTO.org – data of arrivals

Google – tourism pain (or other countries) –
facts/figures.

www.unep.org/www.planblue.org (Mediterranean)

wwwwww.lakedistrict.gov.uk

web-sites linked to specific areas/places

selection of television ads run by tourist boards
(California, New Zealand, Australia etc)

Florida (www.dep.state.fl.us)



GCE Geography
Look at WTO database – link economic
development
– tourist arrivals.
Investigate areas of increasing tourist
numbers at different scales (i.e. Lake District
National Park, Spain, Mediterranean) –
– Understanding Development

The link between economic growth
and urban growth is important
because it poses real challenges for
the sustainable management of urban
areas.
29 of 38
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
Topic outline
12-15
hours
Topic
The growth of tourism
Suggested teaching and homework
activities
Suggested resources
(group investigations –growing numbersreason).

Links to economic development –
construct a data base- ‘the importance of
tourism to…’
Examples could include National Parks,
regions (Florida) country (Spain, Australia
etc).



‘home’ sections of weekend newspapers

most advertisement have web-sites
ex Google – nexus residence-Karambunai
(Borneo-eco resort)

Look at global holiday brochures – identify the
scale of tourism development in developing
areas.

Google – tourismcampfire
– Consider tourist related jobs, incomes
services etc.

Dubai–www.nakeel.com (development company)
– Have at least one detailed example from a
developed area.

www.independent.co.uk
N.E. Brazil (Bahia)
www.costadosauipe.com.br
Consider recently developed/ developing
areas by looking at ‘home’ sections of
weekend newspaper advertising holiday
home/tourism investments.
Tourism as a vehicle for development.
Points to note
www.parquesaupie.com.br
www.praia.do.forte.org.br
www.praia.do.forte.com

Global Eye (Issue 30) – tourism Ethiopia.
Group investigations looking at specific
examples – group presentations.
Examples could include –
campfire schemes [East Africa]
30 of 38
GCE Geography
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
12-15
hours
Topic outline
Topic
The growth of tourism
Suggested teaching and homework
activities
Suggested resources
Points to note
Caribbean
Dubai
North-East Brazil
India
Have at least one detailed example from a
developing area.
What are social, economic
and environmental issues
associated with the growth of
tourism?
Continued from previous section – develop
the idea beyond economic links and
consider specific social/ environmental
factors


Introduction/ discussion to consider social/
environmental issues linked to tourism.
 www.tourismconcern.org.uk / –
facts/figures/issues

Group investigations – presentations.
 Possible resources
Examples of where tourism has bought
social/environmental advantages.
N.E.Brazil – Berimbau programme (community
tourism)
Examples of where tourism has bought
social/environmental disadvantages.
East Africa – Campfire scheme

Introductory ideas (BBC website)

Case studies to illustrate the key
policies that might these cities
sustainable, and offer some evaluative
judgement about the policies.

Consider if/how some of the policies
could be implemented in other cities.
‘Mass tourism-is it exploitation’? (talking/
discussion points)
‘Tourism bypasses Zanzibar locals’
Kenya – Campiyakanzi (ecotourism)
National Parks – managing environments
Geography review (Nov 2000)-Zanzibar-tourism and
conservation.
GCE Geography
31 of 38
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
12-15
hours
Topic outline
Topic
The growth of tourism
Suggested teaching and homework
activities
Suggested resources
Points to note
Mediterranean – pressures (www.planblue.org)
Caribbean – Geofactsheet (208)-environmental
impact of tourism.
N.E.Brazil – www.guardianunlimited – tourism –
Bahia
‘Is Praiadoforte really an eco-resort’?
Dubai – environmental issues associated with
development.
Environmental – areas of coral reefs under threat.
How can tourism be
managed to ensure
sustainability?

Look up the words – sustainability
– ecotourism

Discussion – what factors need to be
considered to ensure sustainability?
(social/ economic/environmental)



32 of 38

Geography Review
March 97 – tourisms last frontier.
Nov 05 – sustainable tourism in the High Atlas.
 Global Eye (10)-ecotourism
(17) Sustainable tourism – Belize.
Look up examples of resorts ‘sold as
ecotourism’-to what extent are they really
sustainable?
 Wideworld-Feb 2001-Ecotourism in Amazon.
Individual research/ group work –
presentation of one example of eco
tourism and why it is sustainable.
 www.rainforest.com-Ecotourism
 Google-‘ecotourism’ (variety of examples-some of
which are not always very sustainable!).
 www.geodyssey.co.uk
 www.GBRMP.gov.au (Great Barrier Reef Marine
Park)
 www.SMMA.org.lc (St Lucia- sustainable
GCE Geography
Geography H083: Managing Change In Human Environments: F762
Suggested
teaching time
12-15
hours
Topic outline
Topic
The growth of tourism
Suggested teaching and homework
activities
Suggested resources
Points to note
management)
 www.campiyakanzi.org (Ecotourism safaris – East
Africa.
 Guardianonline.co.uk
Travel.
Environment.
Ecotourism.
= Innovative teaching idea
GCE Geography
= Stretch and challenge opportunity
idea
= ICT opportunity
33 of 38
Sample Lesson Plan: Geography H083
Managing Change in Human Environments
F762
An introduction to the changing pattern of global tourism
OCR recognises that the teaching of this qualification will vary greatly from school to school and
from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but
will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning objectives for the lesson
Objective 1
Students to understand the changing pattern of global tourism.
Objective 2
Students to appreciate the growing variety of tourism opportunities.
Objective 3
Students to understand the increasing globalisation of tourism.
Objective 4
Students to appreciate the value of newspaper travel supplements as resources.
Recap of previous experience and prior knowledge

Use students own experiences to introduce the idea, 'where have they travelled to/ been on
holiday etc'. Identify the range of places and types of holiday in their experience.
Content
Time
Content
10 minutes
-Use World Tourism Organisation (WTO) or appropriate data to identify basic trends
of visitor movement
-Look at holiday brochure from the 1950s/1960s (websites) to identify the range of
places/types of holidays available to the majority of people in the U.K.
-Consolidation to consider a simple time line of change in relation to international
tourism, ie 1950s/1960s-largely Europe etc 1960s/1970s-Wider range of European
places/Florida etc
-Individually, or in small groups.
-Give students a blank world map with a scale and access to a number of
newspaper travel supplement, (they may need an atlas)
-introduce the idea of newspaper travel supplements as a valuable resource.
-Use the travel supplements to identify as many different advertised holiday
destinations as possible. Mark these on the map with a dot. (Specific accuracy is not
required as long as the destination country is accurate.)
-From the dot draw a line back to the U.K.
For a selection of the identified places mark on the approximate cost of the
advertised holiday, (to give a basic idea of cost/distance-approximate because of so
many different factors).
5 minutes
20 minutes
10 minutes
34 of 38
-Feedback on whiteboard. Ask each person/group to mark some of the places they
have found on a map on the whiteboard.
-Reflection of completed map.
GCE Geography
Consolidation
Time
Content
5 minutes
General discussion - What does the activity suggest about the changing nature of
global tourism?
- Identify a small number of develop strands, for example:
-Tourism today is a global industry (MEDC/LEDC) and is evident in every continent.
-There is not a clear link between distance and price-so price does not deter long
haul travel.
-There are a growing number of tourism activities and opportunities.
10 minutes
GCE Geography
35 of 38
Other forms of Support
In order to help you implement these new specification effectively, OCR offers a comprehensive
package of support. This includes:
OCR Training
Get Ready…introducing the new specifications
A series of FREE half-day training events are being run during Autumn 2007, to give you an
overview of the new specifications.
Get Started…towards successful delivery of the new specifications
These full-day events will run from Spring 2008 and will look at the new specifications in more
depth, with emphasis on first delivery.
Visit www.ocr.org.uk for more details.
Hosted Network Events
OCR runs a number of successful network events, hosted by our Customer Support Managers.
These enable you to meet colleagues from other centres and share best practice. The events are
about peer learning and provide an excellent opportunity to carry out standardisation activities and
receive updates from OCR.
For more information, please contact the Networks and Regional Coordinator on 024 7649 6396.
Mill Wharf Training
Additional events are also available through our partner, Mill Wharf Training. It offers a range of
courses on innovative teaching practice and whole-school issues - www.mill-wharf-training.co.uk.
e-Communities
Over 70 e-Communities offer you a fast, dynamic communication channel to make contact with
other subject specialists. Our online mailing list covers a wide range of subjects and enables you to
share knowledge and views via email.
Visit https://community.ocr.org.uk, choose your community and join the discussion!
36 of 38
GCE Geography
Interchange
OCR Interchange has been developed to help you to carry out day to day administration functions
online, quickly and easily. The site allows you to register and enter candidates online. In addition,
you can gain immediate a free access to candidate information at you convenience. Sign up at
https://interchange.ocr.org.uk
Published Resources
Published Resources
OCR offers centres a wealth of quality published support with a fantastic choice of ‘Official
Publisher Partner’ and ‘Approved Publication’ resources, all endorsed by OCR for use with OCR
specifications.
Publisher partners
OCR works in close collaboration with three Publisher Partners: Hodder, Heinemann and Oxford
University Press (OUP), to ensure centres have access to:




Better published support, available when you need it, tailored to OCR specifications
Quality resources produced in consultation with OCR subject teams, which are linked to
OCR’s teacher support materials
More resources for specifications with lower candidate entries
Materials that are subject to a thorough quality assurance process to achieve endorsement
Heinemann is the publisher partner for OCR GCE Geography.
Heinemann is producing the following resources for OCR GCE Geography for first teaching in
September 2008.
Dove, J, Guinness, P, Martin, C, Nagle, G, Payne, D, and Witherick, M. AS Student Book and
Live Text CD ROM ISBN: 978 0435 357535
Guinness, P, Martin, C, Nagle, G, and Payne, D. AS Planning and Delivery Pack and LiveText
CD ROM ISBN: 978 0435 357542
A2 Student Book and Live Text CD ROM ISBN: 978 0435 357627
A2 Planning and Delivery Pack and LiveText CD ROM ISBN: 978 0435 357634
Approved publications
OCR still endorses other publisher materials, which undergo a thorough quality assurance process
to achieve endorsement. By offering a choice of endorsed materials, centres can be assured of
quality support for all OCR qualifications.
Endorsement
OCR endorses a range of publisher materials to provide quality support for centres delivering its
qualifications. You can be confident that materials branded with OCR’s “Official Publishing Partner”
or “Approved publication” logos have undergone a thorough quality assurance process to achieve
endorsement. All responsibility for the content of the publisher’s materials rests with the publisher.
GCE Geography
37 of 38
These endorsements do not mean that the materials are the only suitable resources available or
necessary to achieve an OCR qualification. Any resource lists which are produced by OCR shall
include a range of appropriate texts.
38 of 38
GCE Geography