Geography with ICT in Key Stage 3
Year 7: Locating a settlement in ancient Britain
Rationale and context for the lesson
This lesson on settlement location offers an opportunity to brighten up what can be
rather dry material by using a quantitative decision-making exercise and software for
modelling changes. It is used with year 7 students, but can be adapted for other year
groups.
The lesson described below is based on the medium term objectives for geography
identified in ‘Unit 3: People everywhere’ (see
www.standards.dfes.gov.uk/schemes2/secondary_geography/geo03/?view=get) on
Geography Key Stage 3 Scheme of Work (QCA/DfEE, 2000).
Geography
Enquiry and skills
pupils will:
 ask geographical questions
 use maps to measure distances
 make and justify a decision based on
evidence
Knowledge and understanding of
Places
 identify and explain physical and
human features
 assess the advantages and
disadvantages of different settlement
sites
 understand how their relative
importance can change over time
Knowledge and understanding of
patterns and processes
Explored through:
 decision making about settlement
location - both past and present
ICT teaching objectives
Developing ideas and making things
happen
Models and modelling:
pupils will:
 use software to investigate and
amend simple model by:
 predict the effects of changing
variable or rules
Pupil prior learning
Pupils should have studied settlement location factors in geography and Ordnance
Survey map work. They should also have learned to measure distances using a
scale. Most pupils should also be able to:
 use simple spreadsheet models to explore the effect of changing variables and
answer straightforward questions;
 identify patterns revealed by simple models or simulations
ICT expertise needed by the teacher
Teachers will not need to be able to set up the spreadsheet because it is preprepared. However, they will be more confident if they are aware of how the
spreadsheet works (i.e. they should understand the formulas and functions used in
this example). This will enable them to appreciate how the altered variables are
calculated and explain what is happening to the pupils.
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The spreadsheet should be best placed on the schools’ intranet as a ‘Read only’ file,
and the pupils can then copy and paste it into their own work areas in order to
undertake the tasks.
Resources for the lesson
 The starter activity sheet – ‘Odd one out’ (see below)
 Record sheet ‘Locating your settlement’ (see below) for pupils to write down their
figures before entering them on the spreadsheet
 Spreadsheet (e.g. Excel) with calculations already in place (see settlements.xls)
 Copies of handout showing Map of possible settlement sites (see below)
 Slips of paper for marking distances for use with the scale on the map
 Summary sheet ‘Best site for a settlement’ (see below)
 The writing frame for the ‘Decision-making exercise’ (see below)
Adapting the activity and follow-up
 Also, a written piece of work could be set for homework, explaining what they
have done together with the findings of the decision making exercise. This could
be a useful assessment opportunity, and the lower achieving pupils could use the
worksheet. Higher achievers can also be encouraged to evaluate the role of the
spreadsheet and the accuracy of the data with regard to the measurement of
distances and the subjective nature of the weightings activity. A writing frame
(such as that included here) could be used and adapted for different abilities as
appropriate.
 A similar modelling activity and decision-making exercise could be used for
location of an industry, e.g. especially for industrial change such as the iron and
steel industry in South Wales.
 The study into trade areas could form part of an investigation into shopping habits
and trade in a local town, which also analyses the town’s rank in the local
shopping hierarchy. Data can be gathered through questionnaires in the town
centre and shops can be classified. This information can be inputted into a
database (or spreadsheet) to facilitate interrogation, analysis and display through
graphs.

It can be linked to Ordnance Survey map work activities to identify types of
settlement sites and card-matching exercises as outlined in QCA 2000
geography unit ‘3: People everywhere’ and to other activities by which the
location factors of a settlement can be identified and evaluated.
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Locating a settlement - Odd one out
Choose the odd one out of the three items shown in each row below.
High
Fertile soil
Trees
Water
Frequent care
Trees
Valley
River
Decision
New circumstances
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Defence
Building materials
Cattle
Light
Dairy cattle
Distance to walk
Hill
Cliff
Game
Change
Low
Crops
Fuel
Heavy
Crops
Water
Shelter
Trade
Life/Death
Water
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Locating your settlement
Best site for a settlement?
Location
First
Factor
Weighting
DEFENCE
distance in km
Distance
Distance
from Site A
from Site B
weighting 1-9
Distance
Distance
from Site C
from Site D
New
Weighting
WATER
SUPPLY
ARABLE
TIMBER
GRAZING
RESULT FIRST WEIGHTING = SITE
Best site for a settlement?
Location
First
Factor
Weighting
DEFENCE
RESULT NEW WEIGHTING = SITE
distance in km
Distance
Distance
from Site A
from Site B
weighting 1-9
Distance
Distance
from Site C
from Site D
New
Weighting
WATER
SUPPLY
ARABLE
TIMBER
GRAZING
RESULT FIRST WEIGHTING = SITE
Best site for a settlement?
Location
First
Factor
Weighting
DEFENCE
RESULT NEW WEIGHTING = SITE
distance in km
Distance
Distance
from Site A
from Site B
weighting 1-9
Distance
Distance
from Site C
from Site D
WATER
SUPPLY
ARABLE
TIMBER
GRAZING
RESULT FIRST WEIGHTING = SITE
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RESULT NEW WEIGHTING = SITE
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New
Weighting
Best site for a settlement summary
1. L______________F___________ are important when deciding where to
build a settlement.
2. Location Factors can be weighted, that is some factors are m______
i________________ than others. W_______ will be given a high weighting
because it is needed every day, and it is h________ and b_______ to carry
far.
3. Location Factors will c _________over time, for example in the Stone Age
villagers had to be s_____ s___________ and so factors regarding
farming, building materials as well as d__________ were very important.
4. Today villagers do not have to be self sufficient nor is defence an important
factor, instead good t____________ l________ and a pleasant
environment are important together with having a _______________ such
as good shopping, hospitals and schools nearby
Stick the above note into your book and fill in the missing words from the
choice below:
transport links
water
more important
self sufficient
change
amenities
heavy
bulky
defence
location
factors
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Locating a settlement: A decision-making exercise
1. Explain why the location of a settlement is quite a difficult decision to
make
Clue: You need to discuss the different factors to consider, and describe why
some may be more important than others, you should to give reasons for this.
2. Explain why it is so important to make the correct decision.
Clue: Think about time and effort needed to build a settlement. Also, about
how hard life must have been in the Stone Age, think of the winter time and
the food supply needed. You also might consider defence at this time.
3. Then you need to explain how the importance of these factors may
change over time.
Clue: This may be because of factors such as the technological
improvements, brought about by many things, piped water, transport,
methods of communication, or the way we farm and trade.
4. Explain whether the spreadsheet made the decision making exercise
easier or not, and why this was so
Clue: Think of reasons like, any calculations can be done quickly and the
results are shown quickly too.
5. Also explain how it was easy to change your mind and to change the
importance of the factors and to determine the new result.
Clue: The formula entered into the cell will recalculate changes very quickily
and….
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200 m
SITE B
SITE A
100 m
Existing
village
300 m
250 m
200 m
150 m
S
P
R
I
N
G
100 m
MARSHY
GROUND
SITE C
SITE D
RIVER
MARSHY
GROUND
FORDING
PLACE
0
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1
2 km
Locating a settlement in ancient Britain: Lesson plan
Learning objectives
Learning outcomes
Geography
Geography
We are learning to:
What I am looking for is for pupils to:
 understand that decision-making is a complex exercise, especially where
 make a decision about the best location for a settlement based on a set of
many variables are involved
location factors
 appreciate that the effects of a wrong decision are costly
 amend their decision in the light of the changing importance of location factors
over time
 appreciate that a way of identifying the things that change is useful in
decision making (i.e. changing the numbers directly affects which is the best  have understood that location factors can be economic, social, political and
option)
environmental
 be aware of the dynamic nature of human geography and how factors
change over time owing to both changes in society and technology.
ICT
ICT
We are learning to:
What I am looking for is pupils who:
 use a spreadsheet as a model to answer ‘What if..? questions
 appreciate the benefits of using a spreadsheet as opposed to a paper
exercise
 use a spreadsheet to display data
 are able to answer ‘What if…? Questions by changing variables
 use a spreadsheet to carry out simple calculations
Starter
Recap on the last lesson, which will have focused on settlement location factors or on Ordnance Survey map work. To link this lesson with the
5 minutes
previous one, undertake the ‘Odd one out’ activity (see worksheet). The activity is then introduced thus: ‘The Ug family have a problem they need
to decide where to build their village - near water or should they consider defence? Your help is needed - but beware a mistake could be very
costly …’
Challenge
Describe the following scenario to the pupils: an ancient tribe has decided to settle new land and scouts have identified four possible sites (see
35 minutes
map). From past experience the tribe knows which four factors it must consider before building a new village. These are: ease of defence,
nearness to a water supply, arable land for crops, timber for building materials and fuel, and grazing for animals.
After the activity has been explained discuss the location factors and begin to evaluate them for a settlement site. A short question and answer
session should help pupils to consider the importance of making the correct decision and the reasons for doing so.
Pupils begin, individually or in groups, to decide on their location weightings (1-9), the more important the factor the higher the weighting. They
record this on their record sheet ‘Locating your settlement’ then, on the map, measure the closest distance to each factor from each of the four
proposed sites (A-D). Pupils add these measurements to their record sheet.
Once they have made their choices, ask the pupils enter their figures into the Excel spreadsheet (see settlement.xls), which will automatically
calculate the ‘best site’/ ‘least cost’ location. They should then consider the figures and map to evaluate why this is the best site. Either in groups,
or as a whole class, discuss and challenge the various outcomes.
Development
Pupils should then consider how the factors might change in importance over time (i.e. the area is now peaceful and technology has developed)
15 minutes
and then re-consider their weightings. As they alter the weightings on the spreadsheet, it will indicate whether the ‘best site’ has changed as a
result.
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Plenary
5 minutes
Discuss pupils’ findings by focusing on the learning outcomes for both geography and ICT. This can be achieved through a question and answer
session. The kinds of question you could ask include:
 Are decisions always easy to make? If not, what makes this activity so difficult?
 Do you think you made the right decision with regard to your settlement?
 What might happen if you made the wrong decision?
 How did the computer-based activity help?
 Do you think real life decisions about locating a settlement are easier or harder? Why?
 Did your settlement ‘least cost location’ choice change when you changed the importance of the weighting of factors?
 Do you think the same factors are important when choosing where to settle today than others?
 Which are more important and which are less?
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