The Old Saga – Why Does an Older Population Pose Challenges for us all? Learning Outcomes: All Should: be able to identify the key reasons why people are.

Slides:



Advertisements
Similar presentations
How to succeed at GCSE Geography
Advertisements

What should happen to the Holderness coastline? Learning Objective: To practice decision making skills required for the SDME in June 2014.
Describe the population structure of this country;
Competence Development: Motivation in the classroom Settler: How can we improve motivation in this classroom? Do we need to improve motivation? What lessons.
Sustainable Decision Making Exercise Thursday 14 June am The Age Old Saga - Why does an older population pose challenges for us all? -
Key Skills: Communications Presented by Bill Haining.
Youthful populations: case study Gambia
Writing the decision Aim: to peer mark an answer To understand what the examiner expects in the decision making question.
Video Why am I showing you this clip?. What do you think today’s lesson is all about?
Population Structures. Aims of today’s lesson To find out how to read a population structure. To find out what the different shapes represent. To find.
A2 Unit 8 Business Planning – Lesson 4. Create a definition of market research? If you need help, use the following words Information Competitors Collecting.
ASSESSMENT WITHOUT LEVELS Age Appropriate Learning.
Population Structures. Aims of today’s lesson To find out how to read a population structure. To find out what the different shapes represent. To find.
Are the Olympics worth it?
Welcome to A-Level Geography
Lesson Objectives To identify the types of questions on Section B of the American West Paper To explain why the Native Americans were able to live successfully.
Answering exam questions GCSE Physical Education
Should the LHWP have been built?
What are the implications of a youthful population on Uganda?
Lesson 3: Ageing Populations
Population Higher Geography.
Lesson nine: Types of Migration
Lesson Starter List as many facts as you can that highlight crime inequality.
Year 10 Summer Exams.
LO: To evaluate the reasons for different attitudes to abortion
Population push and pull factors.
Starter: Which stage on the demographic transition model?
Department for Education: young people’s consultation PSHE education and Relationships & Sex Education.
Why bother – is this not the English Department’s job?
SDME Tuesday May 19th 2015 Afternoon
Superstudy Day Unit 3 - Making Geographical Decisions
Drawing Conclusions.
Geography Lesson 4: Population Structure
Starter: Name the SDG. Think, Pair, Share
Edexcel – GCSE History – Paper 1
What you are aiming to achieve
Migration What are the issues? Key Stage 3 Geography Resources
Describe two features of…
Settler: What do you think?
Unit 3 – Making Geographical Decisions
Geography Lesson 2: Birth and Death Rates
MOCK FEEDBACK 2017 Using your mock exam fill out the feedback sheet
Can I talk about how I maintain positive relationships?
Paper One: Answering Question 5
ALCOHOL Learning objectives Learning outcomes
Eduqas GCSE Geography B
Starter = what can this tell us?
Year 6 Information Meeting
Year 10 Research Action Plan
Welcome to A2 Psychology
How can we challenge students?
Key Question- Can Australia cope with its increasing population?
Population Higher Geography.
Point; Evidence; Explanation; Paragraph; Essay
Lesson 3: Ageing Populations
Social and economic inequality- Poor healthcare
What is going on in this picture?
L3 – Public Money Learning objective: To understand where public money comes from and analyse the reasons why there are disagreements as to how public.
Topic 4: I can see clearly now
Social and Emotional Aspects of Learning (SEAL)
How have past connections shaped both Lympstone and Toxteth?
Guess the keyword!.
@studentRESPONSE What have you done to improve your work?
B1-B2 Unit Three Lesson 1B Recreation survey.
B1-B2 Unit Three Lesson 1B Recreation survey.
Key Stage 2 SATs Presentation to Parents of Year 6 children at St. Wilfrid’s Church of England Primary Academy.
Units 3 & 4 Business management transition
Population Higher Geography.
The Effects of Slow Population Growth
Lesson 3: Ageing Populations
Presentation transcript:

The Old Saga – Why Does an Older Population Pose Challenges for us all? Learning Outcomes: All Should: be able to identify the key reasons why people are living longer in the U.K and list the good and bad points of an older population. Majority Should: : be able to evaluate the key reasons why people are living longer and understand the challenges and opportunities posed by an ageing population. Some Could: be able to carry out all of the above, moving onto analyse the social, economic, political and environmental challenges of an ageing population. Key Words / Ideas Ageing Population = developed countries whereby people are living longer / low birth rate. Key Words: Life Expectancy Consequences Life expectancy Death Rate Sustainable

Why are People Living Longer? Starter Activity: Why are People Living Longer? Watch the short Clip and complete the table: How Old Is Lilly? What do you already know about this topic? What would you like to learn about this topic? Learning Outcomes: All Should: be able to identify the key reasons why people are living longer in the U.K and list the good and bad points of an older population.

Over View / Introduction: Lingo Bingo Exercise (key Words) Short Clip Key words Learning Outcomes: All Should: be able to identify the key reasons why people are living longer in the U.K and list the good and bad points of an older population. Majority Should: : be able to evaluate the key reasons why people are living longer and understand the challenges and opportunities posed by an ageing population. Some Could: be able to carry out all of the above, moving onto analyse the social, economic, political and environmental challenges of an ageing population.

Learning Schedule: Subject Review: What are we doing in today's lesson? Reflective review Complete at the end of every task: WWW EBI Smiley Face Every 30 minutes Green Slide - 2 volunteers needed

Task 1) Are People living to an Old Age in all Countries MEDC (e.g. UK) LEDC (e.g. Somalia) Learning Outcomes: All Should: be able to identify the key reasons why people are living longer in the U.K and list the good and bad points of an older population. Majority Should: : be able to evaluate the key reasons why people are living longer and understand the challenges and opportunities posed by an ageing population.

Task 1) Are People living to an Old Age in all Countries

Subject Review – What have you learnt? Learning Outcomes: All Should: be able to identify the key reasons why people are living longer in the U.K and list the good and bad points of an older population. Majority Should: : be able to evaluate the key reasons why people are living longer and understand the challenges and opportunities posed by an ageing population. Some Could: be able to carry out all of the above, moving onto analyse the social, economic, political and environmental challenges of an ageing population. Key Words / Ideas Ageing Population = developed countries whereby people are living longer / low birth rate. Key Words: Life Expectancy Consequences Life expectancy Death Rate Sustainable

Task 2) Why are People in MEDCs like the UK Living Longer Imagine you are a group of Government Workers working for the Government in Somalia. The average life expectancy in your country is below 40 compared to 78 in the UK. Your group’s task is to research reasons why people in the UK live to an old age. You will feedback these hints and tips to the Somali Government. Task 1) Watch clip & complete spider diagram. http://www.youtube.com/watch%3Fv%3DAXHqsgtSckM

Task 2) Why are People in MEDCs like the UK Living Longer In groups rank the cards into order of importance. Use the criteria provided. b) Identify the three most important reasons why people are living longer. c) Complete P.E.E chain worksheet. Use example paragraph to help do this (WWW/ EBI). d) Group leader to feedback findings.

Task 2) Why are People in MEDCs like the UK Living Longer What is it? (Point) Give specific examples in order to back up your point (Evidence) Give reasons ‘why’ this point is helping people in the UK to live longer? (Explain) In the UK there is free healthcare for everyone who is a British National (i.e. they have a right to be in the UK). The NHS provides free dental treatment and healthcare, which includes treatment of minor injuries and illnesses. Moving onto treatment for life threatening conditions, including cancer, heart diseases, organ transplants and so. Furthermore (Improve by adding further examples of the purpose of the NHS)..... This means people are living longer because... Example Paragraph: WWW: EBI:

Subject Review – What have you learnt? Learning Outcomes: All Should: be able to identify the key reasons why people are living longer in the U.K and list the good and bad points of an older population. Majority Should: : be able to evaluate the key reasons why people are living longer and understand the challenges and opportunities posed by an ageing population. Some Could: be able to carry out all of the above, moving onto analyse the social, economic, political and environmental challenges of an ageing population. Key Words / Ideas Ageing Population = developed countries whereby people are living longer / low birth rate. Key Words: Life Expectancy Consequences Life expectancy Death Rate Sustainable

Task 3) Opportunities & Threats of People Living Longer Imagine your group are a researcher for the Sun News Paper. Your job’s is to sort through lots of information in an incredibly short time. You are going to gather the research which will be used to write an article about an ageing population (Don’t worry - you are only doing the research!). Watch clip & complete the spider diagram.

Somalia

Task 3) Opportunities & Threats of People Living Longer Step 1) In groups individually produce a teaching aid – spider diagram - on your table’s specific topic. Your job is teach this information when you move groups. Step 2) Move to your group, share learning and individually complete the table. You will need to decide if the topic is an economic, social or political point and whether it is a good or bad point http://www.coolgeography.co.uk/GCSE/AQA/Population/Ageing/Ageing.htm

Task 3) Opportunities & Threats of People Living Longer Economic (Money Matters) Political (The Government & the people who run the country) Positive Negative Social (People living in the Community) Environmental (Wild life and the physical features)

Subject Review – What have you learnt? Learning Outcomes: All Should: be able to identify the key reasons why people are living longer in the U.K and list the good and bad points of an older population. Majority Should: : be able to evaluate the key reasons why people are living longer and understand the challenges and opportunities posed by an ageing population. Some Could: be able to carry out all of the above, moving onto analyse the social, economic, political and environmental challenges of an ageing population. Key Words / Ideas Ageing Population = developed countries whereby people are living longer / low birth rate. Key Words: Life Expectancy Consequences Life expectancy Death Rate Sustainable

Task 4) Practice Sustainable DME Exercise Introduction: Belbroughton is a rural village in Worcestershire with an ageing population. This is causing problems for the village and your task is to come up with sustainable solution to overcome the problem.

Belbroughton What is this place like?

Belbroughton Task 1) Watch the short clips – what are these different peoples view point on the village.

Belbroughton Task 1) Answer Section A) and Section B) Questions Decide which sustainable option will improve Belbroughton. Complete group activity. Task 3) - Complete Section C write up.

The Options Option 1) Build affordable 3 and 4 bedroom housing to encourage families with young children to move to the village. Option 2) Build a block of affordable apartments with 1 and 2 bedrooms for young people who have always lived in the village and wish to remain living in the area. Option 3) Provide facilities for families e.g. youth clubs for children, a recreation ground which includes tennis courts and a play area for adults and children etc.   Option 4) Leave the village as it is.

Practise DME Answers – Section A) Question 1) ? 1 mark Question 2) 1 problem of an ageing population (1 mark) 2 x reasons why this is a problem ( 2 marks) Question 3) Identify 2 or 3 reasons why the village is attractive to old people (must be physical e.g. natural qualities and human features e.g. village life). Provide 2 or 3 reasons why the village is popular with older people

Practise DME Answers – Section B) Question 4)   Identify and explain one advantage and one disadvantage of living in Belbroughton Village for each of the following groups of people: Family & Young Children: One Advantage with evidence (1 mark) Give reasons ‘why’ (2 or 3 linked sentences – 2 marks) One Disadvantage with evidence (1 mark) Give reasons ‘why’ (2 or 3 linked sentences – 2 marks) Elderly Retired Couple: One Advantage (1 mark) One Disadvantage – 1 mark)

Section C) Level 1 (1-4 marks) Advantage(s) and/or disadvantage(s) of chosen option covered in a limited way. Reference made to sustainability / contains mistakes Level 2 (5-8 marks) Advantages and disadvantage(s) of chosen option, with some development of at least one of these. Mention is made of sustainability, with limited understanding. One or two simple reasons for rejecting one of the other options and/or giving a possible advantage of this rejected option. Written work is legible and spelling, grammar and punctuation are mostly accurate. Meaning is communicated with limited clarity.

Level 3 (9-12 marks) Advantages and disadvantage(s) of chosen option, with development of both. Understanding of sustainability Two developed reasons for rejecting one of the other options and giving a possible advantage of this rejected option. Level 4 (13-16 marks) Advantages and disadvantages of chosen option, well developed in both. Clear understanding of sustainability with developed explanation why chosen option is more sustainable than others. Two well developed reasons for rejecting one of the other options and giving a possible advantage of this rejected option, developed. Written work is legible and spelling, grammar and punctuation are very accurate and meaning very clearly communicated. Use of and showing understanding of, appropriate geographical terminology.

Task 5) Negotiated Learning Come up with three questions you’d like to research in further detail and go away and complete this research. Write down findings. Produce a giant spider diagram using A1 sugar paper summarising all the topics covered in today’s lesson. Using a different coloured pen, write down the further points that you have researched (research / ask a friend). The Government is struggling to pay pensions due to the amount of retired people claiming this money. Come up with 5 strategies to overcome this problem. Come up with three questions you’d like to research in further detail and go away and complete this research. Write down findings.