Expectations- At the end of this unit: Unit title: Football Fever: A Geographical Enquiry Number of lessons: 10 Most pupils will: describe and explain the distribution of World Cup nations and Of Football understand the relationship between GDP and success; describe and explain the Description of the unit: This unit uses the context of football to develop winners and losers of globalisation and describe links between the different parties students’ locational knowledge and their understanding of patterns and involved ; identify racism in football and suggesting ways of preventing this; identify stereotypes associated with football and begin to describe and explain these and how processes in relation to economic activities particularly globalisation. There they have changed over time; consider how people relate to football that some spaces is a particular focus on how societal and cultural ideals influence and are are often seen as gendered; describe and explain the location factors of football manifested in space and developing geographical skills and enquiry. stadiums and the impacts of a stadium on the environment and lives of different Students also consider environmental change and issues in particular people. sustainable development. Key aspects Some pupils will not have made so much progress and will: describe the location of World Cup nations and begin to describe the relationship between GDP and football Geographical enquiry and skills. Pupils will: Knowledge and understanding of patterns and processes explored through: success; identify the winners and losers of globalisation; recognise some of the ways  Ask geographical questions racism can occur and offer some ways to prevent racism; identify stereotypical images,  Analyse evidence and draw conclusions  Understanding how location decisions are describe how these have changed over time; begin to describe different people’s  Appreciate how people’s values affect made perceptions of football; begin to identify some spaces as gendered; identify some contemporary issues  Analysing the effect of planning decisions location factors for football a stadium and identify some of the effects of a stadium.  Communicate appropriately  Describing and explaining physical and  Use extended geographical vocabulary human features and their impact on  Use atlases, maps and plans places and environments Some pupils will have progressed further and will: describe and explain the  Communicate in different ways, including location of World Cup nations, incorporating geographical factors into explanations; using ICT explain the relationship between wealth and success and identify anomalies; consider  Use decision-making skills the interdependence of the global economy and its effects; identify racism and the Knowledge and understanding of places. Pupils Knowledge and understanding of environmental will: need for education to prevent it; relate changing identities of football to its global change and sustainable development.  Locate places studied growth and acknowledge perceptions of football are influenced by experiences; Pupils will study:  Describe national, international and global recognise that football is gendered and cite how society’s in this; explain human and  sustainable development and the impacts contexts of places studied of physical processes interact and influence the location of a stadium and recognise the  Investigate changes in places this for people, places and environments conflicts that arise from the impacts of a stadium.  Describe and explain physical and human Prior learning features that create the distinctive character of places It is helpful if pupils have: prior knowledge and understanding environmental  Explore the interdependency of places and issues/change; basic understanding of globalisation and sustainable development; global citizenship have analysed maps, graphs and data and are familiar with the use of atlases.  development and interdependence economic activity Programmes of study/syllabus coverage: Learning across the curriculum / Keys skills 1a) Ask geographical questions 1d) Analyse and evaluate evidence and draw and justify conclusions 1e) Spiritual, moral, social and cultural development; Lesson 4 Give Racism Appreciate how people’s values and attitudes, including their own, affect contemporary social, The Red Card, Lesson 5 Is There a Distinct Set Of Identities Associated With environmental, economic and political issues, and to clarify and develop their own values and attitudes Football ? Lesson 6 What Does Football Mean To Us, Lesson 7 Is Football A about such issues 1f) communicate in ways appropriate to task and audience Gendered Sport 2a) to use extended geographical vocabulary 2c) to use atlases and globes, and maps and plans at a Citizenship; Lesson 3 Football In A Global World, Lesson 4 Give Racism The range of scales 2f) communicate in different ways, including using ICT, g) decision-making skills Red Card, Lesson 5 is There A Distinct Set Of Identities Associated With 3a) the location of places and environments studied, places and environments in the news and other Football significant places and environments 3b) to describe the national, international and global contexts of Keys skills; Lesson 2 Are The Best Footballing Nations The Richest Nations?; places studied 3c) to describe and explain the physical and human features that give rise to the distinctive Lesson 3 Football In A Global World; Lesson 4 Give Racism The Red Card; character of places 3d) to explain how and why changes happen in places, and the issues that arise from Lesson 5 Is There a Distinct Set Of Identities Associated With Football, Lesson these changes 3e) to explain how places are interdependent and to explore the idea of global citizenship 6 What Does Football Mean To Us?; Is Football A Gendered Sport?; Lesson 8 4a) describe and explain the patterns of physical and human features and relate these to the character of What Factors Influence The Location Of A Stadium? Lesson 9 Is The Leipzig places and environments 4b) identify, describe and explain physical and human processes, and their Zentralstadion A Sustainable Development? impact on places and environments Thinking skills; Lesson 3 Football In A Global World, Lesson 5 Is There a 5a) describe and explain environmental change and recognise different ways of managing it Distinct Set Of Identities Associated With Football, Lesson 9 Is The Leipzig b) explore the idea of sustainable development and recognise its implications for people, places and Zentralstadion A Sustainable Development? Lesson 10 Where Should We environments and for their own lives. Locate The England World Cup Stadium? 6h) the changing distribution of economic activity and its impact6i i) ways of identifying differences in Work-related learning; Lesson 3 Football In A Global World, . Lesson 9 Is The development within and between countries 6iii) factors, including interdependence of countries, that Leipzig Zentralstadion A Sustainable Development? Lesson 10 Where Should influence development We Locate The England World Cup Stadium? 7a)study at a range of scales 7d)study issues of topical significance Education for sustainable development. Lesson 9 Is The Leipzig Zentralstadion A Sustainable Development? Lesson 10 Where Should We Locate The England World Cup Stadium? Language for learning Future learning  Key geographical vocabulary: This unit provides students with the skills required for further study at Key Gross Domestic Product, Correlation, Less Economically Developed Country (LEDC), More Economically Stage 4 for example decision making or graphical analysis. Developed Country (MEDC), Sweat Shop, Subsidiary, Globalisation, Interdependence, Racism, Stereotype, Hooligan, Gender, Sustainable Development The unit also incorporates key concepts that can be applied to other topics  Opportunities for developing skills in: speaking and listening; reading; writing covered at Key Stage 3 for example The Global Fashion Industry, What Is discussion, role play, exposure to different written texts e.g. newspapers, poetry writing, report writing, Development, Local Action, Global Effects. (End Of Unit Assessment)

Key questions Learning Possible teaching Skills Resources Learning Points to note objectives activities outcomes/ Assessment evidence The key questions you Identify specific learning Use a variety of State the geographical Use a variety of Indicate possible Flag-up any salient wish the pupils to objectives which relate teaching activities and skills to be developed stimulus materials to learning outcomes that points for teachers to address written in a to the National learning strategies. via the teaching engage pupils interest could provide evidence consider, e.g. pupil logical sequence. Curriculum programmes Activities should be strategies. Also and enthusiasm and of pupils’ attainment in grouping; extension of study or the syllabus designed to investigate indicate any other resources to support geography. How do work; ICT possibilities generalisations. Strike the key questions and general learning skills to learning. these relate to National for teaching and an appropriate balance develop the learning be developed. Curriculum level learning; ; reminders to between geographical objectives identified. descriptions or syllabus pupils; pupils’ common knowledge; conceptual Identify differentiate by assessment grade misconceptions; key understanding; skills; task where appropriate. boundaries. Indicate words; and values. Also indicate characteristics of pupil possibilities for outcomes for different homework which levels/grades, e.g. high consolidates and builds middle and low upon learning in the levels/grades. classroom. Match assessment tasks to learning objectives. Scheme of work format Appendix 26 Programmes of study/syllabus coverage: Learning across the curriculum / Keys skills

Language for learning Future learning

Key questions Learning objectives Possible teaching Skills Resources Learning outcomes/ Points to note activities Assessment evidence 1. Is Football A Global To be able to Look at football images Use atlases and maps Football images on Level 3 students will N.B. All lessons may Sport? understand what is and suggest why at a range of scales PowerPoint plus music suggest that football is a be adapted to the meant by a global sport football could be termed global sport because it ability of students What is a global sport? a global sport Asking geographical Atlas is played all around the within class. Some questions world. They will describe activities may Blank world map the location of the therefore not be Is football related to one To locate the nations Mapping exercise: Using and analysing nations participating in covered in one lesson geographical area competing in the 2006 locate and highlight on a maps Data table the World Cup and offer and others can be set World Cup and to World Map the location some explanation of this as homework describe their of the nations competing Analysis and evaluation distribution e.g. because distribution in 2006 World Cup of evidence, drawing everyone plays football. Extension tasks and describe their and justifying should be set in distribution. conclusions Level 5 pupils will addition to those set introduce the idea that out here to support Communication skills football can be played higher ability students anywhere regardless of Discussion age, race, class etc. Support should be They will describe and given to lower ability begin to explain the students where distribution of nations necessary e.g. participating in the provision of writing World Cup linking this to frames for report the idea that football is a writing global sport. They will describe how there may be a greater concentration of competing nations in one geographical area e.g. there is mainly even distribution of competing teams, however, the majority are found in Europe and Latin America. Level 7 students will offer a variety of reasons why football is a global sport including ideas that it transcends class, language, race, religion and this unites people from around the world. They may also include ideas that it can be part of national identities. They will be able to describe and explain the geographical pattern of competing nations and suggest various reasons including geographical ones why there is a concentration of competing nations in certain areas e.g. more nations in that continent, more money to fund national teams.

Key questions Learning objectives Possible teaching Skills Resources Learning outcomes/ Points to note activities Assessment evidence 2. Are The Best To consider the ways in Students to look at Developing Information on football Level 3 students will Requires use of ICT for Footballing Nations which success in variety of charts to show geographical vocabulary success e.g. Top ten suggest some of the all students The Richest Nations? football is judged top teams and list the clubs according to ways to judge football various measures of Numeracy revenue, world cup success e.g. those who If ICT unavailable How do we measure success in football. How winners win. They will suggest students can use graph success in football? do they vary? Analysing and that wealth may be paper to draw scatter evaluating evidence and ICT - Excel measured in terms of graphs. drawing and justifying how rich a country is. How do we measure the To think about how Brainstorm; How do we conclusions They will begin to Brainstorm: students wealth of countries? wealth of individual measure a country’s suggest reasons why should work in pairs countries is measured wealth? Working with others there is or isn’t a correlation between Does economic To identify if there is a Students to use Excel to GDP and football development determine relationship between draw a scatter graph of success e.g. because it football success? economic development World Cup winners and depends on whether and success in World runners up versus GNP your country has good Cup tournaments. Pupils to list reasons players. why there is/isn’t a correlation Level 5 students will identify that success can What other factors may To describe and explain Pupils look at be measured in determine the success how others factors may images/information on economic terms and of a nation in football? influence footballing different countries and number of wins. They success. decide how and why this may begin to explain might influence success that a country’s wealth in football. can be measured in terms of its development and introduce the concept of LEDCs and MEDCs. They will begin to explain why there is or isn’t a correlation between football success and GDP e.g. the more money a country has, the more money it have to spend on players.

Level 7 students will identify that measures vary according to scale of study e.g. global level measure team success, regional level measure in terms of assets/revenue. They will identify various measures of wealth including factors such as GDP, birth rate, unemployment. They will offer detailed explanation of relationship between GDP and football success and make links between ideas e.g. greater GDP, more developed, more money to invest in football. They will also be able to offer explanations for any anomalies e.g. Brazil’s success.

Key questions Learning objectives Possible teaching Skills Resources Learning outcomes/ Points to note activities Assessment evidence 3. Football in a Global To develop and Brainstorm: What is Appreciate how people’s Character cards Level 3 students will Students to work in World understanding of the globalisation values and attitudes, describe how their role groups of no less than term globalisation affect issues Globalisation is related to football. four What is globalisation? map/diagram They will be able to To think about how and Role play: Students are Clarify and develop identify whether their How does globalisation why people from all over different people related own values and role benefits from affect football? the world are linked by to football e.g. player, attitudes about issues globalisation and begin football. To begin to factory worker making to offer some How does globalisation understand the link boots. Students to Use and develop explanation e.g. Nike affect individual people between the global and discuss how they are geographical vocabulary makes a large profit or parties? the local. related to the football from selling football kit industry and their To describe the and equipment. To begin to develop an attitudes towards large national, international Who are the winners understanding of the multinational companies and global context of Level 5 students will and losers of positive and negative such as Nike. places studied recognise the link globalisation in the effects of globalisation. between their role and context of football? Students to complete To explain how places other roles e.g. they diagram to show how are interdependent make football boots for and why the Nike which are sold for characters/parties are Communication skills a profit to football linked. teams. They describe Literacy skills and offer some Students to identify the explanation as to why winners and losers of Citizenship they are a winner/loser globalisation with of globalisation e.g. Nike regards to football. Working with others sell football boots for a huge profit, but they are Discussion paid minimum wage to make boots.

Level 7 students will identify a variety of ways in which their role is related to football. They will understand the interdependence if their role and the factors that make them a winner/loser of globalisation and suggest how this might be changing. E.g. Nike employs you as it is an multinational company with manufacturing taking place in countries with low cost labour. As labour is cheaper their costs are lower and profits greater. This means Nike continues to dominate sports manufacturing. However, legislation such as fair trade means workers should receive a fair wage for their work.

Key questions Learning objectives Possible teaching Skills Resources Learning outcomes/ Points to note activities Assessment evidence 4. Give Racism The To consider the way in Students to read Literacy skills Footballer’s stories on Level 3 students will Red Card which racism affects footballer’s experiences racism recognise some of the football. To think about of racism and to Decision Making skills ways racism can occur What are people’s the different consider what the Statements on tackling in sport. They will offer experiences of racism in geographical spaces in experiences were and Appreciate how people’s racism some suggestions as to sport? which it occurs where they occurred. values and attitudes how it can be prevented affect issues e.g. fine people who are How can racism in sport To begin to develop an Give students different racist. be prevented? understanding of the statements on how to Clarify and develop their effective ways of tackle racism. Students own values and Level 5 students will preventing racism in to group in order of attitudes about such identify that racism football. importance and give issues occurs in a number of reasons for their ways in sport and begin answers Citizenship to recognise that racism may vary geographically Why could football be a To appreciate the value Students to reflect on Discussion e.g. racist taunts in particularly effective of football as a global idea of football as a matches, violence medium through which sport and its importance global sport and to outside of matches. to tackle racism? in delivering strong discuss why football They will suggest how political messages. would be an effective racism can be medium through which prevented and explain to deliver messages why this method would about stamping out be effective e.g. by racism. making an example of racist behaviour by banning racist supporters.

Level 7 students will identify that racism can occur in a variety of ways in sport and may suggest ideas such as the make up of managerial/administrativ e team. They describe and explain positive effects of some preventative measures but identify some of the problems with these and suggest alternative solutions.

Key questions Learning objectives Possible teaching Skills Resources Learning outcomes/ Points to note activities Assessment evidence 5 Is there a distinct set To identify the various Students to list different Appreciate how people’s Video/images of Level 3 students will of identities stereotypes associated football identities they values and attitudes stereotypes associated identify some of the associated with with football can think of affect contemporary with football e.g. stereotypes related to football? issues hooligans, footballer’s football. They will To consider how images Students to look at wives. describe how images What identities do we of football identities changing images of Develop and clarify their have changed over time normally associate with have changed over football over time and own values and Newspaper and offer some reasons football? time. describe how they have attitudes about such headlines/articles on for this e.g. footballers changed. In groups issues football now are paid more so Have these identities To develop an discuss why they have can afford fast cars. changed over time? understanding of the changed. Communication skills They are able to factors that influence describe what is literally stereotypes, particularly Show images/video Citizenship seen in the text. the role of the media. clips of stereotypical images e.g. hooligans, Literacy Level 5 students will What factors have To begin to think about footballers’ wives, identify the stereotypes influenced the creation the underlying celebrity-style players. Textual Analysis and begin to describe of such identities? messages created by Are these the same as and explain how and images/stereotypes. students’ ideas? why identities have Students to discuss in changed over time e.g. What do certain groups how and why footballers are paid identities represent? these stereotypes have more and are treated as been created. celebrities which increases press interest Textual analysis of which go on to reinforce football image. Students such stereotypes. They analyse text through will begin to interpret denotation, connotation what is signified in the and myth. text.

Level 7 students will describe and explain how and why football identities have changed over time and make links between ideas e.g. as football has become a global sport, footballers are known on a global scale. Similarly as the game has grown, so has the amount footballers are paid which allows them to buy expensive goods such as cars, therefore footballers are now identified as very rich. Students will not only be able to describe and interpret the text presented, but also suggest an underlying social expression.

Key questions Learning objectives Possible teaching Skills Resources Learning outcomes/ Points to note activities Assessment evidence 6. What does football To think about different Poetry analysis. Literacy 3 – 5 Football poems: Level 3 students will mean to us? people’s perceptions of Students read poems written and audio identify that poems are football space. about football and To communicate in versions to do with football. They How do different people describe what football/ different ways will begin to explain how perceive football? football space means to the author perceives different people. Analytical skills football e.g. they like Students to think about football. different words used to highlight emotions about Level 5 students will football. identify that the poems are written from different Why are people’s To begin to recognise Students to think about viewpoints on football perceptions different? how different each author’s individual and recognise words experiences in such experience of that capture the author’s spaces formulate football/football space perspective about different perceptions and begin to explain football. They will begin their different perception to identify that a variety of football. of ‘football spaces’ are written about. What does football To think about own Students to write own mean to you? experience of football poem about how they Level 7 students will and how this affects relate to football. identify the different own perceptions of perceptions and the football. different spaces mentioned. They will acknowledge that the authors’ different experiences of football have affected their view of football e.g. associate football stadium with winning.

Key questions Learning objectives Possible teaching Skills Resources Learning outcomes/ Points to note activities Assessment evidence 7. Is Football A To consider which Students to study Appreciate how people’s Images of various sports Level 3 students will Gendered Sport? sports are deemed various sporting images values and attitudes identify that some sports appropriate to women and discuss if they think affect contemporary Information on football may be seen as more Is football a masculine and why? they are more issues spaces feminine or masculine. sport? masculine or more They will be able to feminine and give Citizenship Data on women and identify what areas may reasons why. football be considered ‘male’ Numeracy/data handling and what areas are What others factors To begin to develop an Students to look at how considered ‘female’ and contribute to football understanding of how gendering of football is Communication skills suggest ways of being gendered? football is considered played out in space. attracting female gendered and how this They will analyse players/spectators. manifests itself in different football spaces various spaces. e.g. playground, football Level 5 students will stadium, park, public suggest which sports house. Students to are feminine and which identify how and why sports are masculine How can football To consider ways of these may be gendered and suggest reasons become less gendered? attracting female players spaces and consider why e.g. rugby requires and spectators how this could be strength, more violent. solved. They will describe how gendering is played out in space e.g. pubs showing football mainly male supporters. They will describe how to some solutions will stop gendering of certain spaces.

Level 7 students will suggest which sports are feminine and will identify how society perceives certain activities as feminine or masculine. They will identify that certain football spaces are gendered but this changes over time due to factors such as coverage and provision of sport. They will suggest how and why gendering of football may be overcome but also suggest the limitations of these measures.

Key questions Learning objectives Possible teaching Skills Resources Learning outcomes/ Points to note activities Assessment evidence 8. Germany 2006: To describe the location Students to look at map Ask geographical Map of Germany Level 3 students will What factors of the World Cup of Germany and questions highlighting World Cup describe the locations of influence the stadiums describe the distribution Stadiums the World Cup stadium location of a of World Cup stadiums Developing and using and compare the stadium? in Germany. geographical vocabulary Annotated map of physical and human Germany to include features of each Where will the World To describe and explain Students to describe the Analyse and evaluate other physical/human location. They will Cup matches be held? the human and physical main physical and evidence and draw and features identify how some features the World Cup human features of the justify conclusions places are similar and How can the geography Stadium areas. stadiums and suggest different in of an area influence the why these would create Use atlases and maps characteristics e.g. location of a World Cup a suitable location for a at a range of scales Berlin and Leipzig have stadium? football stadium good transport links.

Level 5 students will describe and the explain the location of the World Cup stadiums and recognise links e.g. all stadiums located in large urban areas with a variety of good transport links which will allow spectators to travel easily to the stadium both from within and outside Germany.

Level 7 students will describe the interactions between physical and human processes and identify how the location of a stadium affects not only the people living there but people elsewhere e.g. the stadium is situated on an area of relatively flat land that has allowed a large, fast transport network to be developed linking the city to the other major German cities. This allows people to travel easily to and from games to spectate. In addition workers can also travel easily to and from the stadium.

Key questions Learning objectives Possible teaching Skills Resources Learning outcomes/ Points to note activities Assessment evidence 9. Is the Leipzig To look at the social, Look at map of area. Ask geographical Map of Leipzig Level 3 students will Students to work in Zentralstadion a economic and What impacts do you questions describe the impacts of groups of at least two. sustainable environmental impacts think this stadium has the stadium. They will development of the Leipzig on local area? Analyse and evaluate Card sort with explain some of these Zentralstadion evidence and draw and information on Leipzig impacts e.g. creates justify conclusions Zentralstadion jobs so people have What are the effects of a To begin to understand Card sort: In groups more money. They will World Cup stadium? the term sustainable students to sort cards Appreciate how people’s Writing frame: Is Leipzig recognise how the development into social, economic values and attitudes Zentralstadion a development has tried and environmental affect contemporary sustainable to sustain the Is it a sustainable To consider if the impacts. Next students issues. development? environment e.g. it uses development? Leipzig Zentralstadion is will categorise these into rainwater to water the sustainable. positive and negative Clarify and develop their pitch. impacts. Discuss what is own values and are the most positive attitudes about such Level 5 students will and most negative issues describe and explain the impacts and why. impacts of the stadium. Use extended They will recognise how Brainstorm: What is geographical vocabulary people may have sustainability? different views on Literacy whether these impacts In groups discuss are positive or negative whether Leipzig Numeracy and explain their Zentralstadion is reasons e.g. the sustainable giving Discussion creation of jobs is reasons why. beneficial for the area; Communication however this also causes increased use of Citizenship transportation which is damaging to the environment.

Level 7 students will describe and explain the impacts of the stadium. They will recognise that the development of this stadium will have various impacts and that these may lead to conflicts between different groups. They will identify that specific planning measures have been taken to make the stadium sustainable.

Key questions Learning objectives Possible teaching Skills Resources Learning outcomes/ Points to note activities Assessment evidence 10. End of Unit To consider the factors Decision-making task: Analyse and evaluate Scenario Level 3 students will Students to complete Levelled Assessment: that affect the location of students to read three evidence and draw and describe and compare levelled assessment for Where should we a football stadium. proposals for a World justify conclusions Map of locations the physical and human homework. locate the England Cup stadium in England features of the locations. World Cup stadium? To consider the effects and to outline the Appreciate how people’s Information on locations They offer some ICT opportunity: a of a stadium on the local benefits and problems values and attitudes reasons for their session in ICT could be What is the best site for area and conflicts that of each site. affect contemporary Report writing frame decisions and suggest added where students a new football stadium? might arise issues. whether they think their could type up their Students to also location is sustainable. reports. What are the impacts of To examine how consider wider social Clarify and develop their Limited geographical each site? sustainable a suggested issues in their decision own values and vocabulary is used. location is. attitudes about such Which site would be the Students to write a issues Level 5 students will most sustainable To consider current report giving their describe and begin to development? social issues in football. decision Use extended explain the human and geographical vocabulary physical features of Which site would each location. They consider ways of Literacy begin to show an promoting women’s understanding that the football and tackling Numeracy building of a stadium racism? can change the Discussion environment and the lives of the people living Communication there. They explain their views and the views of Citizenship other people living there. Report writing Level 7 students will Literacy describe and explain the interactions between the Map skills human and physical features of each location. They show an understanding of the many factors that influence decisions made about places and recognise that change can often lead to conflict. They consider the concept of sustainable development.