Expectations-At The End of This Unit

Unit title: Football Fever: A Geographical Enquiry
Number of lessons: 10
Of Football
Expectations- At the end of this unit:

Most pupils will: describe and explain the distribution of World Cup nations and
Description of the unit: This unit uses the context of football to develop
understand the relationship between GDP and success; describe and explain the
students locational knowledge and their understanding of patterns and
winners and losers of globalisation and describe links between the different parties
processes in relation to economic activities particularly globalisation. There

is a particular focus on how societal and cultural ideals influence and are
manifested in space and developing geographical skills and enquiry.
Students also consider environmental change and issues in particular
sustainable development.
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
they have changed over time; consider how people relate to football that some spaces
are often seen as gendered; describe and explain the location factors of football
stadiums and the impacts of a stadium on the environment and lives of different
people.
Key aspects
Some pupils will not have made so much progress and will: describe the location
Geographical enquiry and skills. Pupils will:
Ask geographical questions
Analyse evidence and draw conclusions
Appreciate how peoples values affect
Knowledge and understanding of patterns

and processes explored through:
Understanding how location decisions are

made
contemporary issues
Analysing the effect of planning decisions
Communicate appropriately
Describing and explaining physical and
Use extended geographical vocabulary
Use atlases, maps and plans
Communicate in different ways, including
human features and their impact on
Use decision-making skills

Knowledge and understanding of places. Pupils
will:
Locate places studied

Describe national, international and global
contexts of places studied
Investigate changes in places
Describe and explain physical and human

features
that
create
the
success; identify the winners and losers of globalisation; recognise some of the ways
racism can occur and offer some ways to prevent racism; identify stereotypical images,
describe how these have changed over time; begin to describe different peoples
perceptions of football; begin to identify some spaces as gendered; identify some
location factors for football a stadium and identify some of the effects of a stadium.
places and environments
Some pupils will have progressed further and will: describe and explain the
location of World Cup nations, incorporating geographical factors into explanations;
using ICT
of World Cup nations and begin to describe the relationship between GDP and football
distinctive
explain the relationship between wealth and success and identify anomalies; consider
Knowledge and understanding of environmental
the interdependence of the global economy and its effects; identify racism and the
change and sustainable development.
need for education to prevent it; relate changing identities of football to its global
Pupils will study:
growth and acknowledge perceptions of football are influenced by experiences;
sustainable development and the impacts
recognise that football is gendered and cite how societys in this; explain human and
of
physical processes interact and influence the location of a stadium and recognise the
this for people, places and environments
conflicts that arise from the impacts of a stadium.

Prior learning
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 peoples 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
range of scales 2f) communicate in different ways, including using ICT, g) decision-making skills
3a) the location of places and environments studied, places and environments in the news and other
Citizenship; Lesson 3 Football In A Global World, Lesson 4 Give Racism The

Red Card, Lesson 5 is There A Distinct Set Of Identities Associated With
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
This unit provides students with the skills required for further study at Key
Key geographical vocabulary:
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
covered at Key Stage 3 for example The Global Fashion Industry, What Is
Opportunities for developing skills in: speaking and listening; reading; writing
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/
The key questions you
Identify specific learning
Use a variety of
State the geographical
Use a variety of
Assessment evidence
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 indicate
and enthusiasm and
of pupils attainment in
grouping; extension
of study or the syllabus
designed to investigate
any other general
resources to support
geography. How do
work; ICT possibilities
generalisations. Strike
the key questions and
learning skills to be
learning.
these relate to National
for teaching and
an appropriate balance
develop the learning
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
1. Is Football A Global
To be able to
activities
Look at football images
Use atlases and maps
Football images on
Assessment evidence
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
is played all around the
within class. Some
world. They will describe
activities may
the location of the
therefore not be
nations participating in
covered in one lesson
the World Cup and offer
and others can be set
some explanation of this
as homework
What is a global sport?
a global sport
Asking geographical
Atlas
questions
Blank world map
Is football related to one
To locate the nations
Mapping exercise:
Using and analysing
geographical area
competing in the 2006
locate and highlight on a
maps
World Cup and to
World Map the location
describe their
of the nations competing
Analysis and evaluation
distribution e.g. because
distribution
in 2006 World Cup
of evidence, drawing
everyone plays football.
and describe their
and justifying
distribution.
conclusions
Communication skills
Data table
Extension tasks
should be set in
Level 5 pupils will
addition to those set
introduce the idea that
out here to support
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.

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
2. Are The Best
To consider the ways in
activities
Students to look at
Developing
Information on football
Assessment evidence
Requires use of ICT for
Footballing Nations
which success in
variety of charts to show
The Richest Nations?
football is judged
top teams and list the

various measures of
How do we measure
success in football. How
success in football?
do they vary?
geographical vocabulary
Numeracy
To think about how
Brainstorm; How do we
wealth of countries?
wealth of individual
measure a countrys
countries is measured
wealth?
suggest some of the
clubs according to
ways to judge football
revenue, world cup
success e.g. those who
If ICT unavailable
winners
win. They will suggest
students can use graph
that wealth may be
paper to draw scatter
measured in terms of
graphs.
Analysing and
evaluating evidence and
How do we measure the
success e.g. Top ten
ICT - Excel
drawing and justifying
how rich a country is.
conclusions
They will begin to
Brainstorm: students
suggest reasons why
should work in pairs
Working with others
there is or isnt 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/isnt a

correlation
all students

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 countrys 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 isnt a correlation
between football
success and GDP e.g.
the more money a
country has, the more
money it have to spend

on players.
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.
Brazils success.
Key questions
Learning objectives
Possible teaching
Skills
Resources
Learning outcomes/
Points to note
3. Football in a Global
To develop and
activities
Brainstorm: What is
Appreciate how peoples
Character cards
Assessment evidence
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
What is globalisation?
Globalisation
is related to football.
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
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
makes a large profit
or parties?
the local.
related to the football
to offer some
from selling football kit
industry and their
To describe the national,
To begin to develop an
attitudes towards large
international and global
Who are the winners
multinational companies
context of places
and losers of
positive and negative
such as Nike.
studied
recognise the link
globalisation in the
effects of globalisation.
context of football?
and equipment.
between their role and

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

characters/parties are
Nike which are sold for

linked.
teams. They describe

Literacy skills
Students to identify the

winners and losers of
and offer some

explanation as to why
Citizenship
globalisation with
regards to football.
a profit to football
they are a winner/loser

of globalisation e.g. Nike
Working with others
sell football boots for a

huge profit, but they are
Discussion
paid minimum wage to

make boots.
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
four
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/
4. Give Racism The
To consider the way in
activities
Students to read
Literacy skills
Footballers stories on
Assessment evidence
Red Card
which racism affects
footballers experiences
racism
recognise some of the
football. To think about
of racism and to
Decision Making skills
ways racism can occur
Points to note
What are peoples
the different
consider what the
experiences of racism in
geographical spaces in
experiences were and
Statements on tackling
in sport. They will offer
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
Give students different
racist.
be prevented?
statements on how to
Clarify and develop their
effective ways of
tackle racism. Students
own values and
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

answers
ways in sport and begin

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.
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
5 Is there a distinct set
To identify the various
activities
Students to list different
of identities
stereotypes associated
associated with
with football
football?
Skills
Resources
Learning outcomes/
Video/images of
Assessment evidence
football identities they
stereotypes associated
identify some of the
can think of
affect contemporary
with football e.g.
stereotypes related to
issues
hooligans, footballers
football. They will
Points to note
To consider how images
Students to look at
What identities do we
of football identities
changing images of
Develop and clarify their
normally associate with
have changed over
football over time and
own values and
Newspaper
and offer some reasons
football?
time.
describe how they have
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
changed over time?
changed.
wives.
describe how images

have changed over time
can afford fast cars.

factors that influence
They are able to

describe what is literally
stereotypes, particularly
Show images/video
the role of the media.
clips of stereotypical
images e.g. hooligans,
Citizenship
seen in the text.
Literacy
What factors have
To begin to think about
footballers wives,
identify the stereotypes
influenced the creation
the underlying
celebrity-style players.
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
Textual Analysis
and begin to describe
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.
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/
6. What does football
To think about different
activities
Poetry analysis.
Literacy
3 5 Football poems:
Assessment evidence
mean to us?
peoples 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
perceive football?
football space means to
will begin to explain how

the author perceives
Points to note
different people.
Analytical skills
football e.g. they like
Students to think about
football.
different words used to

highlight emotions about
football.
identify that the poems

are written from different
Why are peoples
To begin to recognise
Students to think about
viewpoints on football
perceptions different?
how different
each authors individual
and recognise words
experiences in such
experience of
that capture the authors
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
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/
7. Is Football A
To consider which
activities
Students to study
Images of various sports
Assessment evidence
Gendered Sport?
sports are deemed
various sporting images
appropriate to women
and discuss if they think
affect contemporary
Information on football
may be seen as more
and why?
they are more
issues
spaces
feminine or masculine.
Is football a masculine
sport?
identify that some sports
masculine or more
feminine and give
They will be able to

Citizenship
Data on women and
identify what areas may
Points to note
reasons why.
football
Numeracy/data handling
be considered male
and what areas are
What others factors
Students to look at how
considered female and
contribute to football
understanding of how
gendering of football is
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
stadium, park, public
suggest which sports
house. Students to
are feminine and which
identify how and why
sports are masculine
suggest ways of
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.
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/
8.
Germany 2006:
To describe the location
activities
Students to look at map
Ask geographical
Map of Germany
Assessment evidence
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
stadium?
in Germany.
Where will the World
To describe and explain
Students to describe the
Analyse and evaluate
and compare the

Annotated map of
physical and human
Germany to include
features of each
other physical/human
location. They will
Points to note
Cup matches be held?

How can the geography
the human and physical
main physical and
evidence and draw and
features the World Cup
human features of the
justify conclusions
Stadium areas.
stadiums and suggest
features
identify how some

places are similar and
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.

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.
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
9.
Is the Leipzig
To look at the social,
activities
Look at map of area.
Ask geographical
Map of Leipzig
Assessment evidence
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
development
of the Leipzig
on local area?
Zentralstadion
What are the effects of a
To begin to understand
Card sort: In groups
World Cup stadium?
the term sustainable
students to sort cards
the stadium. They will

Card sort with
explain some of these
information on Leipzig
impacts e.g. creates
justify conclusions
Zentralstadion
jobs so people have

more money. They will
Writing frame: Is Leipzig
recognise how the
development
into social, economic
Zentralstadion a
development has tried
and environmental
affect contemporary
sustainable
to sustain the
issues.
development?
environment e.g. it uses
Is it a sustainable
To consider if the
impacts. Next students
development?
Leipzig Zentralstadion is
will categorise these into
sustainable.
positive and negative
impacts. Discuss what is
own values and
are the most positive
and most negative
issues
describe and explain the
rainwater to water the
impacts and why.

Brainstorm: What is
impacts of the stadium.

Use extended
They will recognise how
people may have
sustainability?
different views on
Literacy
In groups discuss
whether Leipzig
whether these impacts

are positive or negative
Numeracy
Zentralstadion is
sustainable giving
pitch.
and explain their

reasons e.g. the
Discussion
reasons why.
creation of jobs is
beneficial for the area;
Communication
however this also

causes increased use of
Citizenship
transportation which is
damaging to the
environment.
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
10. End of Unit
To consider the factors
activities
Decision-making task:
Scenario
Assessment evidence
Students to complete
Levelled Assessment:
that affect the location of
students to read three
describe and compare
levelled assessment for
Where should we
a football stadium.
proposals for a World
justify conclusions
the physical and human
homework.
locate the England

World Cup stadium?
Map of locations
Cup stadium in England
features of the locations.
To consider the effects
and to outline the
of a stadium on the local
benefits and problems
What is the best site for
area and conflicts that
of each site.
affect contemporary
a new football stadium?
might arise
issues.
Students to also
Information on locations
Report writing frame
They offer some
ICT opportunity: a
reasons for their
session in ICT could be
decisions and suggest
added where students
whether they think their
could type up their
location is sustainable.
reports.
What are the impacts of
To examine how
consider wider social
Limited geographical
each site?
sustainable a suggested
issues in their decision
own values and
vocabulary is used.
location is.
Which site would be the

Students to write a
most sustainable
To consider current
report giving their
development?
social issues in football.
decision
issues
describe and begin to

Use extended
explain the human and
physical features of
Which site would

consider ways of
each location. They

Literacy
promoting womens
football and tackling
begin to show an
understanding that the
Numeracy
racism?
building of a stadium
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
Literacy

interactions between the
Map skills
human and physical

features of each
location. They show an
many factors that
influence decisions
made about places and
recognise that change
can often lead to
conflict. They consider
the concept of
sustainable
development.

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Expectations-At The End of This Unit

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Unit title: Football Fever: A Geographical Enquiry

Expectations- At the end of this unit:

students locational knowledge and their understanding of patterns and

processes in relation to economic activities particularly globalisation. There

Ask geographical questions

Analyse evidence and draw conclusions

Appreciate how peoples values affect

Knowledge and understanding of patterns

Understanding how location decisions are

Analysing the effect of planning decisions

Describing and explaining physical and

Use extended geographical vocabulary

Use atlases, maps and plans

Communicate in different ways, including

human features and their impact on

Use decision-making skills

Locate places studied

Investigate changes in places

Describe and explain physical and human

places and environments

change and sustainable development.

Pupils will study:

growth and acknowledge perceptions of football are influenced by experiences;

sustainable development and the impacts

this for people, places and environments

conflicts that arise from the impacts of a stadium.

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;

development and interdependence

Programmes of study/syllabus coverage:

Learning across the curriculum / Keys skills

Spiritual, moral, social and cultural development; Lesson 4 Give Racism

Football ? Lesson 6 What Does Football Mean To Us, Lesson 7 Is Football A

Citizenship; Lesson 3 Football In A Global World, Lesson 4 Give Racism The

Lesson 5 Is There a Distinct Set Of Identities Associated With Football, Lesson

6 What Does Football Mean To Us?; Is Football A Gendered Sport?; Lesson 8

What Factors Influence The Location Of A Stadium? Lesson 9 Is The Leipzig

Zentralstadion A Sustainable Development?

impact on places and environments

Thinking skills; Lesson 3 Football In A Global World, Lesson 5 Is There a

Distinct Set Of Identities Associated With Football, Lesson 9 Is The Leipzig

Zentralstadion A Sustainable Development? Lesson 10 Where Should We

environments and for their own lives.

Locate The England World Cup Stadium?

Work-related learning; Lesson 3 Football In A Global World, . Lesson 9 Is The

Leipzig Zentralstadion A Sustainable Development? Lesson 10 Where Should

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

Language for learning

Key geographical vocabulary:

Stage 4 for example decision making or graphical analysis.

Developed Country (MEDC), Sweat Shop, Subsidiary, Globalisation, Interdependence, Racism,

Development, Local Action, Global Effects.

(End Of Unit Assessment)

The key questions you

Identify specific learning

State the geographical

Flag-up any salient

wish the pupils to

objectives which relate

teaching activities and