Key Stage 3 Geography, Mathematics and English Resource: More Or Less Equal?

Key Stage 3 geography, mathematics and English resource: More or less equal?

Activity summary / Global learning opportunities / Curriculum links and objectives
This unit uses the Oxfam resource More or Less Equal for English, mathematics and geography; it can also be used in a cross-curricular way. The resource includes activities, resource sheets, PowerPoint®documents and comprehensive teachers’ notes with clear briefings to support subject knowledge.
The materials are based on data gathered in Ethiopia, India, Peru and Vietnam byan international research project exploring the effects of poverty on young people, andthe concept of inequality− including in the UK.They support enquiry and critical thinking.
The English activities use written sources to investigate and compare the lives of the young people, including through role-play, drama, discussion and debate. / GLP-E themes and outcomes:
●poverty and development
●interdependence
●enquiry and critical thinking. / English
Reading–pupils can:
●make inferences and refer to evidence in the text
●read critically through knowing how language presents meaning.
Writing–pupils can:
●write for a purpose and audience, summarising and organising material, and supporting ideas and arguments with factual detail.
Spoken English–pupils can:
●give short speeches and presentations, express their own ideas and keep to the point
●participate in formal debates and discussions, summarising and/or building on what has been said.
The mathematics activities use a range of statistical methods to investigate inequality, including: using ratio; testing patterns and relationships using scattergraphs; sample sizes and measures of central tendency; converting between percentage and fractions; calculating percentage changes; and extrapolating data. / Mathematics
Statistics–pupils can:
●describe, interpret and compare distributions through graphical representation
●construct and interpret appropriate tables and charts
●describe simple mathematical relationships between two variables in observational contexts and illustrate using scattergraphs.
The geography activities use a range of data sources such asGeographical Information Systems (GIS) to investigate inequalities between and within countries− including between urban and rural areas. They help pupils to find out about the role of governments and public services in supporting development, particularly in education and health, and progress in development in the focus countries. / Geography
Locational knowledge–pupils can:
●extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world.
Human geography–pupils can:
●understand, through the use of place-based exemplars, the key processes in human geography relating to international development and economic activity.
Skills–pupils can:
●build on their knowledge of globes, maps and atlases, and apply and develop this knowledge
●interpret topographical and other thematic mapping, and aerial and satellite photographs
●use Geographical Information Systems to view, analyse and interpret places and data.
Development − you could:
●develop work in geography or maths in the context of development and the post-2015 UN Sustainable Development Goals – Oxfam has produced a range of resources
●develop work in citizenship in the context of children’s rights or justice
●develop greater understanding about progress, uneven development and inequality in the four focus countries and UK using Gapminder.
Critical thinking opportunities
Pupils are led to:
●ask and respond to a range of questions, as part of an investigation
●reason and think about evidence, e.g. the sources of data and evidence
●assess or evaluate information, e.g. distinguish fact and opinion
●express a point of view and understand that people have different points of view.