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Geography

Examples of enterprise learning in key stage 4

Case study 1

For a GCSE geography unit on ‘Managing tourism’, students undertook a field trip to a popular conservation area. Their task, in groups, was to investigate the management policy used to conserve the area, and to consider the effects of tourism. To motivate the students and to help them engage more fully with the task, their teacher gave them responsibility for planning the programme and organising all transport arrangements. Each group undertook a different element of the preparations, eg collecting background information about the location from the internet, preparing a leaflet and map for each student, investigating the history of the area. They also planned a questionnaire to use in interviews with local people to find out their views on the impact of tourism. Later students reviewed the evidence gathered and each group presented their own management plan for sustainable tourism in the area. The feasibility of each was considered as a whole-class activity and the most effective plan selected. The students gained confidence in their ability to solve problems and make decisions as well as developing team-working skills.

Case study 2

A group of GCSE geography students was commissioned by the local council to review the location and usage of recycling centres and to make recommendations on whether these centres should be relocated. They were made aware that only a limited budget was available for making any changes. Working in teams, the students visited the council’s website to find out the number, type and location of recycling facilities. They designed and carried out a survey of family recycling patterns and interviewed staff from shops and offices in the area. From the data collected, they concluded that the recycling centres should not be relocated but that money should be spent on conducting a marketing campaign targeted at families in the immediate area. As part of their presentation to the waste committee, they developed information leaflets and posters which suggested ways of reducing waste and highlighted the role of local recycling centres. The project created links between geography, citizenship and enterprise learning. It provided students with a chance to think creatively, present new ideas and to work on a real issue.

Case study 3

Building on an investigation conducted in geography lessons, a group of year 11 students approached a local community radio station with a proposal for a programme – for young people by young people – on the impact of council redevelopment plans for a local housing estate. Their proposal considered the possible economic, social and environmental effects of the changes, with particular reference to the impact on young people. It questioned whether in the long term the redevelopment would provide sufficient affordable housing, leisure facilities and access to employment opportunities to attract young people to stay in the area. In addition, the lack of publicity regarding council plans had led to uncertainty regarding the future of existing amenities for young people. As a result of their actions, the students were invited to present their concerns on air. Their preparation included gathering statistical evidence, viewing the council’s plans and collecting recorded ‘vox pop’ opinions from young people on the estate. By undertaking this opportunity, the group demonstrated leadership, initiative and risk-management skills.

Case study 4

As part of a GCSE geography unit on ‘The economic world’, students visited a soft drinks bottling plant. Its location was unusual because it was the only large organisation on an industrial estate. The students were asked to identify the factors that influenced its location. Working in small groups, they identified ways of tackling the task. These included observation of the site, methods of employee recruitment and future development. Using the company website they found information about other sites in the UK. They investigated the history of the industrial estate and how the type of industry and size of companies had changed over time. They considered the environmental impact of the company and the benefits to other businesses on the estate. Once they had concluded their research they were invited by the company to present their findings and compare them with the company’s own reasons for locating there. The task gave students opportunities to develop an understanding of business planning, practise presentational skills and gain valuable material for their GCSE course work.

Case study 5

Staff from the local council’s planning department talked to GCSE geography students about a major regeneration scheme proposed for the area. They invited them to look at the plans, which included the construction of a large supermarket and car park on the site of the town’s theatre and youth centre, which were being moved. The planning department wanted the views of young people. They asked the class to carry out an investigation and report their findings. Working in groups, the students visited the site, took photographs and did street surveys. Some students contacted the managers and users of the theatre and youth centre for their views. Key issues were gleaned from newspaper reports and local pressure groups. They considered the likely effects on such things as local employment and environment, residents’ access to leisure facilities, transport and changes in shopping patterns. Based on the evidence collected, groups reported their findings to the council department. The students utilised techniques of geographical enquiry to complete the task and demonstrate an enterprising attitude in terms of open-mindedness and respect for the evidence.

Case study 6

In preparation for work experience, year 10 geography students were encouraged to consider how they might use their placement as an opportunity to carry out a small investigation of relevance to their course. Prior to work experience, lesson time was devoted to planning and discussing possible topics for investigation. Students were provided with case study examples of ‘typical’ companies or organisations and then working in pairs decided what to research. Ideas included: identifying factors relating to company location; environmental impact; globalisation; issues around tourism; housing; urban management. The teacher gave some guidance but the students made the final decision on what to investigate and how to undertake the task. Following work experience, the students reported on their findings and constructed a display showing their information. Completion of the work experience task was entirely down to the individual student and it helped each student to develop and practise self-reliance, organisational and communication skills. By demonstrating enterprise capability, students can extend their knowledge of geography in the wider world.

Case study 7

As part of an ‘Enterprise Challenge’ event, key stage 4 geography and science students worked with representatives from the Groundwork Trust and a local water company. In small teams, the students were set the challenge of planning, designing and costing a water treatment works for a small community. To help with the brief, they visited a local water treatment works where the company representative described the technical and financial aspects of the system. They also took photographs and made sketches of the plant and interviewed staff members about their roles and responsibilities. Further information was taken from the internet, including the company’s and Groundwork’s websites. Each group put together a costed business plan with help from a visiting business adviser. The students used a range of presentation styles, including models, role-play, photographic displays and PowerPoint. At the end of the event, they received feedback from the company on their solutions. Students had to work to a tight deadline to achieve the task and this depended on teamwork, good decision making, organisation and creativity. They also developed financial capability and business understanding.

Case study 8

A town centre manager was keen to work with a local school to promote the image of the town centre. He visited the school to talk about what he did, focusing on some of the more important aspects, eg promotion, safety and tourism. He wanted to find out the students’ views on the town centre including any changes they would like to see. He set them a challenge of reporting on what the other students in school thought were the best and worst aspects of the town centre. The class visited the town centre one morning and each group was equipped with a ‘one-day camera’. The following week the groups put up photographic displays identifying aspects of the town centre that they liked (eg shopping mall, fast-food premises and seats) and disliked (eg litter, graffiti and fly-posting). Each group gave a verbal presentation of their activities. The town centre manager was given time to respond to the presentations and find out in more detail how the students would improve the centre.

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Page updated: 12 June 2008
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