The following examples show how tasks and suggested activities in the QCA/DfES schemes of work for geography can be modified to meet the needs of gifted pupils. Text in italics is taken from the schemes of work.

Year 10/11: Relationships between indicators of development

Extending the usual 'measuring development through the use of indicators' exercise

Possible extension work
Introducing progression through greater depth of knowledge and understanding, and the application of mathematical skills and expertise in a geographical context:

Discuss with all pupils what graphical methods can be used for measuring relationships (correlation) from mathematics. Remind them how to draw scatter graphs and how to interpret them -- lines of best fit, positive and negative relationships, residuals. An ICT package for drawing most of the graphs will save time.

Ask the most able pupils to attempt to account for differences between indicators and countries and to try to explain residuals.

Introduce the most able pupils to Spearman's rank correlation coefficient. Demonstrate how to use the technique and interpret it, then suggest that they try to assess which of the two techniques (scatter graphs and Spearman's rank correlation) is more useful when trying to establish links between different variables. Using an ICT package for the remainder of the exercise might be beneficial.

Finally, ask these pupils to consider which indicators of development should be included in a composite 'quality of life' indicator. Ask them to compare the effects of different choices on geographical patterns of development.

Schemes of work

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