Background to Scholarship at SMC Breakfast club Selection (early in year – mid Term One) Small groups

1. Background to Scholarship at SMC • Breakfast club • Selection (early in year – mid Term One) • Small groups

2. Structure of geography scholarship programme After school lessons beginning Term 3 – T4 exams Alternate short (15 minute slot) to long (1 hour lesson)

3. Resources? • 1. • Scholarship papers • - 2004 Electricity Aqua • - 2007 Desertification • - 2011 Water Scarcity • - 2012 MDGs • 2. • Students can gather own – news items etc. • 3. • Readings issued

4. Lesson Focus What is scholarship geography? Perspectives and concepts Use of visuals The resource booklet

5. The resource booklet and how to deal with it. Time is an issue Total exam time = 180 minutes (3 hours) Three essay questions Reading of Resource paper 50 minutes for each? 20 minutes reading time?

6. Issues? Reading time ranges from 20 – 35 minutes. (and that may be just reading) Need to be able to decipher material and make connections One thing that I try to get students thinking about HOW they read the resources. Note- just one way of doing this

7. Familiarisation with the examination paper – Read the essay questions and highlight the key focus of each

8. 2012 paper MDGs QS 1 Fully justify which ONE of the Millennium Development Goals you believe is the most important for these countries to concentrate on. QS2 Critically evaluate why some countries, places, or regions have made greater progress towards achieving the Millennium Development Goals than others. QS3 “ Achieving these Millennium Development Goals incurs a cost, not only monetary (estimated to be $40-$60 billion per year), but also social and environmental. Are the costs worth it the benefits?” Critically analyse this statement, referring to different perspectives

9. A Scholarship teaching plan St Mary’s College LIFE BEGINS AT CONCEPTUALISATION!

10. 2012 paper MDGs QS 1 Fully justify which ONE of the Millennium Development Goals you believe is the most important for these countries to concentrate on. QS2 Critically evaluate why some countries, places, or regionshave made greater progress towards achieving the Millennium Development Goals than others. QS3 “ Achieving these Millennium Development Goals incurs a cost, not only monetary (estimated to be $40-$60 billion per year), but also social and environmental. Are the costs worth it the benefits?” Critically analyse this statement, referring to different perspectives

11. 2. What are the key points to search for in the resources? A mind map / annotated diagram could be helpful

12. The most impt. MDG? Why some made greater progress? Costs worth the benefits?

13. 3. Hand out a photocopied resource book as students will be highlighting relevant points Stop every so often for them to annotate their ‘essay’ mind maps

14. Empower women? Educate their children 8 -primary education? Literacy = knowledge = development The most impt. MDG? 536,000 women die child birth 3 out of 7 could make progress in education if some changes made “Gender = has large multiplier effect on other MDGs” To improve the lives of LEDCs By 2015 2 years! Why some made greater progress? Sub Saharan Af . no progress 10 / 16 targets Costs worth the benefits?

15. Lesson plan continued 5. A geographic issue (critical thinking) 6. Drawing diagrams 7. Essay writing 8. Practice: First essay Diagram Second essay 9. Recap- what have we learned? 10. Practice exam - November 11. Feedback and pointers

16. Perspective activity: • To follow on from discussion and hand-out of types of perspectives • Taken from 2004 paper Project Aqua • Paper focus- electricity production (generation of, perspectives, issues) • The task is based upon quotes taken from the resource paper • Task 1 to match the specific perspective to the definition • Task 2 to match the perspective to the quote • There is also a homework activity. (builds on perspectives and introduces some critical thinking)