1. Rural challenges in Malham
Michelle Minton
Learning objective: To investigate challenges facing rural areas of the UK using Malham as a case study
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2. Starter: Photograph interpretation
Use the landscape photograph on p.10 in the Wideworld Vol. 28, No. 4, to predict what geographical issues the settlement of Malham could face due to its rural location.
THINK: Employment Opportunities
THINK: Accessibility
THINK: Impact of extreme weather
THINK: Telecommunications
Students should use the photograph shown on p.10 in Wideworld Vol. 28, No. 4, to predict what geographical issues people might face in this area. Students should think about social, economic and environmental issues.
After students have had a go on their own, reveal the think bubbles for students to extend their initial ideas.
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3. Challenges facing Malham
Task 1
In pairs, carefully read the social, economic and environmental challenges facing Malham. You should organize them into a diamond like the one below to show how important you believe each is. Be prepared to justify your decisions.
Provide students with the card sort on the fifth slide — one between two. Students should read the challenges facing Malham, discussing in pairs how important each is. They should then sort them into a diamond 9.
As an additional challenge, students should aim to come up with extra challenges, not included on the card sort.
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4. Challenges facing Malham
Task 2 In exam questions you will often be asked to explain. This means you must use connectives to answer the ‘why’ or ‘how’ in a question. To help you explain in detail, you should ask yourself ‘so what?’ Choose three of the cards from your diamond 9 and answer the ‘think’ questions in detail. Use the connectives below to help you explain in detail.
Connectives
Therefore Consequently This means that
As a result Moreover In addition Furthermore
Students should now work independently to answer the challenge ‘thinks’ on three of the challenge cards. To personalise this activity you might like to direct students to different ‘think’ questions based on their level of ability. Encourage students to ask themselves ‘so what?’ to help them explain answers in more detail.
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5. The nearest train station to Malham is Gargrave, which is 7 miles away
THINK: So what?
There are two buses a day which link Malham to Skipton. Skipton is the largest town in the area with a hospital and shopping centre.
During the summer, Malham is a very popular tourist destination, causing high levels of traffic congestion in the local area.
There is a small primary school in Malham, with two classes.
The closest secondary school to Malham is in Settle, which is 6.6 miles away.
THINK: How could this affect young people living in Malham?
There are limited employment opportunities in Malham. Much land is used for sheep farming and a few tertiary sector jobs largely in hospitality.
THINK: How might this affect young people?
In December 2015, Malham experienced heavy rainfall and flooding.
THINK: How could this affect people and the environment?
Like much of the Yorkshire Dales, Malham has very limited mobile phone coverage with no 4G services.
THINK: How could this affect home-working and teleworking opportunities? So what?
Primary industry in the area includes quarrying for limestone, which is used to make roads. Quarrying can cause an eyesore in this beautiful landscape and damage habitats.
THINK: Why is quarrying allowed in this national park?
Being in the Yorkshire Dales National Park, Malham is popular for second-home ownership.
THINK: How could this affect house prices in the area? So what?
Card sort to be copied and cut up
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6. Plenary: Exam time
Using a named example, explain the challenges facing some rural areas of the UK. (6 marks)
Marks
Mark Scheme
1–2
One or two challenges stated with some detail.
No reference to a named example.
3–4
Two or more challenges described with some explanation
Some reference to a named example. Some key terminology used.
5–6
Three challenges explained in some detail with location-specific information. Key terminology used effectively.
This exam question aims to encourage students to write in more detail when answering extended exam questions. The mark scheme is not connected to one specific exam board. However it does include common demands of this type of question. You may choose to reveal the mark scheme before or after the question has been answered. You might also like to ask students to underline/highlight successes in their response, for example connectives, key facts and geographical terminology.
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