Curriculum and specification links

Geographical skills: use a range of cartographic skills, including atlas maps, Ordnance Survey maps and the use of Geographical Information Systems (GIS) to obtain, illustrate, analyse and evaluate spatial information. Numerical and statistical skills: use and understand measures of central tendency (mean, mode, median) and measures of dispersion (range and interquartile range), and use appropriate graphs and charts. Working with data: collect, select and use both qualitative and quantitative data, and appreciate the difference between primary and secondary sources.

GCSE Geography subject content (Department for Education). These geographical skills are assessed across the AQA, Pearson Edexcel and OCR GCSE Geography specifications.

Learning objectives

By the end of the sequence, students will be able to:

  • use GIS-style tools to obtain and analyse spatial data for a geographical question;
  • distinguish primary from secondary data, and quantitative from qualitative data;
  • apply measures of central tendency (mean, median, mode) and dispersion (range, interquartile range) to a real data set;
  • present data appropriately and evaluate its reliability and limitations.

Lesson outline

Starter

Define GIS as a system for capturing, managing, analysing and displaying spatial data. Identify that the interactive maps and area tools on this site are a simple GIS, layering data such as price, deprivation and elevation onto location.

Main activity

Set a geographical enquiry question, for example "How does affluence vary across a city or region?". Students gather secondary, quantitative data using the site as their GIS and data source:

Students then apply statistical techniques to their data: calculate the mean, median and mode, and measure dispersion with the range and interquartile range. They select an appropriate graph or chart, interpret the pattern, and write a short evidence-based conclusion that answers the enquiry question.

Plenary

Students evaluate their method. How reliable is the secondary data? What are its limitations, for example averages hiding variation within an area, or sampling bias? How could a fieldwork study collect primary data to test the same question?

Differentiation

Support and challenge

  • Support: provide a structured data-collection grid and focus on the mean and range, with a chart template.
  • Challenge: calculate the interquartile range, justify the choice of statistical technique, and use a Spearman's rank correlation to test the relationship between two variables, such as house price and deprivation.

Key vocabulary

GIS, spatial data, primary data, secondary data, quantitative, qualitative, central tendency, mean, median, mode, dispersion, range, interquartile range, sampling, correlation, anomaly, reliability.

Assessment: key questions

  • Can students select and justify an appropriate statistical technique for their data?
  • Can students interpret a pattern in spatial data and support a conclusion with evidence?
  • Can students evaluate the reliability and limitations of secondary data?

Tools and links for this lesson