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Extended Horizons

This is an even more positive approach. Core tasks are created which all pupils are expected

to do. For the ‘more able’ extension work is devised with more challenging tasks and more

demanding materials. This approach can be quite motivating - for some students getting to

the extension material is a goal in itself and gives a sense of achievement. Also, the faster

workers are not held back and can tackle more sophisticated aspects of the topic.

Extended Horizons provides the opportunity to introduce variety twice over

1. by varying the core tasks over the series of lessons

2. by making sure that the exrtension tasks are quite different in style from the core tasks

However, it is often the case with this paradigm that the core tasks end up being pretty

standard - worksheets for example - and so it’s only those with a particular sort of learning

style who ever get onto the more interesting extensions!

Extended Horizons Example: Nairobi Year 10

Nairobi is the largest city in Kenya, a less developed country in East Africa.

Nairobi is growing rapidly (urbanisation). Many people are migrating into the city from the countryside
(rural-urban migration). This causes problems for people, but there are ways of making life better.

You are going to learn about Nairobi by working through a series of tasks. Everyone must do the main
tasks, but if you are aiming for A or B at GCSE you should do the extension tasks as well.

The tasks are based on pages 48-53 of People, Cities and Countryside.

1. On an outline map of the world, locate Nairobi and Kenya by shading them in a bright

2. On graph paper make a line graph of the increase in the total population of Nairobi from
1960-1980 (see table D on p.49).

Extension: devise a way of putting a line on the same graph for the increase in the
population of the four shanty towns over the same time. This lets you compare the
rates of growth.

3. Describe what your graph shows.

4. Use source C p.48. Make a timeline showing the growth of Nairobi. Events should be
simplified eg 1960-1970 business grew, money made, people began to move to the city
and live in shanty towns in poor conditions.

5. Illustrate each part of the timeline eg a train to show that it began as a railway town.

Extension: look carefully at Source C. Describe where you think the planners for the
city were short-sighted or failed to do enough. Which were the good decisions and
plans that were made?

(The series of main and extension tasks continues ...)

From: Geography Department, Ferrers School, Northamptonshire