UK’s Energy Dependency

Curriculum Area and Level

Key Stage 3 Geography – Energy and Climate
Aligned with the National Curriculum for England, this lesson covers aspects of human and physical geography, focusing on energy resources, sustainability, and the impact of fossil fuel dependency on the UK.

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Lesson Objectives (25 mins)

By the end of this lesson, students will be able to:

1. Identify the key sources of non-renewable energy in the UK.
2. Evaluate the advantages and disadvantages of the UK’s dependence on fossil fuels.
3. Analyse the historical role of coal, oil, and gas in shaping the UK’s economy and infrastructure.

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Lesson Breakdown

1. Starter Activity – Energy Snap Judgment (5 mins)

• Teacher-led discussion: Display four images on the board – a coal power plant, a North Sea oil rig, a gas-fired power station, and a renewable wind farm.
• Students respond with thumbs up or thumbs down to react to each image based on whether they think it's "good" or "bad" for the UK.
• Quick class share: Ask one or two students to justify their choices.

Purpose: Activating prior knowledge while encouraging fast critical thinking.

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2. Micro History: UK’s Energy Past (5 mins)

• Teacher explanation (brief timeline on board):
  • Industrial Revolution (1700s-1800s): The UK’s economy grew due to coal-powered factories and steam engines.
  • 20th Century: North Sea oil and gas discovery in the 1960s, reducing energy imports.
  • Present Day: Fossil fuels still dominant, but climate policies and rising renewables changing the energy mix.
• Question to Class: Why did the UK become so reliant on fossil fuels? (Encourage 1-2 student responses.)

Purpose: Giving students cultural and historical context before jumping into modern issues.

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3. Advantages vs. Disadvantages Debate (10 mins)

• Task: Split the class into four groups—each assigned a different argument:
  1. Advantages of Non-Renewable Energy
  2. Disadvantages of Non-Renewable Energy
  3. Why the UK STILL relies on fossil fuels today
  4. Why the UK MUST shift away from fossil fuels quickly
• Each group must come up with three strong points (assigned 1-minute time limit per point).
• Mini Debate:
  • Group 1 vs. Group 2 (both sides present, quick rebuttal).
  • Group 3 vs. Group 4 (repeat process).
• Teacher engagement: Guide discussion, challenge weak points, and clarify misconceptions (e.g., “How does cost factor into decision-making?”).

Purpose: Developing argumentation skills, real-world decision-making awareness, and active learning.

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4. Plenary: Future Choices – 30-Second Exit Reflection (5 mins)

• Students complete one of the following prompts on a post-it note:
  1. “One risk of UK’s fossil fuel dependency is…”
  2. “A major reason why switching to renewables is difficult…”
  3. “A question I still have about UK energy dependency is…”
• As students leave, they stick notes onto the whiteboard. The teacher can briefly read a few aloud to reinforce key takeaways.

Purpose: Ensuring quick reflection and formative assessment.

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Resources Needed

✅ Images of energy sources (coal plant, oil rig, gas station, wind farm).
✅ Whiteboard & Markers for the energy timeline.
✅ Post-it Notes for the plenary reflections.

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Assessment for Learning (AfL)

✔ Observation: Are students engaging in discussion and debate with relevant, factual points?
✔ Exit Post-Its: Do responses reflect a basic understanding of the topic?
✔ Questioning: Are students considering multiple perspectives on energy issues?

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Teacher’s Reflection After Lesson

• Did students grasp the UK’s dependence on fossil fuels?
• Were their debate arguments well-reasoned or based on misconceptions?
• Did time management allow for meaningful discussion?

If students struggle with evaluating arguments, consider a graphic organiser in the next lesson to structure pros and cons more clearly.

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Extension for Early Finishers

If finished early, students research and share (verbally or on paper) one recent UK government policy affecting energy security (e.g., net-zero target, offshore wind investment).

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Next Lesson Preview

📌 Renewable Energy in the UK – How feasible is a fossil-free future?

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This lesson is dynamic, debate-driven, and historically contextual, ensuring Yr 9 students engage critically and interactively with the topic. 🎯🔥