0453_Development_Studies_SOW.doc IGCSE... · Web viewCambridge IGCSE® Development Studies 0453 Contents Overview 3 Unit 1: Poverty and development 6 Unit 2: Industrial development,

Scheme of work Cambridge IGCSE® Development Studies0453

v0.2 2Y02 Cambridge IGCSE [Subject] ([syllabus code]) 1

Scheme of work – Cambridge IGCSE® Development Studies (0453)

Contents

Overview.............................................................................................................................................................................................................................3Unit 1: Poverty and development........................................................................................................................................................................................6Unit 2: Industrial development, trade and globalisation....................................................................................................................................................16Unit 3: Population and development.................................................................................................................................................................................25Unit 4: Environment and development..............................................................................................................................................................................32Appendix 1........................................................................................................................................................................................................................41Appendix 2........................................................................................................................................................................................................................43

v0.5 3Y05 Cambridge IGCSE Development Studies (0453) 2


Overview

This scheme of work provides ideas about how to construct and deliver the course. The 2014 syllabus has been broken down into teaching units with suggested teaching activities and learning resources to use in the classroom. A holistic approach to the study of development issues needs to stress the links between the economic, social, environmental and political aspects of development. It is therefore important not to consider the four units as separate entities but to examine inter-relationships between them. For example, the role of governments in promoting trade and economic growth will have social as well as environmental impacts and the study of these can be found in all four units.

The world is a rapidly changing place and the study of development reflects this by considering the causes of change as well as strategies to promote economic growth and the reduction of poverty using sustainable methods.

Recommended prior knowledge A broad general knowledge of development issues and places in the world but this will also be gained throughout the course.

OutlineWhole class and group activities are indicated throughout this scheme of work. The activities in the scheme of work are only suggestions and there are many other useful activities to be found in the materials referred to in the learning resource list. For more information about using a variety of teaching strategies in the classroom, see Sibley, S Teaching and Assessing Skills in Geography Chp 4, pages 34–48.

The use of case studies that are relevant to learners is important throughout the course and should be selected from the school’s own region or continent where possible. For more information on using case study materials see Sibley, S Teaching and Assessing Skills in Geography pages 11–12.

Timings for activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is another possible area for differentiation. For more information on teaching learners of varying abilities see Sibley, S Teaching and Assessing Skills in Geography Chapter 3.

The units within this scheme of work are:

Unit 1: Poverty and developmentUnit 2: Industrial development, trade and globalisationUnit 3: Population and developmentUnit 4: Environment and development

Teaching orderThe units should be taught in the order found in the scheme of work – i.e.14.


Teacher supportTeacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen and past question papers, mark schemes, textbooks and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online.

An editable version of this scheme of work is available on Teacher Support. Go to http://teachers.cie.org.uk. The scheme of work is in Word doc format and will open in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org

Resources

Websites:This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or of the site’s owners (or their products/services).

The particular website pages in the learning resource column were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the particular resources are recommended. www.un.orgwww.odi.org.uk/http://data.worldbank.org/http://hdr.undp.org/www.cia.gov/library/publications/the-world-factbook/www.who.int/research/en/www.unfpa.org/pds/mapping.htmhttp://ucatlas.ucsc.edu/about.htmlhttp://stats.uis.unesco.org/www.unicef.org/www.unaids.org/www.wateraid.org/http://rbm.who.int/index.htmlhttp://greenbeltmovement.orgwww.fao.org/www.unifem.orgwww.commonwealth-of-nations.orgwww.scienceonline.co.uk/http://stat.wto.org/www.sadc.int/www.opec.orghttp://ec.europa.eu/trade/www.wto.org/


http://www.wto.org/

http://ec.europa.eu/trade/

http://www.opec.org/

http://www.sadc.int/

http://stat.wto.org/

http://www.scienceonline.co.uk/

http://www.commonwealth-of-nations.org/

http://www.unifem.org/

http://greenbeltmovement.org/

http://rbm.who.int/index.html

http://www.wateraid.org/

http://www.unaids.org/

http://www.unicef.org/

http://stats.uis.unesco.org/

http://ucatlas.ucsc.edu/about.html

http://www.unfpa.org/pds/mapping.htm

http://www.who.int/research/en/

http://www.cia.gov/library/publications/the-world-factbook/

http://hdr.undp.org/

http://data.worldbank.org/

http://www.odi.org.uk/

http://www.un.org/

http://www.openoffice.org/

http://teachers.cie.org.uk/

http://teachers.cie.org.uk/

www.fairtrade.org.uk/http://money.cnn.com/www.unhabitat.org/http://hopebuilding.pbworks.comhttp://econ.worldbank.org/ www.migrationinformation.org/refugees/www.unhcr.orgwww.farmafrica.org.ukwww.lightingafrica.org/www.co-operative.coop/food/ethics/Ethical-trading/Fairtrade/www.rainforest-alliance.org/aboutwww.fsc.org/http://wwf.panda.org/www.mongabay.comwww.worldenergy.org/www.newscientist.com/http://earthtrends.wri.org/www.g u ard ia n.co. u k /naturaldisast e rs

® IGCSE is the registered trademark of Cambridge International Examinations.© Cambridge International Examinations 2013


http://www.guardian.co.uk/naturaldisasters

http://earthtrends.wri.org/

http://www.newscientist.com/

http://www.worldenergy.org/

http://www.mongabay.com/

http://wwf.panda.org/

http://www.fsc.org/

http://www.rainforest-alliance.org/about

http://www.co-operative.coop/food/ethics/Ethical-trading/Fairtrade/

http://www.lightingafrica.org/

http://www.farmafrica.org.uk/

http://www.unhcr.org/

http://www.migrationinformation.org/refugees/

http://econ.worldbank.org/

http://hopebuilding.pbworks.com/

http://www.unhabitat.org/

http://money.cnn.com/

http://www.fairtrade.org.uk/


Unit 1: Poverty and developmentRecommended prior knowledge A broad general knowledge, particularly of places in the world.

ContextThis unit is an introduction to the remaining units and it is recommended that it is studied first. Terminology used in later units is explained here and knowledge of the key elements of development is essential to the understanding of further issues. Skills gained in this unit have applications throughout the course.

OutlineIn this unit, learners understand the concepts of poverty and development and how they are measured. Patterns of development and characteristics of countries at different levels of development are identified. Learners become familiar with the location of continents and selected countries.

Practical Research InvestigationsThe following research investigations could be incorporated into poverty and development lessons. However, candidates are not required to submit any work from the investigations for assessment; they are intended as a teaching aid only. The research investigations can be found in the appendix to the schemes of work.

Research investigation number

Title of the research investigation Syllabus units and general objectives that the investigation is relevant to

1 Relationship between different indicators of development • Poverty and development: general objective 2

3 Comparison between and market and a shopping mall • Poverty and development: general objective 1• Industrial development, trade and globalisation: general objectives 1 and 2• Environment and development: general objective 2

4 Impact of Food Aid • Poverty and development: general objectives 1 and 4• Industrial development, trade and globalisation: general objective 3• Environment and development: general objectives 3 and 6

5 Provision of recreational facilities • Poverty and development: general objectives 2, 4 and 5• Industrial development, trade and globalisation: general objective 5• Environment and development: general objective 4


AO Learning objectives Suggested teaching activities Learning resources

AO1.2 To understand what is meant by poverty.

Explain what is meant by the terms ‘poverty’, ‘below the poverty line’, and the ‘vicious circle of poverty’.

Tabulate a list of ‘needs’ and ‘wants’ and highlight the basic needs.

Discuss in general terms some of the main causes of poverty.

Construct flow charts such as: lack of proper diet poor health inability to work no income poverty. Redraw the flow charts into a circle to indicate how the situation is continuous and hard to break.

W. Taylor IGCSE Development Studies Chapter 1

Using a variety of teaching strategies:Sibley, S Teaching and Assessing Skills in Geography Chp 4, pages 34–48

Onlinewww.undp.org/

AO1.4 To define the concepts of development, economic development and sustainable development.

Discuss how a local settlement has changed and grown in general terms of population, industry, provision of services, standard of living etc. This will help learners understand that development is an interaction of economic, environmental, social and political processes.

Debate the advantages and disadvantages of a new local development such as a new road, opening of a factory, clearing of forest etc.

Tabulate the positive and negative aspects of the development. Evaluate whether or not the advantages are likely to outweigh the disadvantages. Opinions may vary which could lead to a discussion of the problems for decision makers.

As an introduction to further study in subsequent units, learners need to appreciate that the growth of a country’s economy is essential for development, and for continuous economic growth, the responsible use of resources is important.

List the earth’s main natural resources and the main human uses of each.

Discuss what learners understand by ‘sustainable development’.

W. Taylor IGCSE Development StudiesChapters 5 and 20

Onlinewww.un.org/esa/dsd/

Jones, P IGCSE Development Studies Module 1 pages 96–97

AO1.3 To understand the United Nations Millennium Development Goals (MDGs)

Explain the meaning of the eight MDGs with consideration of the differences between goals, targets and indicators for monitoring progress in development. Learners should recognise the importance of

W. Taylor IGCSE Development StudiesChapter 1


http://www.un.org/esa/dsd/

http://www.undp.org/content/undp/en/home/ourwork/povertyreduction/overview.html


creating a global partnership for development with commitments from the international community.

The UN MDG Reports for each year summarise the progress being made. Reference needs to be made to these reports throughout the course.

Analyse the charts to assess the progress of selected countries/regions. In addition, learners can be provided with the data and represent the data in appropriate ways to allow acquisition of skills in handling data. Post 2015, consider the extent to which the goals have been achieved and what the plans are to measure future progress.

Onlinewww.un.org/millenniumgoals/

www.un.org/millenniumgoals/

www.odi.org.uk/

Past papersPaper 1 2010 Q 2Paper 2 2009 Q2

AO1.2 To measure levels of poverty and development using different indicators.

Research the meaning of the common indicators of development such as GDP/person, GNI, HDI, literacy rate, birth rate and death rate, life expectancy, infant mortality rate, % employed in agriculture etc.Other indicators such as number of people/doctor, % withmobile phones, HIV prevalence, male and female literacy rates and others selected from the list of indicators for monitoringprogress towards the MDGs can be considered.

Discuss how mobile phone technology might help to increase knowledge and so reduce child mortality.

Assess the progress that has been made towards achieving Target 1A of MDG1.


Past paperPaper 2 2009 Q1

Onlinehttp://data.worldbank.org/indicator/


http://hdr.undp.org/en/statistics/

www.cia.gov/library/publications/

www.who.int/research/en/

AO1.1AO1.2

To explain why indicators vary, why some are more useful than others and why some aspects of development are difficult to measure.

Group activity: each learner selects a different indicator of development from a number of countries at different levels of development and places the countries in rank order. Results are compared and differences discussed.

Compare the usefulness of certain indicators such as GDP/person and HDI, GDP/person and the proportion of the population whose income is below US$1.25 a day etc. (The latter is an indicator for monitoring

W. Taylor IGCSE Development StudiesChapter 1 and 5




http://data.worldbank.org/indicator/


http://www.cia.gov/library/publications/the-world-factbook/


http://www.un.org/millenniumgoals/reports.shtml


http://www.odi.org.uk/

http://www.un.org/millenniumgoals/reports.shtml

http://www.un.org/millenniumgoals/


progress towards MDG1).

Human rights as an aspect of development may be introduced here to illustrate how some aspects, such as the right to a fair trial, are not easily measured. Learners draw up a list of others.


AO2.6 To describe the broad global patterns of development.

Map work: Learners consider the map which shows the world divided into ‘The North’ and ‘The South’ and list the different terms used to describe these countries: high/low income, developed/developing etc. The meaning of the term ‘Newly Industrialised’ can be discussed briefly here with specific reference to the ‘BRIC’ countries.

Changes in global patterns of development mean the ‘North-South’ divide is too simplistic and out of date. Study a world map showing countries’ HDI and draw conclusions about the current broad global patterns of development.

Compare choropleth maps (thematic maps) showing a number of different development indicators.


Oxford Student Atlas

Onlinehttp://hdr.undp.org/en/statistics/

www.unfpa.org/pds/mapping.htm


AO2.5AO2.6

To identify and describe the characteristics of countries at different levels of development.

Data handling: As part of the overall requirements of the syllabus, learners should be able to present and interpret relevant data in written, statistical, diagrammatic, cartographic and graphical form.

Construction and interpretation of a variety of scatter graphs www.education.gov.uk/scatter-graphs to show relationships between different indicators. (These indicators can be the MDG indicators or others such as energy consumption, internet access etc. that can be found on the World Bank website.) Examine to what extent the relationships are perfect positive or negative correlations, using examples for illustration. Anomalies can be identified and explained. A consideration of the advantages and disadvantages of bar charts, divided bars, triangular graphs and pie charts to illustrate the proportion of the population of selected countries employed in different sectors of the economy will introduce these forms of data representation. These can then be superimposed on a world map of GDP/person or HDI.




www.un.org/millenniumgoals/Past papersPaper 1 2009 Q3Paper 2 2009 Q1Paper 2 2010 Q2


http://www.un.org/millenniumgoals/



http://www.education.gov.uk/schools/careers/traininganddevelopment/professional/b00211213/numeracy/areas/scatter-graphs


http://www.unfpa.org/pds/mapping.htm




Summarise the main characteristics of countries at different levels of development.

AO1.2AO1.4

To explain the concept of basic needs and to understand the issues relating to the provision of these in low and middle income countries.

Learners reconsider the basic needs for human life. (Food production is dealt with in Unit 4).

Discuss the differences between an informal and formal education and list the skills learnt at school.

Debate: ‘The best way to reduce poverty and improve living standards is to increase access to education.’

Discuss reasons why children are absent from school and measures to increase the chance of achieving MDG2 – universal primary education.

Group exercise: brainstorm the topic of health to help illustrate the links between basic needs. ‘Factors affecting good health’ is written in the centre of a page with learners writing the factors in a spider diagram around it.

Discuss these factors, especially a balanced diet, clean water, good sanitation and knowledge of disease prevention, in terms of why they are essential for good health, why they are not always available and what happens if they are lacking. Discuss progress being made towards meeting MDG4.

Compare indicators such as life expectancy (LE), infant and child mortality rates with GDP/head for selected countries. List reasons for improvements in LE as countries develop.This will lead on to a study of Primary Health Care and other government health programmes such as those which aim to prevent the spread of disease.

Research specific diseases such as malnutrition, malaria, HIV/AIDS, a deficiency disease, a water-borne disease, an infectious disease etc. Consider these under the headings of cause and methods of prevention, with the difference between prevention and cure being explained. Reference to MDG 6 should be made.


Past papersPaper 1 2011 Q2

Onlinehttp://stats.uis.unesco.org/

www.unicef.org/education/index_statistics.html


www.who.int/

www.unaids.org/

www.wateraid.org/



www.undp.org/content/


http://www.undp.org/content/undp/en/home/ourwork/hiv-aids/overview.html



http://www.wateraid.org/

http://www.unaids.org/

http://www.who.int/


http://www.unicef.org/education/index_statistics.html

http://www.unicef.org/education/index_statistics.html

http://stats.uis.unesco.org/


Construct flow diagrams to show the positive and negative effects of industrial development on health.

Explain why meeting people’s basic needs is essential for economic growth and development to take place.

AO1.2AO2.6

To understand the changing role of women in society.

Class survey to find out if boys and girls have similar career plans, how many of each gender have already dropped out of school, etc.This could lead on to a consideration of traditional customs/cultural activities which have resulted in men and women being treated differently. Learners list ways in which women do not have the same opportunities as men in the present day. Reasons for this will introduce the terms ‘gender discrimination’ and ‘empower women’. Indicators for monitoring MDG 3 can be referred to here.

Class debate on the statement: ‘A woman’s place is in the home’. Respect for other people’s opinions should be shown.The basic need of education can be readily discussed here in relation to the benefits to both the family and to the nation of educating girls.

Compare data of male and female literacy rates with other development indicators. Links between education of girls and health improvements need to be made with particular reference to Infant Mortality Rates.

Discuss causes of maternal mortality and efforts being made in the local community to improve maternal health with reference to MDG5.Group problem solving: The reasons why it is important for women to be involved in decision making could be dealt with by highlighting a relevant problem, dividing the class into groups (boys/girls) and comparing the solutions proposed by the different genders.


Jones, P IGCSE Development Studies Module 2 Unit 4

Past papersPaper 1 2009 Q4Paper 1 2010 Q2Paper 2 2009 Q2

Onlinehttp://greenbeltmovement.org

www.fao.org/gender/

www.unifem.org

www.worldbank.org/gender/

www.undp.org/womenempowerment

AO1.1AO1.3

To discuss strategies to reduce inequality and discrimination

Research of the gender of people in high positions:(i) In the learners’ community(ii) In their country’s government(iii) In their country’s main employers

Representation and analysis of the data should lead to suggestions




http://www.undp.org/content/undp/en/home/ourwork/womenempowerment/overview/

http://www.worldbank.org/gender/

http://www.unifem.org/

http://www.fao.org/gender/gender-home/gender-projects/

http://greenbeltmovement.org/


as to how any inequalities could be addressed.It may be possible to ask a woman who has had a successful career in politics/industry to give a talk to the group of her experience of strategies to reduce gender inequality and discrimination.

Discuss ways to ensure equal opportunities in education.

Discuss ways in which a woman’s life in a farming area can beimproved to help alleviate poverty.

Illustrate with a case study the ways women can contribute to the development of the economy by forming a craft business.

Group exercise: in groups by gender draw up a list of how the lives of working mothers could be made easier and compare results. Innovative ideas that could make a difference to the role of women in society should be encouraged.

Decision making exercise: Devise a class list of four main ways to reduce gender inequality in the learners’ community. Each learner then places these methods in order of priority with explanations. Discuss any differences.

AO1.2 To understand the concept of human rights.

Discuss the basic human rights and why it is important to have them. This may be easier to understand from the viewpoint of what happens if one does not have them. These can be considered in terms of (a) for the person and (b) for the nation.

Discuss the different types of people who often suffer from a lack of human rights. The problem of measuring some indicators of development such as the right to a fair trial can generate a list of others.



AO1.1AO3.8AO3.10

To understand how different political systems operate and the roles of the different institutions of government

Decision making process: E.g. create a local club and have a class discussion regarding the rule book, roles of individuals etc. as an example of local politics in action. Similarly learners could look at an example of local politics and also consider the main roles of the national government and the United Nations.


The use of case study materials:Sibley, S Teaching and Assessing Skills in Geography pages 11–12



Group reports: Why it is important for development that a country…?:(i) Is not at war(ii) Combats corruption(iii) Maintains law and order

Compare the characteristics of a democracy and a dictatorship identifying the presence/lack of human rights. Consider the functions of the legislature, judiciary and executive in a democracy and other systems such as a republic, one-party state etc.

Case studies of recent uprisings in the Middle East and Africa can be researched to understand the desire for human rights and accountability for governments.

The move towards independence from the colonial power can be considered using different examples from the learners’ own continent.

Discuss capitalism and socialism which reflect different approaches to state power in relation to the distribution of resources and organisation of production. Learners can consider to what extent different political systems promote or restrict development.

Role play: The local area will have examples of both ‘top down’ and ‘bottom up’ (grass roots) decision making. Ask learners to choose a relevant local issue such as street crime, stagnant water causing the spread of malaria etc. They then divide into two groups: (i) the government (ii) the local committee. A representative from each group presents the ways their group would solve the problem.

Decision making exercise: Which ways are the best and why? What are the disadvantages of the other rejected ways? Consider why it is important that local people are consulted and involved in decision making of local issues.

Consider local/national examples of ways corrupt officials may influence people’s living standards and therefore development and why it is so difficult to reduce this problem.


Onlinewww.un.org/en/aboutun/index.shtml

www.commonwealth-of-nations.org

www.undp.org/democraticgovernance


http://www.undp.org/content/undp/en/home/ourwork/democraticgovernance/overview.html

http://www.commonwealth-of-nations.org/

http://www.un.org/en/aboutun/index.shtml


Brainstorm and list the global problems that cross political boundaries and so cannot be solved by countries on their own.

Research the international co-operation that is helping to address two of these issues.

Examples of formative assessmentUse one or more of the techniques below to check your learners’ understanding:

Review of previous learning through oral questioning Sharing learning objectives Written comments on work of learners Self-assessment by learners – see example form Sibley, S

Teaching and Assessing Skills in Geography page 81 Learners talk in a groups; teacher listens and provides feedback Learners create models or visuals to share with the class, then

discuss one another’s work as a group as the teacher facilitates the discussion

Learners write essays to hand in to the teacher and/or share with the class; peers provide feedback in discussion, and the teacher provides written feedback

Learners create stories, poems, drawings, or other creative work demonstrating what they’ve learned and present them to the class and/or teacher for review or discussion

Learners role-play in pairs or groups; teacher observes and provides feedback

Learners write or share orally responses to material (e.g., answering and discussing questions as a group, making lists of observations and insights about material, writing summaries of sections of texts). The teacher and/or other learners provide feedback

Sibley, S Teaching and Assessing Skills in Geography Chp 7



Unit 2: Industrial development, trade and globalisation

Recommended prior knowledge A broad knowledge of the meaning of development studied in Unit 1.

ContextFor development to proceed a country’s economy needs to grow and industrial development and trade are the means by which this happens. Improvements in living standards result largely from the wealth generated by industry.

OutlineTo understand the concept of industrialisation, the processes of production and the role of world trade.

Practical Research InvestigationsThe following research investigations could be incorporated into industrial development, trade and globalisation lessons. However, candidates are not required to submit any work from the investigations for assessment; they are intended as a teaching aid only. The research investigations can be found in the appendix to the schemes of work.



2 Links between different sectors of the economy • Industrial development, trade and globalisation: general objective 1• Environment and development: general objective 1




AO1.1AO2.5

To understand the meaning of industrialisation and the factors of production.

To explain the need for an educated/skilled workforce for industrialisation to occur.

Learners refer back to their table of ‘needs’ and ‘wants’ and place ‘wants’ in categories of material or non-material things. These goods and services are the products of industrialisation which require natural, human and financial resources – Land, Labour, Capital and Enterprise.

Examine the factors of production for a variety of industries using photographs/pictures of different types of manufacturing and service industries. Under the headings - Land, Labour and Capital, learners can identify the factors of production in each one.

Construct flow charts to illustrate different industrial systems to show the inputs (factors of production), processes and outputs. Learners should be able to understand production terms such as primary, secondary, tertiary, consumer, producer, high-tech, heavy and light industry etc.

Discuss the use of waste products as an output or the problems of its disposal. Introduce the subject of air and water pollution (dealt with in Unit 4).

Interlink political, economic, social, environmental issues by discussing the role of government in the production process. Consider the ways governments determine how industries operate in terms of pollution control, working conditions, child labour and discrimination.Discuss the value of a skilled workforce and enterprise to industrialisation. Learners re-arrange a list of jobs into formal and informal occupations after a discussion of the characteristics of these two sectors.

Construct flow charts to illustrate the contribution of industrialisation to development such as ‘taxes for governments increased spending on schools/hospitals’, ‘income from jobs increase in demand for local services (multiplier effect).


Jones, P IGCSE Development Studies Module 3 Unit 1C


Past papersPaper 2 2010 Q1Paper 1 2011 Q4

www.rff.com/flowchart_samples.htm

AO2.7AO3.10

To describe different methods of production and the appropriate use of different types of technology.

Examine some everyday activities, such as washing clothes, where different methods can be used and discuss the advantages and disadvantages of the different methods with reference to the different types of technology used. Then extend the discussion to industrial


The use of case study materials:


http://www.rff.com/flowchart_samples.htm


production with a comparison of labour-intensive (simple technology) and capital-intensive (complex technology) methods with the advantages and disadvantages of the different methods to: (a) people and (b) the nation. The concept of ‘economies of scale’ can be introduced here.

Learners list all the jobs in a hospital, factory or school and divide them into skilled and unskilled. This will lead on to a discussion of the ‘division of labour’ and ‘specialisation’, the advantages and disadvantages of which can be considered.

Role play: Learners can assume the role of a small-scale farmer, for example, and state what they would need to consider before replacing their ox with a tractor. The value of using appropriate technology can then be examined.

Case study of a local craft industry that uses appropriate technology. Compare this with a high-tech factory in terms of factors of production, inputs, processes and outputs. Include all production terms and highlight these.

Sibley, S Teaching and Assessing Skills in Geography pages 11–12


AO1.2AO2.5AO2.6

To illustrate the linkages between the sectors of production.

Group work: each group selects an item such as a tin of vegetables and writes a report to explain to the class what has been needed to get that item to their home. The links between the Primary, Secondary and Tertiary sectors of the economy can then be illustrated on a diagram. Learners should consider the links from a farmer to a miner, power worker, factory worker, teacher, lorry driver, shopkeeper, government official etc.

Construct a triangular graph to show the percentage employed in the different sectors in their country and compare graphs of employment structure for countries at different levels of development. Changes in the structure as countries develop can then be realised and reasons discussed, such as manufacturing requires more transport and power supplies, increased prosperity generate a greater demand for services etc.



http://search.worldbank.org/

AO2.7 To consider the sustainable use of resources.

The natural resources (i.e. land as a factor of production) used to satisfy people’s needs and wants are either renewable or non-renewable.



http://search.worldbank.org/data?qterm=employment+in+secondary&language=EN&format=

http://www.geography.learnontheinternet.co.uk/topics/


Define these terms and then learners can classify a selection of resources into the two categories. This will lead on to definitions of ‘exploitation’, ‘conservation’ and the ‘sustainable’ use of resources. Energy supplies can be considered to illustrate these issues.

Decision making exercise: learners make a list of five ‘wants’ for their community such as a new library, cinema etc. but as there is not enough money for all of them, they must prioritise their list which will probably vary from pupil to pupil. The idea of choices and the role of decision makers are thereby introduced.

Discuss to what extent any consideration of the earth’s resources was given in their decisions. Consider how renewable resources could be used in their chosen project.

Class debate: ‘It is better to buy loose beans from the local market than a tin of processed beans from a large shop’.

Questionnaire construction to determine what the main considerations are for people when they purchase a product. Evaluate to what extent people consider their impact on the earth's resources when they shop. This will allow an appreciation of the role of consumers in promoting sustainable development.

Onlinewww.scienceonline.co.uk/energy/renewable-energy.html

AO1.2AO1.3AO2.7

To understand trade terms and how trade is linked with development.

Discuss why countries trade with one another using a simple game of exchanges of, for example, fruit.Define trade terms.

List the main primary products and manufactured goods which the learners’ own country specialises in producing and exporting and what it needs to import. Learners choose a primary commodity, perhaps grown locally, and list the factors that affect its price to illustrate the principle of supply and demand.

Assess whether or not trade is a good indicator of levels of development by interpreting a scatter graph comparing trade per capita with the HDI for selected countries at different levels of development.




Onlinehttp://stat.wto.org/CountryProfile/


http://stat.wto.org/CountryProfile/WSDBCountryPFHome.aspx?Language=E

http://www.scienceonline.co.uk/energy/renewable-energy.html

http://www.scienceonline.co.uk/energy/renewable-energy.html


Discuss the causes of positive and negative balances of trade and explain how trade affects the quality of life of people and the development of the nation. It is also important to understand ways to reduce a negative balance / trade deficit.

Evaluate different strategies in economic, social and environmental terms.

The reasons for forming free trade areas, with examples, can lead on to a consideration of the benefits of being in a trading bloc and the problems for outsiders.

Consider the problems of achieving World Trade Agreements which attempt to ensure trade flows globally as freely as possible.

http://hdr.undp.org/statistics/

AO2.5 To describe and explain the growth and changes in the pattern of world trade.

Compare pie charts of imports and exports to illustrate the pattern of trade between low and high income countries.

Research the main international trade flows in terms of commodities and the countries involved and how these have changed in recent years.A study of the growth of Trans-Pacific trade over Trans-Atlantic trade can be combined with an analysis of the national information centres (NICs) of Asia and South America.


Onlinewww.wto.org/english/

www.opec.org


www.wto.org/english/

AO2.7 To understand the terms neo-colonialism and fairtrade.

Discuss the meaning of neo-colonialism.

A case study of fairtrade appropriate to the learners’ own country can be selected. The fluctuating price of primary commodities will help explain the need for fairtrade and how it benefits poorer countries.


Jones, P IGCSE Development Studies Module 3 page 7

Onlinewww.fairtrade.org.uk/

AO1.2AO1.4

To describe the role of aid agencies, charities and banks in

Learners generate a list of those aid agencies and charities that they know are working in their country and divide these into long and short



http://www.oxfam.org.uk/oxfam_in_action/

http://www.fairtrade.org.uk/

http://www.wto.org/english/res_e/statis_e/world_region_export_09_e.pdf


http://www.opec.org/

http://www.wto.org/english/res_e/statis_e/its2007_e/its07_trade_category_e.pdf



development. term aid projects and how they differ in terms of money, goods, skills etc. Explain why the aid is needed.A class discussion on the advantages and disadvantages of this aid to their country can follow. Discuss the factors that might limit how effective the aid might be such as corruption, administrative costs, inexperienced officials, operations in zones of conflict.

Case study of the work of a non-governmental organization (NGO) in an urban or rural area with any problems associated with the aid projects discussed.

Group report: learners choose a project that involves a large loan from the World Bank/ Asian/ African Development Bank, to improve the infrastructure of the local area, such as a reservoir, hospital, electricity supply etc. Linking back to some of the indicators of development in Unit 1, they explain how local people would benefit from the project in terms of improving their quality of life. How do they think money could be generated from the scheme for the economy to help pay back the loan?

Why do some projects generate little wealth but are vital in promoting improved living standards?

Construct flow charts to show how aid projects can help countries to meet some targets of the Millennium Development Goals (MDGs).


Onlinewww.unicef.org

www.imf.org

http://data.worldbank.org/topic/aid-effectiveness

AO1.3AO1.4

To explain the causes and impacts of national debt and the benefits of debt relief.

Examine the various reasons why governments needed to borrow money in the past and any additional reasons why they do so today.

Illustrate how a debt can grow due to interest payments if it is not paid off.

Research statistics of debt and GDP for selected countries to show how it is sometimes impossible to pay off a debt. Represent the data in an appropriate way.

Dependency and the debt crisis will emphasise the disadvantages of aid. The role of the IMF and the consequences for development of strategies to reduce in government spending can be outlined.




http://www.bbc.co.uk/gcsebitesize/geography/development/developmentproblemsrev3.shtml

http://www.bbc.co.uk/gcsebitesize/geography/development/developmentproblemsrev3.shtml



http://www.imf.org/

http://www.unicef.org/


Tabulate the Millennium Development Goals (MDGs) 1–6. State how achieving each one will be affected if a country has large debt payments.

Class debate: ‘High income countries should cancel some or part of the debt of the least developed countries’. This can be discussed in political, economic, social, environmental and humanitarian terms. This idea of global citizenship can be related to the Millennium Development Goal (MDG) 8.

AO2.7 To understand the role of multinational companies (MNC) in the development process.

Class discussion on fashion and brands will undoubtedly raise names of multinational companies (MNCs). List what learners consider to be the top ten most famous brands and list some of the MNCs which operate in the learners’ own country.

Learners can then be asked to consider what these all have in common, why their goods are so popular and what the general characteristics of these companies are.

Examine ways governments attract foreign investment in the form of MNCs and show how their economic activities help promote development. Consider the differences between private and public companies.

Class debate: ‘Our country is better off without MNCs.’This could be organised preferably with reference to a local case study and economic, social, and environmental benefits and disadvantages for both the local people and the nation need to be covered.All learners tabulate the points raised in the debate.

Consider the power of consumers worldwide in influencing the activities of MNCs in terms of better protection for workers and the natural environment. Draw up a list of the ways MNCs could improve their image, such as ‘pay decent wages’, reduce pollution of rivers’.Consider the differences between private and public companies.


Onlinehttp://money.cnn.com/

AO1.3AO2.7

To understand the term globalisation with reference to

Discuss how business and trade operate worldwide with the aid of transportation and telecommunications. Give examples of why many



http://money.cnn.com/magazines/fortune/global500/2011/index.html


international outsourcing and to evaluate its impacts

businesses can now locate anywhere. Consider the benefits to development of a new transport link or communication network within the learners’ own country.

Learners identify examples of outsourcing within their own country and use one of them as a case study.

Alternatively, the example of an international bank, with customers mainly in high income countries, that uses a low income country as the base for its call centre, can be used. A flow diagram to show the relationship of outsourcing to a country’s development can be constructed down two columns: (i) benefits to the people and (ii) benefits to the nation. Links between the two columns can be highlighted. e.g. income from jobs enabling access for people to education, health care etc. and taxes for the government enabling it to provide better schools.

Discuss the advantages and disadvantages of globalisation to developing countries.

AO1.3AO2.5AO3.10

To assess the impact of tourism on development and the value of sustainable tourism.

Photographic study of different types of tourism in developing countries in terms of their attractions, impact on the local natural and cultural environment etc. Determine why tourism is growing in these countries and why these countries are encouraging it as a means of development.

Consider the problems caused by mass tourism and dependence on a tourist industry.

Role play: Taking a local example if possible, identify a proposed location for a new hotel complex. In groups, the class takes on roles of the various people who will be affected and they argue their case for or against the development. Viewpoints could be summarised on a poster illustrating the attitude of the different groups in speech bubbles. One group representing the local council makes a decision and justifies it.Learners can then be asked to consider how a sustainable tourist development may influence their views. Examples of how the visual impact on the environment and the exploitation of resources could be


Cambridge IGCSE Student World Atlas pages 38 and 39

Onlinewww.unep.fr/scp/tourism/



http://www.unep.fr/scp/tourism/

http://www.voicesforburma.org/responsible-tourism/negative-influences-of-tourism

http://www.voicesforburma.org/responsible-tourism/negative-influences-of-tourism

http://www.uneptie.org/pc/tourism/sust-tourism/economic.htm


To understand the importance of the earth’s resources to all development

reduced could be examined as well as how in fact tourism may help to conserve wildlife.

Consider the definition of sustainable development. Illustrate the source of selected items in the school and place them in two columns depending on whether or not the material is renewable. Conclude that everything used comes originally from the earth’s resources.

Discuss what it would be like if the non-renewable items were absent which would be the situation faced by future generations if these resources were all used up.


Jones, P IGCSE Development Studies Module 1 page 45












Unit 3: Population and development

Recommended prior knowledge This unit draws on earlier references to development indicators from Unit 1.

ContextPopulation growth and the changing distribution of a country’s population have a major impact on all issues covered in other units.

OutlineTo understand the reasons for and impacts of population change and also the nature, causes and effects of urbanisation.

Practical Research InvestigationsThe following research investigations could be incorporated into population and development lessons. However, candidates are not required to submit any work from the investigations for assessment; they are intended as a teaching aid only. The research investigations can be found in the appendix to the schemes of work.



8 Importance of natural habitats/biodiversity • Poverty and development: general objectives 1 and 4• Industrial development, trade and globalisation: general objectives 1 and 5• Population and development: general objective 2• Environment and development: general objectives 1, 4 and 5

10 Urbanisation • Population and development: general objective 2• Environment and development: general objective 3



AO1.2 To define and understand population terms.

Define key population terms: birth rate, death rate, natural increase, immigration, emigration, population growth rate, population explosion, population density, overpopulation.

Calculate the learners’ country’s natural population increase/1000 population, population growth rate and annual population increase and compare with other selected countries.

Construct bar graphs showing population growth for continents since 1900 with prediction to 2050. Study a choropleth (thematic) map of the world showing average annual population growth rates.

Construct scatter graph to show relationship between population growth rate and Human Development Index (HDI) for selected countries.

Discuss the implications of rapid population growth.A reference back to the MDGs will enable learners to appreciate the challenges of achieving these when world population growth is considered.

Construct spider diagram (www.edrawsoft.com/spiderdiagram.php) to illustrate what will be needed each year as a result of population growth, such as new schools, if living standards are not to fall.


Cambridge IGCSE Student World Atlas pages 126–133


Onlinewww.un.org/popin/data

www.un.org/esa/population



www.unfpa.org/swp/

www.un.org/cyberschoolbus/

AO1.2AO2.5

To understand the positive and negative reasons for changes in population growth rates.

Compare birth rate, death rate and national increase for countries at different stages of development using the four countries based on their Human Development Index (HDI) rank (very high, high, medium and low human development). Show how countries follow similar patterns in terms of birth rate and death rate as they develop and pass through different stages of growth. Learners could be introduced to the concept of models using the demographic transition model www.bbc.co.uk/schools/gcsebitesize/.

Discuss reasons for changes in population growth rates under the headings:

(i) Causes of high/falling birth rate(ii) Causes of high/falling death rate(iii) Influence of migration



Cambridge IGCSE Student World Atlas pages 20-22

Onlinewww.cia.gov/library/publications/index.html


https://www.cia.gov/library/publications/index.html

https://www.cia.gov/library/publications/index.html

http://www.bbc.co.uk/schools/gcsebitesize/geography/population/population_change_structure_rev4.shtml

http://www.un.org/cyberschoolbus/habitat/units/un01txt.asp

http://www.unfpa.org/swp/


http://www.cia.gov/library/publications/the-world-factbook/geos/xx.html

http://www.un.org/esa/population

http://www.un.org/popin/data

http://www.edrawsoft.com/spiderdiagram.php


Links can be made here with earlier work in Unit 2 on the changing role of women in society and health improvements.

AO6.6AO2.7

To understand population structures and how changes in these affect development.

Construct population pyramids for the four countries selected above with annotation of the main features such as ‘many children= high birth rate’, ‘few elderly = low life expectancy’ etc. or relevant alternatives. Compare the structures and relate to the country’s development.

Construct a population pyramid for the learners’ own country.

Draw three spider diagrams following a discussion of the problems caused by:

(i) Too many young children (ii) Too few young people (iii) Too many old people

Further outward links can be drawn to show how these problems might be solved. The idea of dependent and independent populations will now have been covered and these can be shaded on the pyramids drawn earlier.



Onlinewww.census.gov/population/

AO1.2AO1.4

To appreciate the link between development and urbanisation with its effects on rural and urban areas.

Define urbanisation and explain the difference from urban growth.

Construct pie charts of selected countries to show how the proportion of people living in towns increases as a country develops.

Class discussion: Reasons why people move from rural areas to towns either from personal experience or from knowledge of friends/relatives who have done so. Centres in rural areas could enlarge here upon learners’ perceptions of life in the towns and to what extent they match reality.

Case study of types of employment and services in local town compared with surrounding rural areas.

Illustrate 10 different types of jobs that could be generated by a large drinks factory setting up on the edge of a town.



Suggested approach to teaching about factors affecting the distribution of population:Sibley, S Teaching and Assessing Skills in Geography pages 40–42

World urban population:Cambridge IGCSE Student World Atlas page 41


http://www.census.gov/population/international/data/idb/informationGateway.php


Discuss the benefits to people of having access to entertainment, public transport, electricity etc.

Summarise reasons for migration under the headings Rural Push and Urban Pull factors. Reference back to the work on formal and informal occupations in Unit 2 may be made.

Discuss the problems and benefits for the different groups of people affected by this migration i.e. the migrants themselves, existing urban dwellers, city authorities as well as those left behind in the rural areas.

Analysis of photographs: copies of photographs/pictures of squatter settlements can be annotated in terms of obvious elements such as location, type of housing, services etc. Less visual characteristics such as poor health, high crime rates etc. can also be added.

Class debate: ‘Everyone benefits from rural-urban migration’.



Onlinehttp://unstats.un.org/


AO2.7AO3.10

To evaluate possible solutions to the problems resulting from urbanisation.

Research a case study of a shanty town to find out the schemes that improve the living conditions there, including efforts by the government, NGOs and the community itself.

Write a newspaper report to explain the advantages and disadvantages of the various improvement methods and evaluate the success or otherwise of the different strategies.

Decision making exercise: Learners prioritise the various ways that rural areas could be developed to stop the rapid migration away from them.




Onlinewww.unhabitat.org/

http://hopebuilding.pbworks.com

AO1.2 To define migration terms and to understand the causes of international migration.

Define key migration terms with examples of different types of international migration, preferably with reference to the learners’ home country or continent.


Onlinewww.unfpa.org/pds/migration.html


http://www.unfpa.org/pds/migration.html

http://hopebuilding.pbworks.com/

http://www.unhabitat.org/

http://www.cia.gov/library/publications/the-world-factbook/geos/xx.html

http://unstats.un.org/unsd/mdg/Default.aspx


Examine general push and pull factors again here to explain the causes of international migrations.


AO1.3 To evaluate the impacts of migration on low and middle income countries and to investigate ways of managing international migration.

Discuss the problems caused for a country if it becomes host to a flood of refugees in terms of the problems organisations face in dealing with them.

Photographic interpretation of a large camp may be appropriate. Describe the likely conditions in a refugee camp and prioritise what might need to be provided.

Case study of a current refugee crisis in terms of its causes and its effects on the destination country. Evaluate the efforts being made by different organisations, local, national and international, to relieve the problems.

For countries that also have their own high natural population increase, this situation can be catastrophic in terms of pressure on limited resources and development progress and this needs to be understood by learners.

Case study of an international economic migration, preferably from within the learners’ own region or continent (or a well-documented one such as Mexicans to the USA). Reasons for the migration in terms of both push and pull factors can be researched. Tabulate the positive and negative effects on the communities left behind by the migrants. A consideration of remittances can be extended in terms of not only how they improve living conditions for the family, but also how they help a government to meet certain MDG targets and promote development.

Discuss the fact that the problems caused by some migrations require a global system of management. Suggest why some countries put up barriers to migrants and how these might be removed.



World international migration map:Cambridge IGCSE Student World Atlas page 21

Onlinehttp://econ.worldbank.org/


www.migrationinformation.org/refugees/

www.unhcr.org

AO1.2 To undertake a case study of a country or area where rapid population growth is an issue.

Discuss rapid population growth resulting from a high natural increase as well as net migration gain, in relation to a country’s resources. The issue of overpopulation can be considered.


Jones, P IGCSE Development Studies


http://www.unhcr.org/

http://www.migrationinformation.org/refugees/

http://data.worldbank.org/data-catalog/migration-and-remittances

http://econ.worldbank.org/


The consequences for development of a country with a high population growth rate and low growth in the economy can be considered with strategies for dealing with the problem analysed and evaluated.This idea of population growth and finite resources can be looked at on a global scale. With world population expected to increase dramatically by 2050, most of the increase being in the low income countries, the problems for the planet are considerable and the MDG targets present a real challenge.

Module 2 Unit 1

AO2.7 To evaluate programmes designed to overcome population issues.

Case studies of government programmes to address population issues can be looked at with interrelationships between social, political and economic policies stressed.

Specific national population policies such as China’s One ChildPolicy can be considered, including why the policy was thought to be needed, how it was implemented and the moral and social impacts.

Examine the problems and possible benefits for countries whose populations are actually falling. The role of governments in setting policies to try to increase population growth may be considered.








Learners create stories, poems, drawings, or other creative work demonstrating what they’ve learned and present them to the




class and/or teacher for review or discussion Learners role-play in pairs or groups; teacher observes and

provides feedback Learners write or share orally responses to material (e.g.,

answering and discussing questions as a group, making lists of observations and insights about material, writing summaries of sections of texts). The teacher and/or other learners provide feedback



Unit 4: Environment and development Recommended prior knowledge A general knowledge of farming systems and food supply.

ContextThis unit brings together issues of population growth and provision of basic needs studied in previous units. The importance of a sustainable food supply is extended to other global issues.

OutlineTo develop an appreciation of the nature of rural development and the importance of trade in agricultural products. To understand the impacts of changes in agriculture and to investigate strategies to ensure sustainable development. To consider pressure on the earth’s resources and conservation methods to limit exploitation of the environment.

Practical Research InvestigationsThe following research investigations could be incorporated into environment and development lessons. However, candidates are not required to submit any work from the investigations for assessment; they are intended as a teaching aid only. The research investigations can be found in the appendix to the schemes of work.



2 Links between different sectors of the economy • Industrial development, trade and globalisation: general objective 1• Environment and development: general objective 1


4 Impact of Food Aid • Poverty and development: general objectives 1 and 4• Industrial development, trade and globalisation: general objective 3• Environment and development: general objectives 3 and 6



AO2.5 To understand the characteristics of traditional and commercial farming.

Examine local farming activities and introduce key farming terms including the different forms of land tenure.

Flow chart to show that farming is also an industrial system with inputs, processes and outputs. Links can be made to Unit 2.

Discuss in general terms what makes a farmer decide what crops to grow or what livestock to keep. Group these into physical, economic, human and political factors to show the inter-relationships. Include the impact of colonialism as a factor determining the use of farmland with reference to cash crops and plantations in particular.

Examine photographs of traditional/subsistence and commercial farming. This can introduce a detailed case study of each, with emphasis on the differences between the two systems.

Refer back to Unit 2 and consider the term ‘appropriate technology’ in relation to farming activities.

Discuss the change from growing staple foods to growing cash crops in terms of its impact on local food supply and health and also on the natural environment.


Jones, P IGCSE Development Studies Module 1 Unit 3F



Online/www.fao.org/news/story/

AO1.1AO3.10

To evaluate rural development schemes and strategies.

Reference can be made here to Unit 3 where improvements to rural areas were suggested as a means of reducing migration to urban areas.

Examine selected rural development schemes such as credit schemes, land reform, irrigation, agricultural advisers, diversification etc. A case study of a co-operative would be valuable to highlight its benefits.

The vicious circle of poverty introduced in Unit 1 can be returned to here with reasons as to why it is hard to break, but how different strategies help to disrupt the downward spiral of poverty can be shown on the diagram. For example, a tarred road means access to market which means income for the farmers so they can pay for education and buy


Jones, P IGCSE Development Studies Module 1 Unit 3E


Onlinewww.undp.org/

www.farmafrica.org.uk


http://www.farmafrica.org.uk/

http://www.undp.org/content/undp/en/home.html

http://www.fao.org/news/story/en/item/52423/icode/


better food, which leads to improved health.

Research integrated rural development schemes that address large numbers of problems with examples of bottom up (grass roots) and top down decision making.

Draw up a class list of all the factors learners consider are essential to reduce rural poverty and lead to development of rural areas. Learners then rank these in order of priority and compare results.

Role play/decision making exercise: learners represent the officials from the Rural Development Agency who have to decide on which projects to spend money.

www.lightingafrica.org/

AO1.3 To appreciate the ways food output can be increased and why this is important.

Interpretation of world maps showing incidence of child malnutrition and world population growth forecasts will make the need to increase food output apparent to learners.

Assess the challenge of achieving MDG1 Target 1.C.

Examine the problems of increasing the area under production and increasing yields.

More traditional methods of increasing food supply such as animal breeding, irrigation and fertilisers can be considered together with the Green Revolution, particularly in terms of its successes and failures.

Class debate: GM crops are the best way to reduce hunger in the world. (Consider the arguments for and against GM crops).

Examine the topical issue of biofuels in terms of reducing the land available for growing food crops and causing a rise in prices of basic food commodities.

Case study of plantation agriculture such as palm oil production in terms of its main characteristics and its effects on biodiversity.

Class debate: When so many people are hungry our forests should not


Cambridge IGCSE Student World Atlas page 26

Onlinewww.fao.org/


www.census.gov/population/

www.wfp.org/hunger/stats



http://www.wfp.org/hunger/stats

http://www.census.gov/population/international/data/idb/worldpopgraph.php

http://www.un.org/millenniumgoals/poverty.shtml

http://www.fao.org/

http://www.lightingafrica.org/


be destroyed to grow crops for fuel and cosmetics.

Decision making exercise: As Minister of Agriculture your job is to increase crop yields. Consider the following options and select the strategy you think is most appropriate. Give reasons for your choice and reasons why you rejected the other options.

(i) Allow GM crops (ii) Reduce the price of fertilisers and pesticides and allow

unlimited use(iii) Clear forest to create more farmland.

AO1.1 To recognise the growth and importance of a world market for agricultural products.

Examine the local problems of storage, preservation and transport to a local market, of crops from the surrounding farmland. Consider what governments can do to reduce the problem. This idea can then be extended to world trade after a consideration of the main producers and main consumers of primary commodities.The need to process foodstuffs to increase their value as exports and their importance as foreign currency earners to many low income countries’ development needs to be stressed with reference back to balance of trade studied in Unit 2.

Draw up two shopping lists for food for people:(i) With a very low income(ii) With well-paid jobs

Compare lists and consider how demand changes as incomes increase. Consider the global implications of this.Discuss the problem of monopolies controlling prices.Case study of fairtrade production can all be examined in terms of the characteristics of production and the economic, social and environmental benefits for producers.


Onlinewww.fairtrade.org.uk/

www.co-operative.coop/

AO1.2 To understand the causes and impacts of land degradation.

Discuss the causes of soil erosion preferably from a local study which could include a questionnaire on people’s perceptions of the problem.

Research methods to reduce soil erosion and illustrate these on labelled diagrams. Consider the effects of desertification in areas such as The Sahel http://en.wikipedia.org/wiki/Sahel.



http://en.wikipedia.org/wiki/Sahel


http://www.fairtrade.org.uk/what_is_fairtrade/facts_and_figures.aspx


Construct diagrams/sketches to show impacts of commercial farming methods on the environment:A photograph of eutrophication of a water course could be used to illustrate the environmental impacts of overuse of artificial nitrate fertilisers The impact of pesticides and other aspects of commercial farming on wildlife and the environment could be illustrated either by drawing a labelled sketch of the landscape or by annotating a suitable photograph or picture. Methods of prevention or reduction of land degradation can be portrayed in a similar way.

AO1.3AO3.10

To consider the sustainability of modern farming systems

Discuss the idea that contemporary solutions to the problem of the gap between food supplies and world population growth need to be sustainable. Revise the meaning of the term sustainable.

Case study of a more sustainable farming system such as sustainable cocoa, organic vegetables, free range livestock etc.

Decision making exercise: Should a farmer convert his system to an organic one?

Learners can consider this in terms of an analysis, with economic and environmental benefits in one column and disadvantages in another. How this system has the potential to reverse soil degradation can be emphasised.

Tabulate the sustainability of modern farming systems – with subsistence, plantations, fairtrade systems, hydroponics, organic, GM crops etc. along the top and all issues of sustainable development down the side. If the farming type satisfies the issue, it can be ticked, given a mark on a scale of 1-5 or Not Applicable.

The issues that need to be considered include: livestock welfare, wildlife and habitat protection, use of pesticides, control of pollution of water courses from nitrate fertilisers, conservation of water supplies and soil, use of local resources, recycling of materials (including manure), use of renewable energy resources as well as issues concerned directly with income to improve standard of living such as employment and use of


Jones, P IGCSE Development Studies Module 1 Unit 3C


Onlinewww.rainforest-alliance.org/about

www.co-operative.coop/food/



http://www.rainforest-alliance.org/about


appropriate technology.

Reference can be made here to the MDGs, particularly 1 and 7.

AO1.1AO1.4

To assess the impact of deforestation on a local and global scale. To suggest ways to conserve forests and to understand why this is so important.

Discuss the economic, social and environmental services provided by forests.

Calculate how many hectares of tropical rainforests have disappeared from the planet in the last week to give an idea of the scale of the problem. Loss of biodiversity can be explained so that learners are aware that it is not just trees that are being destroyed. Examine why maintaining biodiversity is important.

Research the likely extinction of a large mammal preferably within the learners’ own region or continent. Consider how serious this issue is and evaluate strategies to protect them.

Examine the small and large scale causes of the destruction of forests globally. Local effects can be illustrated on a diagram showing a forested and cleared hillside either side of a stream. Global effects may be considered here but may alternatively be dealt with later.

Tabulate the economic, social and environmental impacts of deforestation considering both positive and negative effects.Consider the role of governments in determining the use or protection of forests.

Role play: Groups representing illegal loggers, wildlife conservationists, foresters, local tribesmen, loggers with licences, government officials, factory owner etc. all put their case for or against clearing a large area of primary forest.

The various conservation methods including afforestation, quotas,National Parks, more sustainable logging methods etc. can be considered.

Assess the possibilities of planting trees around your school community. Draw up a report of the benefits of such a scheme for the Headteacher.




Onlinehttp://whc.unesco.org/en/forests/

www.fsc.org/

www.fao.org/forestry/fra/62219/en/

http://wwf.panda.org/

www.mongabay.com


http://www.mongabay.com/

http://wwf.panda.org/about_our_earth/about_forests/deforestation/forest_conversion_agriculture/

http://www.fao.org/forestry/fra/62219/en/

http://www.fsc.org/

http://whc.unesco.org/en/forests/


AO3.8 To examine pressure on other resources resulting from urbanisation and industrialisation.

To consider conservation methods to limit exploitation of the environment.

Revise with learners the scale of population growth and urbanisation in some countries and the importance of industrialisation to a country’s development. They can then consider the increased demand for minerals, water and power in particular and the impact on the environment of meeting these increased needs.

Case study from the learners’ own region or continent of mineral extraction. Consider the role of government/MNCs in production.

Debate: The benefits of mining outweigh the social and environmental problems caused.

Consider the use of oil worldwide and ways people can reduce their use of fossil fuels.

List the pressures put on water supplies. Research learners’ water use and efforts to conserve supplies by means of a questionnaire.The potential for using sustainable power resources in the learners’ own country can be researched.

Ask learners to draw a spider diagram with the word ‘waste’ in the centre. Leading from this, learners to write down the various sources of waste from homes and industry, they can then be asked to think up solutions to this. This can lead on to a list of causes of water pollution with effects on human health and food chains in the rivers being explained.

A local tourist industry can be studied in terms of its demands on resources and other impacts on the environment.


Jones, P IGCSE Development Studies Module 3 Unit 2B

Suggested approaches to teaching urbanisation to a mixed ability class:Sibley, S Teaching and Assessing Skills in Geography pages 19–21

Onlinewww.undp.org/content/

www.worldenergy.org/

www.cia.gov/library/

www.unep.fr/scp/tourism/

www.ipcc.ch/

www.unep.org/

AO3.8AO3.9

To understand the causes and impacts of air, water and land pollution and to assess the possible strategies to reduce its effects.

Construct diagrams to illustrate some manufacturing industries with chimneys and label the different emissions that cause global warming and acid rain. The effects of acid rain can be listed with strategies to reduce its production and impacts.

The causes of climate change are best shown on a diagram. The impacts can be labelled on a world map in the correct locations andmore detailed study of some impacts in the learners’ own continent


Jones, P IGCSE Development Studies Module 1 Unit 3F



http://www.unep.org/

http://www.ipcc.ch/

http://www.unep.fr/scp/tourism/

https://www.cia.gov/library/publications/the-world-factbook/rankorder/2173rank.html

http://www.worldenergy.org/activities/global__regional_agendas/energy_access/default.asp

http://www.undp.org/content/undp/en/home/ourwork/environmentandenergy/overview.html


undertaken.

Discuss the strategies governments and individuals might adopt to reduce carbon dioxide emissions and so limit climate change.

Examine the importance of preventing large scale destruction of forests, how international action is needed and the form it takes.

Practical investigation: Learners plan research into how their school and learners can contribute to reducing their impact on climate change. Different equipment using power in the school can be counted with an estimate of the hours used per week. Questionnaires can be devised to find out how people travel to school, forms of recycling used (paper, plastic etc.), source of food (home-grown, local market, shop) etc. An interview with the Headteacher to assess his/her views on the school setting up recycling bins, etc. would contribute further information.

Research the different forms of pollution caused by vehicles in urban areas and how traffic congestion may be reduced.

Case study of water pollution from industrial production either using a local case study or from research on the internet.Consider learners’ local domestic waste disposal system for rubbish and discuss how it might be improved. To what extent are recycling facilities provided locally?

Examine the effects of poor sanitation on communities’ health and the environment.

Paper 1 2011 Q3

Onlinewww.newscientist.com/topic/climate-change

www.unep.org/nigeria/

www.who.int/

http://earthtrends.wri.org/

AO1.1AO2.7AO3.8

To assess the impact on development of a natural disaster and to evaluate the ways the government and non-governmental organizations (NGO) dealt with the effects.

A case study that is either current or one that has affected the learners’ own country would be appropriate. A brief outline of the cause of the disaster and its location could be followed by a list of human and environmental effects.

Decision making exercise: Learners consider the different approaches to deal with the aftermath of the disaster and draw conclusions as to their relative success or failure. They may be able to suggest better solutions to the problems encountered.



Onlinewww.guardian.co.uk/naturaldisasters


http://www.guardian.co.uk/naturaldisasters

http://earthtrends.wri.org/features/view_feature.php?fid=27&theme=3

http://www.who.int/water_sanitation_health/en/

http://www.unep.org/nigeria/

http://www.newscientist.com/topic/climate-change

http://www.newscientist.com/topic/climate-change


The effects of certain natural disasters can be reduced by forward planning and how best to undertake this could be considered for the particular case study chosen.

Examine the impact on development which will depend on the scale of the natural disaster chosen, the amount of aid forthcoming and the existing state of development of the country concerned.

Research briefly several other disasters to show how the scale of suffering varies.

www.unicef.org/pakistan/












http://data.worldbank.org/country/pakistan

http://www.unicef.org/pakistan/Pakistan_One_Year_After_the_Floods_-_Final_Report_-_Low-res.pdf

Appendix 1

Introduc t ion to the development of investigation skills

Cambridge recommends that teachers of Development Studies should encourage learners to practise and use investigation skills throughout the course as a method of learning. When answering some questions in Paper 2 candidates need to show that they understand how to use personal and/or group investigations of development issues, using both primary and secondary sources of information and data. Centres should make skills such as planning an investigation, understanding research methods, how to present and analyse the results anddrawing conclusions a central part of the teaching programme.

Carrying out practical research investigations with a cross-curricular theme will assist candidates in developing the skills required in Section C (Investigation and decision-making) of the Development Studies syllabus assessment objectives:

8. extract relevant information from a range of sources;

9. understand how a simple research exercise is planned and carried out;

10. use their knowledge, understanding and skills, and a range of resources, to reach and justify informed decisions.

Incorporating practical research investigations into the teaching of the Cambridge IGCSE Development Studies syllabus will also enable teachers to help candidates acquire the skills required in section 4.6 (Skills) of the curriculum content of the syllabus:

Candidates should be able to:

• research secondary sources• collect primary data through observation, questionnaires, interviews;• present data in a variety of forms;• analyse data, graphs, maps, photographs, diagrams, cartoons, text;• evaluate data and strategies;• make and justify decisions using a variety of sources of information.

Practical research investigations

All of the research investigations set out in Appendix 2 of the scheme of work have cross- curricular themes and teachers should try to incorporate them as regular activities into their planning of lessons. In each unit of the scheme of work there are details of which projects contain work applicable to the unit as well as the other units that the project is relevant to. However, candidates are not required to submit any work from the investigations for assessment; they are intended as a teaching aid only.

The undertaking of these practical research investigations should be seen by the Development Studies teacher as an additional teaching tool to emphasise the links between the different sections of the syllabus. In the Development Studies examinations, candidates are always encouraged to extend their ideas, especially in the latter parts of questions in Paper 1, where an understanding of these inter-relationships can always be expressed. The topics may be amended to suit local conditions and experiences of the candidates.

The Cambridge IGCSE Development Studies syllabus emphasises the importance of the inter-relationships between the social, economic, political and environmental processes of development. The practical research investigations set out in the Appendix to the schemes of work may help learners to become more aware of local issues and therefore enable them to have a better understanding of how development issues may impact upon the society in which they live.


By collecting primary data when carrying out the practical research investigations, candidates will improve their analytical skills and in the evaluation of evidence may consider the constraints upon development and critically examine the different perceptions people may have within their own community.

Follow-up work to the practical research investigations

Follow-up work to the research investigations in the classroom can be adapted to suit the primary data that has been collected.

A res e arch r e port could be written after each research investigation has been carried out, and should include:

• An introduction setting out the aims and objectives of the investigation.• A rationale for the topic, which may include a limited amount of secondary data. A variety

of data representation techniques is preferable and teachers should try to ensure that learners can present primary data in written, statistical, diagrammatic, cartographic, pictorial and graphical form.

• Analysis, conclusion and evaluation of the information collected, with reference to the original aim. An attempt to identify inter-relationships between political, social, economic and environmental aspects should be made, although not all elements will be relevant to all topics. The issue of sustainable development should be paid particular attention as should the link to the appropriate Millennium Development Goal, or Goal(s).

• Conclusions should be drawn up based on the evidence collected and where possible, the importance of the research findings for the local community should be emphasised. This could take the form of an Action Plan to be presented to the local administrators or a poster for display at the centre.

• An evaluation of the research should be made with suggestions for improvement.

The first two research investigations give details of how the studies could be undertaken, but it is not exhaustive and teachers will have other ideas as to how to proceed. Research Investigation 1 is based entirely upon secondary data. For some Centres it may not be possible to undertake primary data collection in the field and statistical data from books or from the Internet can form the basis of very useful enquiries. Research Investigation 2 involves mainly the collection of primary data in the field.

Research Investigations 3 to10 are given as broader frameworks. Detailed suggestions for methods of data collection and representation are given where appropriate and these are transferable from one study to another.


Appendix 2

Content

Research Investigation 1 44











Research Investigation 1

Relationship between different indicators of development1.1 AimTo select two indicators of development and investigate to what extent there is a relationship between them and reasons for it.

1.2 Objectives1. To select a sample of countries at varying stages of development.2. To choose appropriate indicators of development that may show a relationship.3. To represent the data in appropriate forms.4. To investigate to what extent there is a (perfect) positive/negative relationship.5. To give reasons for the relationship.6. To attempt to explain anomalies.

1.3 Method• Table of GNP per person for all countries from Internet/books research.

• Use an appropriate sampling technique to select a useful number of countries at varying stages of development.

• Choose two indicators of development and find these statistics for the countries sampled above.

• Represent the data in the most appropriate way to show the relationship between them.

1.4 Syllabus units and general objectives addressedPoverty and development: general objective 2

1.5 The investigationFor example, the following sections could be included.

TITLE

E.g. Research Investigation into the relationship between life expectancy and the % of people employed in agriculture in countries at varying stages of development.

INTRODUCTION

A brief introduction might include comments such as the fact that the standard of living of a country’s citizens is largely related to the country’s wealth. Aspects of educational attainment, health, employment etc. can be measured and statistics compared between countries as well as in the same country over time and progress towards achieving the Millennium Development Goals can be assessed. Indicators of development are often related as the more economically developed a country is, the more money it has to invest in healthcare, education etc.

RESE ARCH QUESTI ON/HYP OTHE SIS

E.g. Research Question: Does life expectancy have a negative correlation with the %employed in agriculture in a country?

OR

E.g. Hypothesis to be tested/prediction/expectation: Life expectancy and the % employed in agriculture do not show a perfect negative correlation.

METHODS OF DATA COLLECTIO N

The most appropriate methods to be used to collect the data need to be considered. In the write-up for this investigation, it will be necessary to discuss the merits of different sampling techniques and which method is most appropriate for this particular task. The sample size must also be considered.


Depending on the source of the data, it may be necessary to rank the countries in order of GNP per person. A systematic sample could then be obtained to ensure data from countries at all levels of development were included.

A discussion of the advantages and disadvantages of using GNP per person as an indicator of development may be useful.

For the countries sampled, statistics of the chosen indicators of development need to be found.

The reasons for the choice of method of data representation need to be considered. DATA

RE P RES E NTA T ION

A scatter graph and choropleth maps can be used to represent the data.

ANALYSI S

The analysis will include a discussion as to whether the relationship is positive or negative as well as how perfect the correlation is. There may be no correlation shown at all between the two sets of data, or there may be too many anomalies to make any firm conclusion. With the example given, a negative correlation would be apparent, but this is unlikely to be perfect and there may be some anomalies. Reasons for the relationship need to be given, such as, countries with high levels of employment in the agricultural sector produce primary goods which do not have high value when exported. The country’s income is therefore low and it cannot invest large sums of money in education and health services. Therefore many people are uneducated and do not know the advantages of a balanced diet and how to prevent diseases, and when they become ill there are no available medical facilities. This leads to a low life expectancy. Also farmers’ incomes are low and so they cannot afford a varied diet or to send their children to school. It may be possible to explain some of the anomalies, or at least give some suggestions as to why some countries do not fit the overall pattern.

CON CLUSI ON

Reference back to the original aim and research question/hypothesis should be made, with the question answered or the hypothesis accepted or rejected.

EVALUATI ON

This may consider how the methods of data collection could be improved and whether or not the methods of data representation were the most appropriate. Other relationships for study could be suggested.

E XT ENSION

An interesting follow-up exercise would be to repeat the investigation, but using different sampling techniques, and comparing the results.



Links between different sectors of the economy1.1 AimTo consider the links between a commercial farm and activities in other sectors of the economy.

This investigation could easily be adapted to consider the links between a manufacturing industry and other sectors of the economy.

1.2 Objectives1. To identify the different land uses on a local farm.2. To identify the inputs and their source.3. To investigate the production process.4. To identify the outputs and their destination.5. To consider the ways the inputs/outputs are delivered/ distributed.6. To investigate the % employed in the different sectors of the economy in the country.

1.3 Method• Land use mapping and field sketches.

• Use of secondary data/local knowledge to map transport infrastructure, local settlements etc.

• Interview/questionnaire for farmer.

• Use of the Internet/books to find national statistics for employment.

1.4 Syllabus units and general objectives addressedIndustrial development, trade and globalisation: general objective 1Environment and development: general objective 1

1.5 The investigationFor example the following sections could be included.

TITLE

E.g. Research Investigation into the links between a commercial maize farm and other sectors of the economy.

INTRODUCTION

A brief background to the topic would include a rationale for the investigation including an explanation of the need to consider links between different sections of the economy as they are all interdependent. Reasons for the choice of farm to study should also be made clear.

RESE ARCH QUESTI ON/HYPOT HE SIS

E.g. A research question – How important are the links between a commercial farm production and other sectors of the economy?

E.g. a hypothesis to test – Commercial farm production is totally dependent on other parts of the primary sector as well as the secondary and tertiary sectors of the economy.

METHODS OF DATA COLLECT IO N – these would be written up in a methodology in the final report, explaining how the fieldwork was undertaken, problems encountered and possible solutions.

Mapping of the farm to include the use of buildings as well as land, with annotations as appropriate.


Use of secondary data/local knowledge to draw a sketch map of local transport infrastructure and settlements.Drawing of field sketches of anything relevant to the investigation.

Devising a series of questions to ask the farmer in an interview, or writing a list for completion in his/her own time. A discussion of the relative merits of the different approaches needs to be included in the write-up of this investigation. The questionnaire could be evaluated and the value of a ‘pilot’ discussed.

Questions:

1. What inputs are always on the farm and used to produce the output?(land, soil, weather conditions, machinery, computers, labour, breeding stock, seeds from previous year, manure etc.)

2. What inputs are regularly brought in, from where and how?(new seed, livestock, fertilisers, pesticides, herbicides, fuel, labour etc.)

3. What inputs are occasionally brought in, from where and how?(new machinery, advice from Agricultural Extension Officers/ Rural Dev. Agency etc.)

4. What are the main processes on the farm?5. What are the outputs, to where are they sent and for what purpose?

(milk/crops for local processing, milk/meat/crops/for local named markets/export, waste etc.)

Finding national statistics of % employment in different sectors of the economy. The most appropriate way to represent this data needs to be explained.

DATA REPRESENTAT ION

Detailed farm plan. Devise a suitable key together with some reference to scale.

Larger scaled map of local surroundings to show location of farm in relation to transport infrastructure and settlements as sources of labour, markets etc. Overlays could be used to indicate the flow of inputs and outputs.

Annotated sketches of carts, lorries, farm tools etc.

Detailed flow chart showing all the factors of production, with colour coding for the different sectors of the economy.

Pie chart/triangular graph/divided bar to show % employed in the different sectors of their economy.

ANALYSI S

This may be best divided into links with the three main sectors of the economy, to relate it directly to the original aim and hypothesis.

Primary Sector – this may involve a discussion about sources of seed/stock from other parts of the agricultural sector as well as fuel from the extractive primary industry. The fact that farmers need food to eat themselves in order to keep healthy to work may be noted.

Secondary Sector – if the output is processed, then this is a major forward link with the secondary sector of the economy. The links may be less obvious, such as the secondary sector providing the machines/tools/buildings/irrigation pumps/pesticides etc. for the production process.

Tertiary Sector- it may be emphasised here that production is no good to the commercial farmer unless he can sell the produce. So distribution to the points of sale relies not only on the road/rail infrastructure but also on transport services. Communication via telephone or the Internet may determine markets, as may the use of advertising. There must be shops/markets, all part of the tertiary sector. The supply of utilities such as electricity and water also needs to be considered.

An extension of the analysis could include consideration of more hidden elements of the tertiary sector. For example, the skills the farmer uses may have been learnt at an agricultural college or in workshops provided by the local co-operatives. The efficiency of his/her workers will depend on their health, which can be improved through access to local Primary Health Care. Security may be an issue


which requires input from the police service. The greater the income from the sale of produce, the more money that can be spent in the local economy, which will result in the development of new/better services as people’s standards of living improve.

CON CLUSI ON

A brief summary of the findings will lead to reference back to the original research question or hypothesis. The question can be answered or the hypothesis can be accepted or rejected on the basis of the evidence collected.

EVALUATI ON

The evaluation of the investigation needs to consider whether or not the aim has been achieved. It needs to include a section on the problems encountered and how these could be minimised in a future investigation. Improvements can be suggested for methods of data collection. The value of the study may also be considered.


Research Investigation 3 Comparison between a market and shopping mall1.1 AimTo compare the sustainability of outdoor markets and indoor shopping centres.

1.2 Objectives for each retail location1. To investigate the goods sold and their origin.2. To investigate where the customers come from and their means of transport.3. To investigate to what extent the trade at one affects the trade at the other.4. To investigate the dependence on the government for finance/training.5. To investigate the positive and negative environmental and social effects on the

community.6. To devise a sustainability index.

1.3 Method• Interviews with stall, shop owners.

• Questionnaire for customers. A sphere of influence map may be constructed.

• Observation of goods sold, social meeting of groups etc.

• Environmental Quality survey to assess noise, traffic, litter etc. A simple chart lists environmental issues which are then given a value from 5-1 depending on how their impact is perceived.

• Consider the relevant issues of sustainability, decide upon a scale and give each shopping area a rating. Add up the figures for each shopping area to give a final sustainability index.

Example 1 Customer travel – over 50% walk/bike = 3, over 50% use public transport = 2, over 50% use

car = 1.

Example 2 Origin of goods – majority within 20 km = 4, majority from region (100 km?) = 3, majority from elsewhere in country = 2, majority from abroad = 1.

1.4 Associated issuesThis study could lead on to further research into an item of local farm produce which is sold at the market. Its conditions required for growth, where else in the world it is grown, itsimportance to national trade, problems for producers and possible solutions could all be studied.

Learners can select a manufactured item sold in the mall and consider the linkages between the sectors of production to get that product to the point of sale.

1.5 Syllabus units and general objectives addressedPoverty and development: general objective 1Industrial development, trade and globalisation: general objectives 1 and 2Environment and development: general objective 2



Impact of food aid1.1 AimTo investigate the benefits and problems of food aid in a small community.

1.2 Objectives1. To investigate the reasons for the need of food aid.2. To investigate the type of food received and regularity of supply.3. To investigate the benefits to individuals of receiving aid.4. To investigate the problems caused by the receipt of aid for the individuals and for the

community.5. To investigate whether or not the aid is misused.6. To investigate the effects on local food production.7. To investigate the solutions to any problems caused.

1.3 Method• Interviews with leaders in the community, local farmers, market stall holders,

representatives from the police, school, clinic, aid agency etc.

• Questionnaire: Random sample of residents irrespective of whether in receipt of food aid. Discussion of the construction of questions for the questionnaire, the sampling technique to be used and the variety of ways the data can be represented.

1.4 Associated issuesThis study on aid provision could be extended to include a case study using secondary data, of a natural disaster where emergency and long term aid may be required. The role played by government and NGOs in dealing with the impacts of the disaster can be critically assessed.

1.5 Syllabus units and general objectives addressedPoverty and development: general objectives 1 and 4Industrial development, trade and globalisation: general objective 3Environment and development: general objectives 3 and 6



Provision of recreational facilities1.1 AimTo consider the value of recreational facilities to the development of a community.

1.2 Objectives1. To assess the location/type/condition/ownership of the recreational facilities, both open free-play

areas and buildings/pitches that charge for use.2. To investigate what activities are undertaken by children/adults.3. To investigate frequency of use.4. To investigate what people consider to be the benefits of recreation.5. To consider the level of satisfaction of the facilities provided.6. To investigate what the local community would like to be provided and who they consider should

finance the project.7. To investigate what problems people perceive may be caused in the community by a lack of

recreational facilities.

1.3 Method• Mapping of location/type of recreational facilities.

• Questionnaire for schoolchildren/parents. Discussion of the construction of questions for the questionnaire, the sampling technique to be used and the variety of ways the data can be represented.

• Interviews with leaders in the community – youth leader, representatives from the police, clinic etc.

• Group letter to the Minister for Sport and local government official.

• Observation of types, maintenance, usage at different times, evidence of antisocial behaviour etc.

1.4 Associated issuesOther issues addressed by the local community as grass roots’ development can be studied in terms of the role of decision makers and the working of local democracy when there is noconsensus of opinion.

1.5 Syllabus units and general objectives addressedPoverty and development: general objectives 2, 4 and 5Industrial development, trade and globalisation: general objective 5Environment and development: general objective 4



The impact of manufacturing on environmental quality1.1 AimTo evaluate environmental quality around a small craft workshop and/or a factory.

1.2 Objectives for each site1. To investigate the reason for location.2. To investigate the type and amount of traffic generated by the receipt of inputs and

distribution of outputs and also by workers travelling to and from work.3. To investigate the levels of noise, smell and visual impact at varying distances from the source.4. To identify any evidence of air and water pollution.

1.3 Method• Interview with craft owner/company director to investigate inputs and outputs and levels of

technology.

• Traffic survey.

• Discussion of use of proportional flow chart to illustrate data.

• Environmental quality survey (may include simple air and water testing). A simple chart lists environmental issues which are then given a value from 5-1 depending on how their impact is perceived.

• Mapping of affected areas.

• Simple cost benefit analysis.

• If a small workshop and a factory are investigated, impacts can be compared.

1.4 Associated issuesA consideration of the source of resources for local manufacturing industry could suggest the impact both socially and environmentally on the wider community and environment. Whetherthe land and people are being exploited or whether the process is sustainable can be discussed.

1.5 Syllabus units and general objectives addressedPoverty and development: general objective 1Industrial development, trade and globalisation: general objectives 1 and 5Environment and development: general objective 4



Importance of primary health care (PHC) facilities1.1 AimTo investigate the value to the community of a local clinic.

1.2 Objectives1. To investigate the availability of health care facilities, both PHC and hospitals, in the

surrounding area.2. To investigate what services are provided by the nearest PHC facility.3. To investigate the distance to and accessibility of the nearest hospital.4. To investigate where people come from and their means of transport to the local clinic.5. To find out the treatment available locally for specific diseases and the advice given to prevent

occurrence.6. To consider whether or not the incidence of these specific diseases has been reduced and the

effect of this on life expectancy and infant mortality rate.7. To compare the number of people/doctor with other areas/countries.8. To identify areas that lack facilities and public transport where a mobile clinic may be of great

value.

1.3 Method• Annotation of images captured from geographic information system (GIS) using local

knowledge of locations of health care facilities/draw a sketch map of facilities using local knowledge/observation.

• Identification of frequency and route of bus services.

• Interviews with health care workers.

• Questionnaire for people attending the clinic to investigate residence and transport to centre only.

• Group letter to the Minister for Health.

• Internet research.

1.4 Associated issuesThe importance of a healthy population to development of the country can be investigated by considering the effect on people’s lives of not being able to work and the impact this has onthe local economy and national trade. In this way, health issues can be linked with socialissues and production. The vicious circle created by poor health linking lack of income to bad nutrition would further emphasise the inter-relationship between political, social andeconomic aspects of development.

1.5 Syllabus units and general objectives addressedPoverty and development: general objectives 1, 2 and 4Industrial development, trade and globalisation: general objective 1



Importance of natural habitats/biodiversity1.1 AimTo assess the biodiversity of a local site.

1.2 Objectives1. To identify an area of natural vegetation in the local surroundings.2. To undertake a study of the plants on the site to determine its biodiversity.3. To investigate the use of this area by local residents.4. To identify all areas of natural vegetation around the settlement which are under threat from

housing, factory, transport, leisure developments etc.5. To consider local residents concerns about habitat destruction.

1.3 Method• Observation in the field of local natural vegetation / use of aerial photographs.

• Survey to identify plant diversity. This may be a line/quadrat sample etc.

• Interview with local ranger/wildlife official.

• Study of local records (if any) of insect/bird life.

• Questionnaire of local residents.

1.4 Associated issuesHabitat destruction on a large scale, its causes and impacts, can be studied with particular emphasis on deforestation. The value of natural areas for biodiversity can be linked with sustainable ecotourism. Conservation methods on local and national scales can be considered. The demand for economic growth, both politically and socially, needs to be weighed against the loss of biodiversity and natural resources.

1.5 Syllabus units and general objectives addressedPoverty and development: general objectives 1 and 4Industrial development, trade and globalisation: general objectives 1 and 5Population and development: general objective 2Environment and development: general objectives 1, 4 and 5



Farming cooperatives and fair-trade organisations1.1 AimTo investigate the benefits of membership of a farmers’ cooperative/fair-trade organisation.

1.2 Objectives1. To investigate how the system is organised/run.2. To investigate the reasons for joining the cooperative/fair-trade organisation.3. To identify the benefits of membership.4. To consider how any problems may be resolved.

1.3 Method• Questionnaire to members of the organisation.

• Interview with local agricultural extension officers.

1.4 Associated issuesFarmers’ cooperatives/fair-trade organisations may be just part of an integrated rural development scheme within the local area. The role of the government and grass roots’ support can be considered in terms of problems of implementation, funding etc. The impact on those who are not members can be considered.

1.5 Syllabus units and general objectives addressedIndustrial development, trade and globalisation: general objective 2Environment and development: general objectives 1 and 2



Urbanisation1.1 AimTo investigate some features of migration to an urban area.

1.2 Objectives1. To investigate the origin of families at the school.2. To investigate their length of residency in the town.3. To investigate their reasons for leaving their original home.4. To consider the levels of satisfaction of living in an urban area.5. To assess the disadvantages of using parents/guardians as a source of data.

1.3 Method• Questionnaire for parents/guardians and teachers, including the use of a ‘pilot’.

• Collection of data on migration which may be available from local authorities.

• For learners at rural centres, a similar study could be undertaken but focused on perceptions of urban life and whether migration to an urban area may be considered and why. A perception chart could be drawn up with elements such as job availability, entertainment, health facilities, pollution levels, housing quality etc. rated according to how they are perceived on a scale ranging from excellent (5) to poor (1).

1.4 Associated issuesThe impact of rural to urban migration on both urban and rural areas can be considered in conjunction with the possible solutions to the problems caused by it. A detailed study of a squatter settlement using secondary data would be appropriate. A study of an international migration could consider the differences and similarities with the findings of this research topic.

1.5 Syllabus units and general objectives addressedPopulation and development: general objective 2Environment and development: general objective 3


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