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Scheme of work
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Cambridge IGCSE®
Development Studies
0453
Cambridge IGCSE [Subject] ([syllabus code])
1
Scheme of work – Cambridge IGCSE® Development Studies (0453)
Contents
Overview ............................................................................................................................................................................................................................ 3
Unit 1: Poverty and development ....................................................................................................................................................................................... 6
Unit 2: Industrial development, trade and globalisation ................................................................................................................................................... 16
Unit 3: Population and development ................................................................................................................................................................................ 25
Unit 4: Environment and development ............................................................................................................................................................................. 32
Appendix 1 ....................................................................................................................................................................................................................... 41
Appendix 2 ....................................................................................................................................................................................................................... 43
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Scheme of work – Cambridge IGCSE® Development Studies (0453)
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 interrelationships 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.
Outline
Whole 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 development
Unit 2: Industrial development, trade and globalisation
Unit 3: Population and development
Unit 4: Environment and development
Teaching order
The units should be taught in the order found in the scheme of work – i.e.14.
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Cambridge IGCSE Development Studies (0453)
3
Teacher support
Teacher 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.org
www.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.htm
http://ucatlas.ucsc.edu/about.html
http://stats.uis.unesco.org/
www.unicef.org/
www.unaids.org/
www.wateraid.org/
http://rbm.who.int/index.html
http://greenbeltmovement.org
www.fao.org/
www.unifem.org
www.commonwealth-of-nations.org
www.scienceonline.co.uk/
http://stat.wto.org/
www.sadc.int/
www.opec.org
http://ec.europa.eu/trade/
www.wto.org/
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Cambridge IGCSE Development Studies (0453)
4
www.fairtrade.org.uk/
http://money.cnn.com/
www.unhabitat.org/
http://hopebuilding.pbworks.com
http://econ.worldbank.org/
www.migrationinformation.org/refugees/
www.unhcr.org
www.farmafrica.org.uk
www.lightingafrica.org/
www.co-operative.coop/food/ethics/Ethical-trading/Fairtrade/
www.rainforest-alliance.org/about
www.fsc.org/
http://wwf.panda.org/
www.mongabay.com
www.worldenergy.org/
www.newscientist.com/
http://earthtrends.wri.org/
www.guardian.co.uk/naturaldisasters
® IGCSE is the registered trademark of Cambridge International Examinations.
© Cambridge International Examinations 2013
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Scheme of work – Cambridge IGCSE® Development Studies (0453)
Unit 1: Poverty and development
Recommended prior knowledge
A broad general knowledge, particularly of places in the world.
Context
This 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.
Outline
In 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 Investigations
The 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
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Cambridge IGCSE Development Studies (0453)
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’.
W. Taylor IGCSE Development Studies
Chapter 1
Tabulate a list of ‘needs’ and ‘wants’ and highlight the basic needs.
Using a variety of teaching strategies:
Sibley, S Teaching and Assessing Skills
in Geography Chp 4, pages 34–48
Discuss in general terms some of the main causes of poverty.
AO1.4
To define the concepts of
development, economic
development and sustainable
development.
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.
Online
www.undp.org/
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.
W. Taylor IGCSE Development Studies
Chapters 5 and 20
Online
www.un.org/esa/dsd/
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
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Cambridge IGCSE Development Studies (0453)
7
AO
Learning objectives
Suggested teaching activities
Learning resources
each.
Discuss what learners understand by ‘sustainable development’.
AO1.3
AO1.2
To understand the United Nations
Millennium Development Goals
(MDGs)
To measure levels of poverty and
development using different
indicators.
Jones, P IGCSE Development Studies
Module 1 pages 96–97
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
creating a global partnership for development with commitments from
the international community.
W. Taylor IGCSE Development Studies
Chapter 1
The UN MDG Reports for each year summarise the progress being
made. Reference needs to be made to these reports throughout the
course.
www.un.org/millenniumgoals/
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.
Past papers
Paper 1 2010 Q 2
Paper 2 2009 Q2
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, % with
mobile phones, HIV prevalence, male and female literacy rates and
others selected from the list of indicators for monitoring
progress towards the MDGs can be considered.
W. Taylor IGCSE Development Studies
Chapters 1 and 5
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.
Online
www.un.org/millenniumgoals/
www.odi.org.uk/
Past paper
Paper 2 2009 Q1
Online
http://data.worldbank.org/indicator/
www.un.org/millenniumgoals/
http://hdr.undp.org/en/statistics/
www.cia.gov/library/publications/
www.who.int/research/en/
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AO
Learning objectives
Suggested teaching activities
Learning resources
AO1.1
AO1.2
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.
W. Taylor IGCSE Development Studies
Chapter 1 and 5
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
progress towards MDG1).
Past paper
Paper 2 2009 Q1
Online
http://data.worldbank.org/indicator/
http://hdr.undp.org/en/statistics/
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.
W. Taylor IGCSE Development Studies
Chapter 5
Oxford Student Atlas
Online
http://hdr.undp.org/en/statistics/
www.unfpa.org/pds/mapping.htm
http://ucatlas.ucsc.edu/about.html
Compare choropleth maps (thematic maps) showing a number of
different development indicators.
AO2.5
AO2.6
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.)
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Cambridge IGCSE Development Studies (0453)
W. Taylor IGCSE Development Studies
Chapter 5
Online
http://data.worldbank.org/indicator/
www.who.int/research/en/
www.un.org/millenniumgoals/
9
AO
Learning objectives
Suggested teaching activities
Learning resources
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.
Past papers
Paper 1 2009 Q3
Paper 2 2009 Q1
Paper 2 2010 Q2
Summarise the main characteristics of countries at different levels of
development.
AO1.2
AO1.4
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).
W. Taylor IGCSE Development Studies
Chapters 1 and 2
Discuss the differences between an informal and formal education and
list the skills learnt at school.
Past papers
Paper 1 2011 Q2
Debate: ‘The best way to reduce poverty and improve living standards is
to increase access to education.’
Online
http://stats.uis.unesco.org/
Discuss reasons why children are absent from school and measures to
increase the chance of achieving MDG2 – universal primary education.
www.unicef.org/education/index_statisti
cs.html
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.
http://data.worldbank.org/indicator/
www.who.int/
www.unaids.org/
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.
www.wateraid.org/
http://rbm.who.int/index.html
www.who.int/research/en/
Compare indicators such as life expectancy (LE), infant and child
mortality rates with GDP/head for selected countries. List reasons for
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Cambridge IGCSE Development Studies (0453)
www.undp.org/content/
10
AO
Learning objectives
Suggested teaching activities
Learning resources
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.
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.
AO1.2
AO2.6
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.
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W. Taylor IGCSE Development Studies
Chapter 3
Jones, P IGCSE Development Studies
Module 2 Unit 4
Past papers
Paper 1 2009 Q4
Paper 1 2010 Q2
Paper 2 2009 Q2
Online
http://greenbeltmovement.org
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.
www.fao.org/gender/
Discuss causes of maternal mortality and efforts being made in the local
community to improve maternal health with reference to MDG5.
www.worldbank.org/gender/
Cambridge IGCSE Development Studies (0453)
www.unifem.org
11
AO
AO1.1
AO1.3
Learning objectives
To discuss strategies to reduce
inequality and discrimination
Suggested teaching activities
Learning resources
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.
www.undp.org/womenempowerment
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
W. Taylor IGCSE Development Studies
Chapter 3
Past paper
Paper 1 2010 Q2
Representation and analysis of the data should lead to suggestions
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 be
improved 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
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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
Cambridge IGCSE Development Studies (0453)
W. Taylor IGCSE Development Studies
Chapter 4
12
AO
Learning objectives
Suggested teaching activities
Learning resources
person and (b) for the nation.
Jones, P IGCSE Development Studies
Module 1 pages 28–30
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.
AO1.1
AO3.8
AO3.10
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.
W. Taylor IGCSE Development Studies
Chapter 4
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
Past paper
Paper 1 2010 Q4
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.
www.commonwealth-of-nations.org
Online
www.un.org/en/aboutun/index.shtml
www.undp.org/democraticgovernance
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
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Cambridge IGCSE Development Studies (0453)
13
AO
Learning objectives
Suggested teaching activities
Learning resources
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.
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 assessment
Use 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
v1 3Y05
Cambridge IGCSE Development Studies (0453)
Sibley, S Teaching and Assessing Skills
in Geography Chp 7
14
AO
Learning objectives
Suggested teaching activities
•
•
v1 3Y05
Learning resources
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
Cambridge IGCSE Development Studies (0453)
15
Scheme of work – Cambridge IGCSE® Development Studies (0453)
Unit 2: Industrial development, trade and globalisation
Recommended prior knowledge
A broad knowledge of the meaning of development studied in Unit 1.
Context
For 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.
Outline
To understand the concept of industrialisation, the processes of production and the role of world trade.
Practical Research Investigations
The 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.
Research
investigation
number
Title of the research investigation
Syllabus units and general objectives that the investigation is relevant to
2
Links between different sectors of the economy
•
•
Industrial development, trade and globalisation: general objective 1
Environment and development: general objective 1
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
v1 3Y05
Cambridge IGCSE Development Studies (0453)
16
AO
Learning objectives
Suggested teaching activities
Learning resources
AO1.1
AO2.5
To understand the meaning of
industrialisation and the factors of
production.
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.
W. Taylor IGCSE Development Studies
Chapter 6
To explain the need for an
educated/skilled workforce for
industrialisation to occur.
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.
Jones, P IGCSE Development Studies
Module 3 Unit 1C
Using a variety of teaching strategies:
Sibley, S Teaching and Assessing Skills
in Geography Chp 4, pages 34–48
Past papers
Paper 2 2010 Q1
Paper 1 2011 Q4
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.
www.rff.com/flowchart_samples.htm
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).
AO2.7
AO3.10
v1 3Y05
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
Cambridge IGCSE Development Studies (0453)
W. Taylor IGCSE Development Studies
Chapter 6
The use of case study materials:
17
AO
Learning objectives
Suggested teaching activities
Learning resources
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.
Sibley, S Teaching and Assessing Skills
in Geography pages 11–12
Past paper
Paper 2 2010 Q1
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.
AO1.2
AO2.5
AO2.6
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.
W. Taylor IGCSE Development Studies
Chapter 6
Past papers
Paper 1 2010 Q3
Paper 1 2011 Q4
http://search.worldbank.org/
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.
AO2.7
v1 3Y05
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.
Cambridge IGCSE Development Studies (0453)
W. Taylor IGCSE Development Studies
Chapter 5 and 15
18
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Learning objectives
Suggested teaching activities
Learning resources
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.
Online
www.scienceonline.co.uk/energy/renew
able-energy.html
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.
AO1.2
AO1.3
AO2.7
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.
v1 3Y05
Cambridge IGCSE Development Studies (0453)
W. Taylor IGCSE Development Studies
Chapter 7
Jones, P IGCSE Development Studies
Module 3 Unit 3
Past papers
Paper 1 2009 Q2
Paper 1 2011 Q4
Online
http://stat.wto.org/CountryProfile/
19
AO
Learning objectives
Suggested teaching activities
Learning resources
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.
http://hdr.undp.org/statistics/
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.
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.
W. Taylor IGCSE Development Studies
Chapter 7
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.
Online
www.wto.org/english/
www.opec.org
http://ec.europa.eu/trade/
www.wto.org/english/
AO2.7
To understand the terms neocolonialism 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.
W. Taylor IGCSE Development Studies
Chapter 7
Jones, P IGCSE Development Studies
Module 3 page 7
Online
www.fairtrade.org.uk/
AO1.2
AO1.4
v1 3Y05
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
Cambridge IGCSE Development Studies (0453)
W. Taylor IGCSE Development Studies
Chapter 8
20
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Learning objectives
Suggested teaching activities
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.
Learning resources
Past paper
Paper 1 2010 Q4
Online
www.unicef.org
www.imf.org
http://data.worldbank.org/topic/aideffectiveness
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).
AO1.3
AO1.4
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.
W. Taylor IGCSE Development Studies
Chapter 8
Illustrate how a debt can grow due to interest payments if it is not paid
off.
Past paper
Paper 1 2010 Q4
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.
v1 3Y05
Cambridge IGCSE Development Studies (0453)
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Learning objectives
Suggested teaching activities
Learning resources
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.
W. Taylor IGCSE Development Studies
Chapter 9
Online
http://money.cnn.com/
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.
AO1.3
AO2.7
v1 3Y05
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
Cambridge IGCSE Development Studies (0453)
W. Taylor IGCSE Development Studies
Chapter 9
22
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Learning objectives
Suggested teaching activities
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.
Learning resources
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.
AO1.3
AO2.5
AO3.10
v1 3Y05
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.
W. Taylor IGCSE Development Studies
Chapter 16
Consider the problems caused by mass tourism and dependence on a
tourist industry.
Online
www.unep.fr/scp/tourism/
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
Past paper
Paper 1 2011 Q1
Cambridge IGCSE Development Studies (0453)
Cambridge IGCSE Student World Atlas
pages 38 and 39
23
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Learning objectives
Suggested teaching activities
Learning resources
reduced could be examined as well as how in fact tourism may help to
conserve wildlife.
To understand the importance of
the earth’s resources to all
development
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.
W. Taylor IGCSE Development Studies
Chapter 5
Jones, P IGCSE Development Studies
Module 1 page 45
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.
Examples of formative assessment
Use 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
v1 3Y05
Cambridge IGCSE Development Studies (0453)
Sibley, S Teaching and Assessing Skills
in Geography Chp 7
24
Scheme of work – Cambridge IGCSE® Development Studies (0453)
Unit 3: Population and development
Recommended prior knowledge
This unit draws on earlier references to development indicators from Unit 1.
Context
Population growth and the changing distribution of a country’s population have a major impact on all issues covered in other units.
Outline
To understand the reasons for and impacts of population change and also the nature, causes and effects of urbanisation.
Practical Research Investigations
The 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.
Research
investigation
number
Title of the research investigation
Syllabus units and general objectives that the investigation is relevant to
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
v1 3Y05
Cambridge IGCSE Development Studies (0453)
25
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Learning objectives
Suggested teaching activities
Learning resources
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.
W. Taylor IGCSE Development Studies
Chapter 10
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.
Cambridge IGCSE Student World Atlas
pages 126–133
Using a variety of teaching strategies:
Sibley, S Teaching and Assessing Skills
in Geography Chp 4, pages 34–48
Online
www.un.org/popin/data
www.un.org/esa/population
www.cia.gov/library/publications/
http://hdr.undp.org/en/statistics/
www.unfpa.org/swp/
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.
AO1.2
AO2.5
v1 3Y05
To understand the positive and
negative reasons for changes in
population growth rates.
www.un.org/cyberschoolbus/
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/.
W. Taylor IGCSE Development Studies
Chapter 10
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
Online
www.cia.gov/library/publications/index.h
tml
Cambridge IGCSE Development Studies (0453)
Jones, P IGCSE Development Studies
Module 2 Unit 1
Cambridge IGCSE Student World Atlas
pages 20-22
26
AO
Learning objectives
Suggested teaching activities
Learning resources
Links can be made here with earlier work in Unit 2 on the changing role
of women in society and health improvements.
AO6.6
AO2.7
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.
W. Taylor IGCSE Development Studies
Chapter 10
Construct a population pyramid for the learners’ own country.
Online
www.census.gov/population/
Jones, P IGCSE Development Studies
Module 2 Unit 1
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.
AO1.2
AO1.4
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.
v1 3Y05
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W. Taylor IGCSE Development Studies
Chapter 11
Jones, P IGCSE Development Studies
Module 3 Unit 2
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
27
AO
Learning objectives
Suggested teaching activities
Learning resources
Discuss the benefits to people of having access to entertainment, public
transport, electricity etc.
The use of case study materials:
Sibley, S Teaching and Assessing Skills
in Geography pages 11–12
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.
Past papers
Paper 1 2009 Q3
Paper 1 2011 Q2
Online
http://unstats.un.org/
www.cia.gov/library/publications/
Class debate: ‘Everyone benefits from rural-urban migration’.
AO2.7
AO3.10
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.
W. Taylor IGCSE Development Studies
Chapter 11
Jones, P IGCSE Development Studies
Module 3 Unit 2
Past papers
Paper 1 2009 Q3
Online
www.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.
W. Taylor IGCSE Development Studies
Chapter 12
Online
www.unfpa.org/pds/migration.html
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AO1.3
Learning objectives
To evaluate the impacts of
migration on low and middle
income countries and to
investigate ways of managing
international migration.
Suggested teaching activities
Learning resources
Examine general push and pull factors again here to explain the causes
of international migrations.
Past paper
Paper 1 2009 Q1
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.
W. Taylor IGCSE Development Studies
Chapter 12
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.
Jones, P IGCSE Development Studies
Module 3 Unit 2
World international migration map:
Cambridge IGCSE Student World Atlas
page 21
Online
http://econ.worldbank.org/
http://data.worldbank.org/
www.migrationinformation.org/refugees/
www.unhcr.org
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.
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.
W. Taylor IGCSE Development Studies
Chapter 10
Jones, P IGCSE Development Studies
v1 3Y05
Cambridge IGCSE Development Studies (0453)
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AO2.7
Learning objectives
To evaluate programmes
designed to overcome population
issues.
Suggested teaching activities
Learning resources
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
Case studies of government programmes to address population issues
can be looked at with interrelationships between social, political and
economic policies stressed.
W. Taylor IGCSE Development Studies
Chapter 10
Specific national population policies such as China’s One Child
Policy can be considered, including why the policy was thought to be
needed, how it was implemented and the moral and social impacts.
Jones, P IGCSE Development Studies
Module 2 Unit 1
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.
Examples of formative assessment
Use 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
v1 3Y05
Cambridge IGCSE Development Studies (0453)
Sibley, S Teaching and Assessing Skills
in Geography Chp 7
30
AO
Learning objectives
Suggested teaching activities
•
•
v1 3Y05
Learning resources
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
Cambridge IGCSE Development Studies (0453)
31
Scheme of work – Cambridge IGCSE® Development Studies (0453)
Unit 4: Environment and development
Recommended prior knowledge
A general knowledge of farming systems and food supply.
Context
This 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.
Outline
To 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 Investigations
The 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.
Research
investigation
number
Title of the research investigation
Syllabus units and general objectives that the investigation is relevant to
2
Links between different sectors of the economy
•
•
Industrial development, trade and globalisation: general objective 1
Environment and development: general objective 1
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
v1 3Y05
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Learning objectives
Suggested teaching activities
Learning resources
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.
W. Taylor IGCSE Development Studies
Chapter 13 and 14
Flow chart to show that farming is also an industrial system with inputs,
processes and outputs. Links can be made to Unit 2.
Jones, P IGCSE Development Studies
Module 1 Unit 3F
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.
Using a variety of teaching strategies:
Sibley, S Teaching and Assessing
Skills in Geography Chp 4, pages 34–
48
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.
Past papers
Paper 1 2009 Q4
Paper 1 2010 Q1
Online
/www.fao.org/news/story/
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.
AO1.1
AO3.10
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.
W. Taylor IGCSE Development Studies
Chapter 13
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.
Jones, P IGCSE Development Studies
Module 1 Unit 3E
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
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Past papers
Paper 1 2009 Q4
Online
www.undp.org/
www.farmafrica.org.uk
33
AO
Learning objectives
Suggested teaching activities
Learning resources
better food, which leads to improved health.
www.lightingafrica.org/
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.
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.
W. Taylor IGCSE Development Studies
Chapters 13 and 14
Assess the challenge of achieving MDG1 Target 1.C.
Cambridge IGCSE Student World Atlas
page 26
Examine the problems of increasing the area under production and
increasing yields.
Online
www.fao.org/
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.
www.un.org/millenniumgoals/
Class debate: GM crops are the best way to reduce hunger in the
world. (Consider the arguments for and against GM crops).
www.wfp.org/hunger/stats
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.
Past paper
Paper 1 2011 Q3
www.census.gov/population/
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
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Learning objectives
Suggested teaching activities
Learning resources
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.
W. Taylor IGCSE Development Studies
Chapter 14
Online
www.fairtrade.org.uk/
www.co-operative.coop/
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.
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.
W. Taylor IGCSE Development Studies
Chapter 13
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.
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Learning objectives
Suggested teaching activities
Learning resources
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.
AO1.3
AO3.10
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.
W. Taylor IGCSE Development Studies
Chapter 15
Jones, P IGCSE Development Studies
Module 1 Unit 3C
Decision making exercise: Should a farmer convert his system to an
organic one?
The use of case study materials:
Sibley, S Teaching and Assessing
Skills in Geography pages 11–12
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.
Online
www.rainforest-alliance.org/about
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.
www.co-operative.coop/food/
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
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Learning objectives
Suggested teaching activities
Learning resources
appropriate technology.
Reference can be made here to the MDGs, particularly 1 and 7.
AO1.1
AO1.4
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.
W. Taylor IGCSE Development Studies
Chapter 15
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.
Jones, P IGCSE Development Studies
Module 1 pages 98–99
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.
Past paper
Paper 1 2011 Q3
Online
http://whc.unesco.org/en/forests/
www.fsc.org/
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.
www.fao.org/forestry/fra/62219/en/
http://wwf.panda.org/
www.mongabay.com
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.
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Learning objectives
Suggested teaching activities
Learning resources
AO3.8
To examine pressure on other
resources resulting from
urbanisation and industrialisation.
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.
W. Taylor IGCSE Development Studies
Chapter 15
Case study from the learners’ own region or continent of mineral
extraction. Consider the role of government/MNCs in production.
Suggested approaches to teaching
urbanisation to a mixed ability class:
Sibley, S Teaching and Assessing
Skills in Geography pages 19–21
To consider conservation
methods to limit exploitation of
the environment.
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.
Jones, P IGCSE Development Studies
Module 3 Unit 2B
Online
www.undp.org/content/
www.worldenergy.org/
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.
www.cia.gov/library/
www.unep.fr/scp/tourism/
www.ipcc.ch/
www.unep.org/
A local tourist industry can be studied in terms of its demands on
resources and other impacts on the environment.
AO3.8
AO3.9
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 and
more detailed study of some impacts in the learners’ own continent
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Chapter 17
Jones, P IGCSE Development Studies
Module 1 Unit 3F
Past papers
Paper 1 2010 Q1
38
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Learning objectives
Suggested teaching activities
Learning resources
undertaken.
Paper 1 2011 Q3
Discuss the strategies governments and individuals might adopt to
reduce carbon dioxide emissions and so limit climate change.
Online
www.newscientist.com/topic/climatechange
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.
www.unep.org/nigeria/
www.who.int/
http://earthtrends.wri.org/
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.
AO1.1
AO2.7
AO3.8
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To assess the impact on
development of a natural disaster
and to evaluate the ways the
government and nongovernmental 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.
Cambridge IGCSE Development Studies (0453)
W. Taylor IGCSE Development Studies
Chapter 18
Past paper
Paper 1 2009 Q2
Online
www.guardian.co.uk/naturaldisasters
39
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Learning objectives
Suggested teaching activities
Learning resources
www.unicef.org/pakistan/
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.
http://data.worldbank.org/
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.
Examples of formative assessment
Use 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
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Sibley, S Teaching and Assessing
Skills in Geography Chp 7
40
Appendix 1
Introduction 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 and
drawing 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 crosscurricular 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 interrelationships 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.
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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 research report 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.
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Appendix 2
Content
Research Investigation 1
44
Research Investigation 2
48
Research Investigation 3
49
Research Investigation 4
50
Research Investigation 5
51
Research Investigation 6
52
Research Investigation 7
53
Research Investigation 8
54
Research Investigation 9
55
Research Investigation 10
56
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Research Investigation 1
Relationship between different indicators of development
1.1 Aim
To select two indicators of development and investigate to what extent there is a relationship between
them and reasons for it.
1.2 Objectives
1.
2.
3.
4.
5.
6.
To select a sample of countries at varying stages of development.
To choose appropriate indicators of development that may show a relationship.
To represent the data in appropriate forms.
To investigate to what extent there is a (perfect) positive/negative relationship.
To give reasons for the relationship.
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 addressed
Poverty and development: general objective 2
1.5 The investigation
For 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.
RESEARCH QUESTION/HYPOTHESIS
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 COLLECTION
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.
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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
REPRESENTATION
A scatter graph and choropleth maps can be used to represent the data.
ANALYSIS
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.
CONCLUSION
Reference back to the original aim and research question/hypothesis should be made, with the
question answered or the hypothesis accepted or rejected.
EVALUATION
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.
EXTENSION
An interesting follow-up exercise would be to repeat the investigation, but using different sampling
techniques, and comparing the results.
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Research Investigation 2
Links between different sectors of the economy
1.1 Aim
To 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 Objectives
1.
2.
3.
4.
5.
6.
To identify the different land uses on a local farm.
To identify the inputs and their source.
To investigate the production process.
To identify the outputs and their destination.
To consider the ways the inputs/outputs are delivered/ distributed.
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 addressed
Industrial development, trade and globalisation: general objective 1
Environment and development: general objective 1
1.5 The investigation
For 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.
RESEARCH QUESTION/HYPOTHESIS
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 COLLECTION – 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.
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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 REPRESENTATION
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.
ANALYSIS
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
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can be spent in the local economy, which will result in the development of new/better services as
people’s standards of living improve.
CONCLUSION
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.
EVALUATION
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.
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Research Investigation 3
Comparison between a market and shopping mall
1.1 Aim
To compare the sustainability of outdoor markets and indoor shopping centres.
1.2 Objectives for each retail location
1.
2.
3.
4.
5.
To investigate the goods sold and their origin.
To investigate where the customers come from and their means of transport.
To investigate to what extent the trade at one affects the trade at the other.
To investigate the dependence on the government for finance/training.
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 issues
This 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, its
importance 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 addressed
Poverty and development: general objective 1
Industrial development, trade and globalisation: general objectives 1 and 2
Environment and development: general objective 2
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Research Investigation 4
Impact of food aid
1.1 Aim
To investigate the benefits and problems of food aid in a small community.
1.2 Objectives
1.
2.
3.
4.
To investigate the reasons for the need of food aid.
To investigate the type of food received and regularity of supply.
To investigate the benefits to individuals of receiving aid.
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 issues
This 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 addressed
Poverty and development: general objectives 1 and 4
Industrial development, trade and globalisation: general objective 3
Environment and development: general objectives 3 and 6
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Research Investigation 5
Provision of recreational facilities
1.1 Aim
To consider the value of recreational facilities to the development of a community.
1.2 Objectives
1. 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 issues
Other 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 no
consensus of opinion.
1.5 Syllabus units and general objectives addressed
Poverty and development: general objectives 2, 4 and 5
Industrial development, trade and globalisation: general objective 5
Environment and development: general objective 4
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Research Investigation 6
The impact of manufacturing on environmental quality
1.1 Aim
To evaluate environmental quality around a small craft workshop and/or a factory.
1.2 Objectives for each site
1. 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 issues
A consideration of the source of resources for local manufacturing industry could suggest the impact
both socially and environmentally on the wider community and environment. Whether
the land and people are being exploited or whether the process is sustainable can be
discussed.
1.5 Syllabus units and general objectives addressed
Poverty and development: general objective 1
Industrial development, trade and globalisation: general objectives 1 and 5
Environment and development: general objective 4
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Research Investigation 7
Importance of primary health care (PHC) facilities
1.1 Aim
To investigate the value to the community of a local clinic.
1.2 Objectives
1. 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 issues
The 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 on
the local economy and national trade. In this way, health issues can be linked with social
issues 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 and
economic aspects of development.
1.5 Syllabus units and general objectives addressed
Poverty and development: general objectives 1, 2 and 4
Industrial development, trade and globalisation: general objective 1
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Research Investigation 8
Importance of natural habitats/biodiversity
1.1 Aim
To assess the biodiversity of a local site.
1.2 Objectives
1.
2.
3.
4.
To identify an area of natural vegetation in the local surroundings.
To undertake a study of the plants on the site to determine its biodiversity.
To investigate the use of this area by local residents.
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 issues
Habitat 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 addressed
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
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Research Investigation 9
Farming cooperatives and fair-trade organisations
1.1 Aim
To investigate the benefits of membership of a farmers’ cooperative/fair-trade organisation.
1.2 Objectives
1.
2.
3.
4.
To investigate how the system is organised/run.
To investigate the reasons for joining the cooperative/fair-trade organisation.
To identify the benefits of membership.
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 issues
Farmers’ 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 addressed
Industrial development, trade and globalisation: general objective 2
Environment and development: general objectives 1 and 2
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Research Investigation 10
Urbanisation
1.1 Aim
To investigate some features of migration to an urban area.
1.2 Objectives
1.
2.
3.
4.
5.
To investigate the origin of families at the school.
To investigate their length of residency in the town.
To investigate their reasons for leaving their original home.
To consider the levels of satisfaction of living in an urban area.
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 issues
The 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 addressed
Population and development: general objective 2
Environment and development: general objective 3
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