Posts Tagged ‘Population’

Hengistbury Head fun

Well here we go! It’s nearly time for me to leave you Year 11, and I just know that you will do so well in the summer. It’s been a total pleasure teaching you, and I will really miss you. I can’t wait to hear how brilliantly you all do on results day and will be keeping an eye on you from Kent, and sending the odd email to check you are still being fab 🙂

So, here are your revision materials! Keep yourself organised. Nibble away at the revision. Have a clear plan and stick to it. Take breaks, eat well, sleep, get fresh air. Try not to just sit and cram as you will stress. If you feel nothing is going in, then take a minute to step away, breathe in and out or sing a song or get some air in the garden then crack back on.

Remember the two exams are very different structure, and test different skills. Ensure you revise the right bits! There are loads of past papers in the OneDrive documents http://1drv.ms/1MMaJD0 here.

SDME Exam 24th May 2016 – Rivers & Coasts. It is most likely to focus on flooding and flood management, or coastal erosion and coastal management. But it could be both, so learn both.

Key Themes 8th June 2016 – Natural hazards, Population and Settlement, Economic Development. Case study focus.

So be good, be happy, be successful, and be the awesome geographers I know you are. Miss D 🙂



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Part of the GCSE course is learning how to apply geographic skills to investigate something and then form conclusions.

Investigation skills in Geography can include a range of tools such as:

– Using ICT to complete research and find appropriate evidence
– Analysing graphs
– Interpreting and analysing maps (O.S. maps and satellite Google Earth maps)
– Using GIS
– Analysing images / video
– Literacy skills (synthesising your research into something useful to answer exam questions)
– Producing and analysing sketches
– Referring to evidence

It can be really tricky. But one way of thinking about any kind of skills investigation is to READ:

R – recognise the pattern (identify what is being shown, e.g. a map showing steep land)
E – explain what you see (use evidence, e.g. contour lines are close together)
A – analyse the information (is it reliable, can you compare it to other information, draw fact, e.g. contour lines are spaced 20metres apart and are very close together near the top of the hill and at the peak it reached 1058m)
D – describe your thinking (put into words everything you are thinking, link all the evidence together and describe it to link back to a point, e.g. I can tell that the land is steep in this area because the map shows that the contour lines are very close together. For example, at the base of the hill the land is only 20m high but the contour lines are then close together and rise up to a peak of 1058m at the summit.)

This is similar to using PEEL like you would for detailed answers: Point, Evidence, Explain, Link.

These methods will work for any kind of evidence really, and for any kind of question. So get in the habit and use those geographic skills to ‘prove it’.

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Part of the population unit considers the movement of people to live or work – aka migration. You need to be able to define types of migration, consider push and pull factors, evaluate the positive and negative views on the impacts of migration (both on the host country and the country of origin), and explain how migration might be managed. We look at examples of internal migration (e.g. rural-to-urban) and international migration.

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You need to be able to draw conclusions about populations: consider what overpopulation is, how it links to resources, economic development and sustainability. Then consider how this can be managed. Form an opinion, balance the views, consider the evidence, then state the pros and cons.

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Here are the resources for ageing populations. Remember to link to the population pyramids and demographic transition model (DTM). e.g. an ageing population is more likely in stage 5 of the DTM due to an increase in life expectancy due to improved healthcare and income allowing for healthier elderly populations.

Consider the impact of an ageing population on DEPENDENCY and how this effects the economy of a country. Then consider how this can be managed.

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Below are the resources from the lessons on Population change over time. This includes the Demographic Transition Model, population pyramids, reasons for changes, and possible impacts of changes.

Remember to draw links between the Population, Settlement and Economic Development units to make the most of your answers. e.g. how does the level of economic development (MEDC/NIC/LEDC etc) effect population structure and change over time? How does population change effect the economy?

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Here is the introduction to the first lesson. Check you understand the differences between MEDCs and LEDCs and the various criteria used to measure development.

You may well have a question in an exam where you are presented with data and asked to determine how developed it is so be clear about this.

With thanks to Miss Whiting for this ppt.

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