igcse geography international migration case study

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Geography Revision

GCSE, AS and A Level Geography Revision

CIE IGCSE Geography – Revision Notes & Study Resources

CIE GCSE Geography mapping file. Download our comprehensive teaching resources and revision toolkit today. Use the mapping table to align with the CIE examination board. Updated and aligned to the new 2020 specification.

Congrats, you’re almost there – in just a few weeks you’ll be taking your IGCSE Geography exams and then the world will really be your oyster! As the exams get closer though, what lies ahead may start to overwhelm you a little. But don’t worry all the help you need is right here! We’re here to tell you about your next steps and to reassure you that this is your time to shine! First thing’s first – you need to write a well-structured and thorough revision plan. The sooner you get that out of the way the better you will feel. This is because once you have a good plan then all that’s left to do is follow it carefully. Here is all you have to know in order to do that well and also how we can be of help.

(I)GCSEs are fairly standardised forms of examination. This is largely done in order to give everyone an equal chance at success. However, because there are different exam boards there are also small differences between how you’ll be assessed depending on your exam board. This is very important to bear in mind when planning your revision as there are optimal ways to prepare for different types of exams. The unique thing about OCR exams is that you can select whether you will have a coursework component or not. The sooner you do that the sooner you can focus on either completing that coursework or on preparing for three written exam papers as opposed to only two. You’re advised to choose carefully based on what kind of assessment you prefer (with limited wording but not time limit or under timed conditions).

About the Board

CIE, or the Cambridge Assessment International Education board, is one of the oldest examination boards in the UK. It was first created as a division of the University of Cambridge in the 19th century. Today it remains under the wing of the University of Cambridge as it continues to offer secondary school certifications. The CIE IGCSE Geography course is assessed as a ‘linear’ and not ‘modular’ subject. This means that you’ll be tested on everything you’ve learned at the end of the course and not throughout it. It does not, however, mean that you shouldn’t pay attention throughout the course!

How long will the course take to complete?

The CIE board specifies that the IGCSE Geography course is designed for about 130 guided learning hours. When you are likely covering 10-12 other subjects for your (I)GCSEs this usually means that the course will take two academic years to complete. However, it is possible for it to take more or less time depending on the circumstances.

Is any prior knowledge required?

While there is no requirement as such of prior knowledge, the CIE board does recommend that those who are starting the IGCSE Geography course have studied a geography curriculum at earlier stages of education (Key Stage 3 or equivalent). This course does, however, assume basic mathematical skills.

What will I study?

The CIE board breaks down the subject content of IGCSE Geography into three broad themes: population and settlement; the natural environment; and, economic development.

Within population and settlement, you will study population dynamics, migration, population structure, population density and distribution, settlements (rural and urban) and service provision, urban settlements, and urbanisation. Meanwhile, within the natural environment, you will study earthquakes and volcanoes, rivers, coasts, weather, and climate and natural vegetation. Finally, within economic development, you’ll study development, food production, industry, tourism, energy, water, and environmental risks of economic development.

What is the examination process like?

Much like the subject content, the examination process is also split into three parts. Firstly, all candidates are required to take Paper 1 (Geographical Themes) which will last 1 hour and 45 minutes and be worth 45% of your final grade. Next, all candidates must sit Paper 2 (Geographical Skills) which will last 1 hour and 30 minutes and be worth 27.5% of your final grade. Finally, candidates can choose whether the third component of their assessment (worth 27.5% of the overall grade) is coursework or a written paper. If it is coursework, then the student must write a centre-based assignment of up to 2,000 words. Otherwise, the student must take Paper 4 (Alternative Coursework) which will take 1 hour and 30 minutes and require students to answer two compulsory questions, completing a series of written tasks.

To get the very based grades in your CIE IGCSE Geography exams, you should be studying for two to three hours each day. This is the amount of time which is considered ideal as it strikes the balance between working long enough to delve into topics properly, but not working so long that you risk burnout. To make the best possible use of your two to three hours, set your phone and any distractions like the telly aside for that time. Instead, keep them as a treat for yourself after the end of a hard day’s work. You’ll soon see yourself becoming more efficient!

Another way to stay efficient during revision season is to switch between revision techniques as you go along. Don’t just read or just take notes. Instead, spend some time doing flashcards then switch over to mind maps and then back to reading. That way your brain will stay active throughout and retain the greatest amount of information. As exam day gets closer start reading past papers – these will help you get a sense of what to expect on the big day. They’ll also give you a chance to test yourself under timed conditions which will leave you feeling much more relaxed about the exam itself. Don’t forget you have an ally in all of this – we’re here to help you succeed! To do that we have lots of engaging prep material for you. So let us begin!

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Migration IGCSE

Subject: Geography

Age range: 14-16

Resource type: Lesson (complete)

Last updated

19 March 2024

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IGCSE Cambridge Theme 1: Population & Settlement – Migration

L1: What are the Characteristics of Migration?

Lesson 1 FREE:

This SoW is designed in detail and is both differentiated and engaging and allows you to move pupils through content efficiently. As a result, lessons can take around two periods to deliver and are sequenced to flow through this period comprehensively.

Made to the highest standard and constructed using current research, both dual coding and retrieval practices are at the heart of this unit. A colour scheme also runs throughout to ease both your delivery and students’ comprehension.

Theme 1: Population & Settlement – Population L1: What are the Characteristics of Migration? L2: What is international Migration? (Case Study) L3: What are the Causes and Effects of Internal Migration? L4: Migration Revision Lesson

Any questions please do feel free to get in contact: [email protected]

Useful Readings:

https://www.retrievalpractice.org/why-it-works

https://www.instructionaldesign.org/theories/dual-coding/

https://www.youtube.com/watchv=vsKBWsW2Unw&t=16s&ab_channel=ResearchED

https://www.youtube.com/watchv=gmc4wEL2aPQ&t=679s&ab_channel=stanfordonline

https://www.youtube.com/watch?v=BacHtPrh-qQ&t=8s

https://www.olicav.com

I hope you find this SoW useful. If you have, I have created a series of resources.

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A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

Migration IGCSE Cambridge

IGCSE Cambridge Theme 1: Population & Settlement – Migration L1: What are the Characteristics of Migration? Lesson 1 FREE: https://www.tes.com/teaching-resource/resource-12736050 This SoW is designed in detail and is both differentiated and engaging and allows you to move pupils through content efficiently. As a result, lessons can take around two periods to deliver and are sequenced to flow through this period comprehensively. Made to the highest standard and constructed using current research, both dual coding and retrieval practices are at the heart of this unit. A colour scheme also runs throughout to ease both your delivery and students’ comprehension. Theme 1: Population & Settlement – Population L1: What are the Characteristics of Migration? L2: What is international Migration? (Case Study) L3: What are the Causes and Effects of Internal Migration? L4: Migration Revision Lesson Any questions please do feel free to get in contact: [email protected] Useful Readings: https://www.retrievalpractice.org/why-it-works https://www.instructionaldesign.org/theories/dual-coding/ https://www.youtube.com/watchv=vsKBWsW2Unw&t=16s&ab_channel=ResearchED https://www.youtube.com/watchv=gmc4wEL2aPQ&t=679s&ab_channel=stanfordonline https://www.youtube.com/watch?v=BacHtPrh-qQ&t=8s https://www.olicav.com I hope you find this SoW useful. If you have, I have created a series of resources.

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IGCSE & A-level Geography

A complete blog of all things geography for year 11-13. For students by students and free to all. Follows the the Cambridge International Course in Geography for Year 11 - 13 students (IGCSE & A-Level).

Monday, June 25, 2012

International migration - a case study - *as*, no comments:, post a comment.

Cambridge International IGCSE Geography Learner guide

Topic outline.

• Syllabus content - what you need to know about

You will have three assessments:

• Two theory papers:
• Paper 1 (Geographical Themes)

Paper 2 (Geographical Skills)

• One practical assessment
• either Component 3 (Coursework)
• or Paper 4 (Alternative to Coursework).

Your teacher will be able to tell you whether you are doing coursework (Component 3) or taking Paper 4.

• If you are doing coursework, you will complete one assignment and take Paper 1 and Paper 2 in the examination.
• if you are not doing coursework, you will take three papers in the examination, Paper 1, Paper 2 and Paper 4.

Make sure you always check the latest syllabus, which is available at  www.cambridgeinternational.org .

• How you will be assessed
• Please rotate your device
• What skills will be assessed?

We take account of the following skill areas in your examination papers:

• your knowledge (what you remember) and understanding (how you use what you know and apply it to new situations)
• how you interpret and analyse information, e.g. data, graphs, diagrams, photographs
• how you make judgements and decisions, including conclusions, based on information.

These skills are called assessment objectives. They are explained in the sections below. Your teacher will be able to give you more information about how each of these is tested in the examination papers.

What does the AO mean?

Remembering facts and applying these facts to new situations

What do you need to be able to do?

Demonstrate knowledge and understanding of:

• the wide range of processes, including human actions, contributing to the development of a. physical, economic and social environments and their effects on the landscape b. spatial patterns and interactions which are important within these environments
• the relationships between human activity and the environment
• the importance of scale (whether local, regional or global)
• the changes which occur through time in places, landscapes and spatial distribution

How you select information and apply geographical understanding to explain the information

• Interpret and analyse geographical data
• Use and apply geographical knowledge and understanding to maps and in numerical, diagrammatic, pictorial, photographic and graphical form
• Use geographical data to recognise patterns in such data and to deduce relationships
• Select and show understanding of techniques for observing and collecting data
• Select and use techniques for organising and presenting data.

Being able to make judgements based on information and recognise possible decisions

Use your geographical training to:

• an appreciation of the attitudes, values and beliefs of others in issues which have a geographical dimension
• an awareness of the contrasting opportunities and constraints of people living in different places and under different physical and human conditions
• a willingness to review their own attitudes in the light of the views of others and new knowledge acquired
• the physical and human contexts in which decisions are made
• the values and perceptions of differing groups or individuals
• the choices available to decision makers
• the increasing level of global interdependence and the need for sustainable development.
• Command words
• The flipcards below include command words used in the assessment for this syllabus. The use of the command word will relate to the subject context.
• Example candidate response
• All information and advice in this section is specific to the example question and response being demonstrated. It should give you an idea of how your responses might be viewed by an examiner but it is not a list of what to do in all questions. In your own examination, you will need to pay careful attention to what each question is asking you to do.
• Question  The question used in this example is from Paper 1 and is an example of a structured-answer question. Now let’s look at the question to see what the ‘command words’ for this question mean for your answer. (c) For a named country you have studied, describe the problems caused by over population. Describe is the command word in this question. This means that you state the main features of the problems caused by overpopulation. Using examples is an excellent way of supporting your descriptions.

• Example candidate response and examiner comments
• (c) For a named country you have studied, describe the problems caused by over population. Name of country: Ghana Ghana is noted to be one of the top countries known to be overly populated. With this, we see that there is pressure on Ghana’s resources. The population of Ghana is very high and because of this water supply would reduce, there would be pressure on the electricity in Ghana because so many people in the country are using the power. Ghana’s government revenue would reduce. The government of Ghana would put in a bit of money to improve medication to new ones, rebuild hospitals, care homes, provide new and well trained doctors, re-construct roads bring more water from another place where there is no supply of water. Ghana has a high rate of crime due to overpopulation. When there is a crowded area people who are uneducated would want to cause a scene and steal and kill people. There is a high spread of so many diseases in Ghana. Diseases such as cholera due to the water we drink as a country and also people use dirty hands to eat. When there are crowded, immediately one person gets the disease it spreads to another person and moves on. The settlements in Ghana are congested. An example is Nima. Nima is very congested and the homes are all together and there is even no space for a car to park. Over-population brings about unemployment because there are a lot of people in the country. Over-population brings noise.
• Explore the advice below to help you revise and prepare for the examinations.  It is divided into general advice for all papers and more specific advice for Paper 1, Paper 2, and Paper 4.
• Find out when the examinations are and plan your revision so you have time to revise.
• Create a revision timetable and divide it into sections to cover each topic.
• Find out how long each paper is, how many questions you have to answer, how many marks there are for each question, and work out how long you have for each question.
• Find out the choices you have on each paper, make sure you know how many sections there are and which sections you should answer from.
• When there is a choice of questions in a section, make sure you revise enough to have a choice.
• Know the meaning of the command words used in questions and how to apply them to the information given.
• Look at past examination papers and highlight the command words and check what they mean.
• Make revision notes. Try different styles of notes.
• Work for short periods then have a break.
• Revise small sections of the syllabus at a time.
• Test yourself by writing out key points, redrawing diagrams, etc.
• Make sure you define geographical terms accurately, e.g. deforestation is not simply ‘cutting down trees’, it is ‘the total deliberate removal or clearance of forest/trees by cutting and/or burning at rates faster than natural regeneration or without replanting’.
• Definitions must not reuse the words to be defined. E.g. land pollution means the contamination (pollution) of the earth’s surface (land) by the unplanned or illegal disposal of waste substances.
• Make your own dictionary or draw up a glossary of key terms for each section of the syllabus. Look at maps, diagrams, tables, etc. to find out what they show; e.g., recognising landforms and settlement patterns on maps and photographs.
• Practise drawing clear, IGO, neat, fully-labelled diagrams and maps.
• Learn your case studies thoroughly. What do they show? How you might use them? Where in the world are they? Are they are local, regional, international or global scale?
• Make a list of case studies for each section of the syllabus.
• Look at past questions and decide which case study would be best to answer each one.
• Know your own local case studies, whenever possible.
• Learn to spell geographical terms correctly.
• Have a look at past questions so that you are clear of what to expect in an examination.
• Look at mark schemes to help you to understand how the marks are awarded for each question.
• Read the instructions carefully and answer the right number of questions from the right sections.
• Do not answer more questions than are needed, as this will not gain you more marks in the examination.
• Plan your time according to the marks for each question. For example, a question worth three marks requires less time and a shorter answer than one worth 10 marks.
• If a question has several parts, then the parts with more marks will need more time and more developed answers.
• Do not leave out questions or parts of questions.
• Remember, no answer means no mark.
• Identify the command words – you could underline or highlight them
• Identify the other key words and perhaps underline them too
• Try to put the question into your own words to understand what it is really asking.
• Read all parts of a question before starting your answer. Think carefully about what is needed for each part. You will not need to repeat material.
• Read the title, key, axes of graphs, etc. to find out exactly what it is showing you
• Look for dates, scale, and location
• Try using coloured pencils or pens to pick out anything that the question asks you about.
• Answer the question. This is very important! Use your knowledge and understanding. Do not just write all you know, only write what is needed to answer the question.
• Plan your answers. Clear, concise, well-ordered, well-argued, well-supported answers get more marks than long, rambling, muddled, repetitive ones. Quality is better than quantity.
• Use geographical terms in your answers as much as possible.
• Use the resource material given in the question to support your answer. Annotated maps, diagrams and graphs can help you, and be used to support your answer. Use them whenever possible but do not then repeat the information in words.
• Use case study material even when it is not required specifically by the question. Case studies and examples can come from your home area
• Make sure your writing is clear and easy to read. It is no good writing a brilliant answer if the examiner cannot read it.
• Look at the instructions on the front of the paper. You have to choose three out of the six questions, one out of two questions in each section so that you answer a question on each of the three themes.
• Do not try to answer all the questions, you will not have time to answer them properly.
• Write the answers to the questions in the spaces in the question and answer booklet provided, using this as a rough guide to the amount of detail and length of answer that is needed.
• If you run out of space continue the answer on the spare lined sheet at the back of the booklet. Make sure you number any continuation answers carefully and also indicate that your answer is continued on the extra page at the end of your partly-written answer.
• Look at the number of marks available for each part of a question. Do not spend too much time on one part if it is only worth one or two marks, or alternatively write only a short answer when a question is worth more marks.
• Timing is important, do not spend too much time on your first chosen question, otherwise you will have to rush the last question.
• Just in case you run out of time, if there is a question which you are not confident on, answer it last.
• Read the information given in the stem of the question carefully as well as the questions themselves.
• Wherever possible in your answers try to include relevant examples and case studies. There may be local examples which you could use in your answers.
• Where you are asked to complete an answer by labelling or drawing on a resource you must do this rather than writing an answer.
• If you use any extra sheets make sure that you put your name on them and attach them to your answer booklet before handing it in.
• When you are asked to use a written resource you will not be given marks for copying out sections from it.
• Look at the question you are being asked and try to show your understanding by answering in your own words.
• If you are asked to compare or describe the differences between two things it is no good just writing about one. You could use words like ‘bigger’ or ‘more’ to help you compare or a word like ‘whereas’ in the middle of your sentence, e.g. ‘a constructive wave deposits material on the coast whereas a destructive wave erodes material from it’.
• Try to be as precise as possible as vague statements are unlikely to get you many marks. e.g. ‘A Stevenson Screen is used to get accurate readings’ is far too vague. You need to give details explaining why readings are accurate when a Stevenson Screen is used (the louvers allow a free flow of air, the white surface reflects the sun’s rays, it allows you to take temperatures in the shade etc.).
• Make sure you know the differences between global environmental problems which you may have studied. Many people mix up global warming, ozone depletion and acid rain.
• You must also make sure you do not mix up causes and effects / consequences – you may be asked for one or the other so read the question carefully.
• This paper is testing a range of skills.
• Try to be as accurate as you can with measuring and plotting.
• Take your time, take care and always use a ruler to complete graphs and measure straight line distances.
• Many questions ask you to ‘use the evidence’ in the resources provided such as the maps, photographs and graphs.
• You must make sure that you do so rather than using your background knowledge, e.g. if you are asked to describe the features of an industry shown in a photograph there is no need to include general information about that industry and its location.
• If you are asked to describe features of a coastal area shown on a map there will be no credit for explaining how they were formed.
• If you are asked to use evidence from the map to explain why there are no settlements in some areas there is no point in referring to the climate as the map extract is unlikely to include information about it.
• Practise basic map skills, for example six-figure grid references. Candidates sometimes get the third and sixth figures confused.
• Make sure you give the reference for the position of the symbol rather than the name of the place.
• If you are asked to measure a distance it is worth using the linear scale below the map and a straight edged piece of paper. By doing this you will be less likely to make mistakes which are possible when using calculation to convert centimetres to kilometres and metres.
• Look carefully at what units you need to use, whether you should answer to the nearest kilometre or in metres.
• Make sure you always give the units in your answer rather than just writing down the number.
• You could be asked to give a direction or a compass bearing.
• Make sure you know the difference and check which of the features you are measuring from and to, by looking carefully at the wording of the question.
• If you are asked to draw a graph be as accurate as you can, measuring carefully and using a ruler.
• Take care to draw the type of graph that the question asks for rather than a different type of graph.
• Make sure you know how to draw and read a divided bar graph; it is used in a different way from a normal bar graph.
• This paper is an alternative to coursework and to prepare for it you need to be able to answer questions about collecting, presenting and analysing data like you would in a geographical investigation. There is nearly always a question that asks you to write a conclusion and an evaluation. You need to practise these skills.
• Many of these questions are based on a hypothesis. Make sure you are familiar with testing hypotheses.
• You will be given resources to use in the examination which you have not seen before, perhaps different types of graphs or diagrams. Look at the diagrams carefully and think carefully about what they are showing before you answer the questions. You may be asked to complete a diagram, in which case you need to complete it accurately and carefully.
• You will have to answer questions about data which has already been collected as part of an investigation. This could be a set of figures, graphs or maps. One of the things you will be asked to do is to recognise and describe patterns or trends, e.g. the distribution of rainfall over an area as shown on a map or over time as shown on a graph, the amount of erosion alongside a footpath as shown on a diagram. You should practise this skill, using data which you have collected yourself, or data from your teacher.
• If you are asked questions about the data in the resources you will be expected to use that data rather than simply listing or repeating the figures, e.g. you may be asked to compare two sets of data about different places, look for a relationship between two or more sets of data or recognise similarities and differences. However it is always useful to support your answer by referring back to the resource and quoting data from it.
• Learn about the different types of samples that can be used when collecting data – you may be asked to describe the advantages of using systematic or stratified sampling for example. Many candidates assume that the only sample that can be taken is a random sample.
• You may be asked to suggest practical ways in which something could be improved. This could be an actual investigation or something which has been investigated, e.g. the amount and distribution of pollution in a river. You will be expected to be realistic in your suggestions so always think about whether they are practical. For example to suggest that all the residents of a town should be interviewed rather than taking a sample is unrealistic. Similarly, to suggest that all factories alongside the river are shut down is not a suggestion which is practical.
• When asked to write a conclusion you need to look at the evidence and then say whether you think the hypothesis is correct or not. In a few cases it may be only partly correct. You must then give evidence to support your conclusion. This evidence must be based on the data provided in the question.

Theme 1: Population and settlement

• 1.1 Population dynamics 1.2 Migration 1.3 Population structure 1.4 Population density and distribution 1.5 Settlements and service provision 1.6 Urban settlements 1.7 Urbanisation

Theme 2: The natural environment

• 2.1 Earthquakes and volcanoes 2.2 Rivers 2.3 Coasts 2.4 Weather 2.5 Climate and natural vegetation

Theme 3: Economic development

• 3.1 Development 3.2 Food production 3.3 Industry 3.4 Tourism 3.5 Energy 3.6 Water
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London Docklands Case Study

London Docklands is an example of how urban change has created employment opportunities. This is one of a collection of four case studies covering social, economic and environmental opportunities resulting from urban change in London .

Case Study – Docklands, London

Why did the docks in london decline.

London’s history as a port city dates back to Roman times. Later, the construction of docks facilitated the handling of the large quantities of goods and raw materials that arrived in London by ship. Industries such as sugar refineries, flour mills, and timber yards developed near the docks to process these materials. However, with the advent of container ships in the 1970s, the docks gradually became inadequate, leading to their closure by 1980, along with many of the industries that relied on them.

Docklands in 1965 – Source: https://islandhistory.wordpress.com/2020/09/15/the-view-from-above-in-1965/

Why have new industries grown?

To address this situation, the government established the London Docklands Development Corporation (LDDC) in 1981 to revitalise the area around the docks by attracting private investment. This initiative became a model for similar regeneration projects throughout the UK. One of the key features of the revitalised Docklands area is Canary Wharf, which now boasts high-rise office buildings housing international banks. With over 100,000 people employed there, and in conjunction with the City of London, Docklands has helped make London a major global financial centre.

Canary Warf in London’s Docklands

What employment opportunities does London offer?

Since 1994, London has experienced almost continuous job growth, with the number of jobs rising despite the recession that followed in 2007. Most new jobs have been in the service sector, particularly in “Professional, real estate and business services,” which encompasses various professions such as management consulting, law and accounting, real estate agents, advertising, and market research. Conversely, there has been a decline in manufacturing jobs, with few factories remaining in London.

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