FOR GCSE EDEXCEL GEOGRAPHY B UNIT 3 MAKING

FOR GCSE EDEXCEL GEOGRAPHY B UNIT 3: MAKING GEOGRAPHICAL DECISIONS RURAL DEVELOPMENT PRIORITIES IN UGANDA 1 The Decision-Making Exercise 2013 © Zig. Zag Education 2013 Photocopiable/digital resources may only be copied by the purchasing institution on a single site and for their own use

KEY POINTS OF THE EXAMINATION PAPER All you need to know is in the Resource Booklet. All you need to understand isn’t. Know your key terms; they are all in italics. Learn their definitions and use these words in your answers. Watch your time – 54 marks in one hour. The longer parts of questions are level marked; higher level answers will need to: 1. 2. 3. 4. address the question directly use evidence come to a conclusion avoid copying large chunks out of the booklet 2

SPELLING, PUNCTUATION AND GRAMMAR For the first time in this unit, there will be 4 marks available for SPa. G. This means the paper total will be 54 rather than 50. The 4 marks will be awarded in Section C in a 9 mark extended writing question. It will be made very clear which question this applies to. You are advised to be familiar with the various descriptors used in the awarding of these marks; it is not just about your English, but about your use of specialist, geographical terms too. In Sections A and B you will still have this assessed as part of the levels marked answers, indicated with 3

PURPOSE OF THE EXAMINATION PAPER To examine geographical skills and understanding, especially the higher level skills of making choices between options and justifying the choices made There are three sections in the paper that mirror the Resource Booklet: Ø Section A (Question 1): Getting to know Uganda Ø Section B (Question 2): Understanding the issues in rural Uganda Ø Section C (Question 3): Looking to the future Section C is probably the most likely to test you, but it should be fairly obvious roughly what the questions will be. 4

SECTION A (QUESTION 1) Getting to know Uganda There will be three or four questions, 15– 18 marks in total. There will be an incline of difficulty; watch out for an asterisk (*) as marks are included for the quality of written communication for that question. Perhaps a couple of definitions will be asked for, but otherwise extended writing will be required. Likely command words are: compar e give reasons define outline how describ e why 5 explain

HINT Work backwards, since Section C (Question 3) is fairly predictable. If you are going to be asked which option is the ‘best’ or ‘worst’, read the booklet with that in mind. Annotate your booklet with that in mind. Bear in mind that one chosen option might impact on another, so think laterally. For example: providing safe piped water will mean the rural health clinics will have water too. 6

SECTION A – CLUES FROM THE RESOURCE BOOKLET What characteristics of Uganda are covered in the Resource Booklet? The size of the country, the location of the oil and gas reserves and the settlements The landscape of the country The people of the country, their development and their health The population structure and population growth of the country The economy. Note of the country key terms: landlocked, TNCs, cash crops, The changingplateau, wealthfertile, of the country export(s), HDI, rate of natural increase, GDP per capita, imports, HIV-positive, HIV/AIDS 7

Questions WHAT QUESTIONS MIGHT BE SET? Something about the location of the country and the places within it? Something about the landscape? Something about the population? Something about the economy? Something about HIV/AIDS? 8

SECTION B (QUESTION 2) Understanding the issues in rural Uganda Where is Kabujogera? What is it like? What issues does it have? 3– 4 parts, 2– 9 marks for each A total of 15– 19 marks Some extended writing with an asterisk (*) showing question(s) with marks included for the quality of written communication, so use full sentences and good English. Likely command words are: compare suggest define 9 describe explain justify

SECTION B – CLUES FROM THE RESOURCE BOOKLET The location is described and shown on a map. Some facts and figures are provided about the village and its characteristics. The village faces five issues: Issue 1: Rural isolation – it is a long way from other settlements and transport links are poor. Issue 2: Rural poverty – famers are mainly subsistence; little food is produced; a cycle of poverty exists. Issue 3: Education and the status of women in rural areas – literacy rates are low, especially in women; families have to pay fees for secondary education; dropout rates are high; few attend university; women have a different status to men; women benefit greatly from education if they can get it; many mothers die in/after childbirth. 10

SECTION B – CLUES FROM THE RESOURCE BOOKLET (CONT. ) Issue 4: Health in rural areas – health care is limited and expensive; HIV is common; people lack knowledge about the disease; treatment is seldom provided and is expensive; sufferers have a reduced ability to work; clean water is not widely available; there is a lack of sewage disposal; many other diseases are common. Issue 5: Energy – households usually lack electricity; firewood is collected for fuel; this leads to deforestation; fuel oil has to be imported. Note the key terms: isolated, subsistence farmers, smallholdings, investment, households, extended family, cycle of poverty, low productivity, inputs, artificial fertiliser, pesticide, surplus, literacy rate, gender inequalities, manual labour, domestic work, dowry, maternal mortality rate, malnourished, pit latrines, deforestation, biodiversity. 11

Questions WHAT QUESTIONS MIGHT BE SET? Something about the individual issues and how they affect people? Something about why these issues have arisen? Something about recent changes in some of these issues? Something about the links between the different issues and sets of data? 12

SECTION C (QUESTION 3) Looking to the future Two parts, totalling 15 to 18 marks An asterisk (*) shows that in that part, 4 separate marks will be awarded for appropriate and accurate use of spelling, punctuation and grammar in one of the questions The focus will be on what to do and why should it be done – choose a way forward and justify that choice Likely command words: explain evaluat e assess examine Note the key terms: Millennium Development Goals, environmental sustainability, sustainable, solar power, hydroelectricity justify 13

Questions WHAT QUESTIONS MIGHT BE SET? Fairly predictably… Consider how well Uganda is doing in meeting the Millennium Development Goals. Choose the ‘best’ option and justify your choice. Identify the ‘worst’ option and justify your choice. Choose the best option for Kabujogera specifically and/or the best option for Uganda as a whole. 14

PREPARE YOUR ANSWERS! Choose your ‘best’ option. Remember there are no ‘right answers’; you have to be able to justify your choice. There a number of key points to consider: 1. What exactly does ‘best’ mean? Best for who? In what way? 2. There always winners and losers. So, what is good for some may be bad for others. 3. Options may impact upon people, wealth (economy) and the environment. 4. Each option will have benefits and problems. 5. Is it sustainable? 6. Might there be a multiplier effect? 7. Could there be any externalities (secondary effects)? Might one option also bring other benefits? 8. Select appropriate evidence from the resource booklet to use to support your answer. 15

HOW TO MAKE A DECISION For each option identify the problems. These may be economic, social and environmental. They may include direct and indirect problems. These may be short-term and/or longterm problems. For each option identify the benefits. These may also be economic, social and environmental; direct and indirect, shortterm and/or long-term. Consider the scale of the problems/benefits – local or national? Compare the benefits to the problems and see which option has the best comparison. Consider whether the options are ‘sustainable’ or not. Record evidence in a grid, such as the one that follows (copy in the booklet). It may be helpful to give scores on a scale of 15 for each category and then total them up to give a final score. 16 This can help you decide which is best.

USE A SUMMARY GRID TO HELP YOU DECIDE Option Benefits People 1 Wealth Environment Wealth Environment People 5 People 4 People 3 People 2 Problems 17

EXAMINATION ADVICE Don’t… 1. Rewrite the question. 2. Repeat yourself: ‘As I have said before. . . ’ 3. Use vague terms such as ‘It is hard. . . ’ without saying why it is hard. 4. Write ‘all I know about the topic’ answers. 5. Use bullet points – except in an emergency. 6. Lose track of the time. Spend about 15 minutes on Section A, 15 minutes on Section C and 20 minutes on Section C. The leaves 10 minutes for planning beforehand checking through at the end. 18

EXAMINATION ADVICE 2 Do… 1. Answer the question set. Use a highlighter – is the command word ‘describe’ or ‘explain’, or. . . ? 2. Reread your answers at the end. Add as much detail as you can. 3. Include evidence from the Resource Booklet. 4. Remember that you cannot lose marks. 5. Conclude longer answers. Use ‘Therefore. . . ’ and qualify with ‘However. . . ’ 19

SUMMARY ADVICE The key discriminator on this paper is not knowledge. The introduction says: ‘You may not know much about Uganda or this village. Do not worry; it is not your previous knowledge of Uganda that is being tested, but more your ability to understand the geographical issues that it faces and its future options. You can do all of that using only the information in this Resource Booklet. ’ It is vital that you obey the command words and watch out for tricky words that need addressing features problems rates pattern benefits such as: challeng e issues opportunit y trend characteristi cs structur e 20