SOW Geography Upper Sec 3 Yrs

Following is the suggested number of period allocation for each topic.
In
the Scheme of Work, this number of periods is further broken into smaller Year Topic No. of Periods
allocations in accordance to the content coverage. 9 Map Reading 8
GEOGRAPHY SCHEME OF WORK FOR YEARS 9, 10 AND 9 11 Plate
(3 YEAR PROGRAMME)
Tectonics 34
Teachers are advised to use this period breakdown as guidance only and 9 Rivers and Coasts 37
use
Abouttheir
theown discretion
Scheme of Work in for
determining
Years 9, 10the number
and of periods
11 (3 Year to be
Programme) 9 Weather, Climate & Natural Vegetation 41
allocated to each topic or each content teaching. However, it is strongly Total for Year 9 120
advised that teachers carefully distribute the periods so that they are able to
cover all the given topics for each year.
10 Population 43
Note: 10 Farming 43
10 Settlement 34
1. It is estimated that there are 30 teaching weeks in a year. As for Total for Year 10 120
Geography, 4 periods per week is allocated bringing the total number to 120
periods per year. 11 Industry 28
2. The Geography ‘O’ Level syllabus also contain the content of ‘Graph 11 Energy 40
Skills’, ‘Photograph Interpretation’, ‘Statistics’ and ‘Sketch Map and 11 Tourism 14
Diagrams’. In the Scheme of Work, there are no specific period allocations
Revision
given to these topics as teachers are requested to integrate them while teaching
11 Map Reading 4
the other topics. This way, the teaching will be more natural and meaningful.
Teachers can refer to the “Suggested Teaching and Learning Activities” in the 11 Plate Tectonics 6
Syllabus under the Notes for Guidance as there are many suggested activities 11 Rivers and Coasts 6
where these skills can be applied. 11 Weather, Climate & Natural Vegetation 6
3. In the Scheme of Work, the suggested teaching and learning activities 11 Population 4
that are marked as *asterisk, italics and underlined (and also coloured blue) are 11 Farming 4
optional activities. These activities are given to enhance the students 11 Settlement 2
understanding. Teachers are free to do these activities or exercises if time Total for Year 11 114
permits.
Total Periods for 3 Years 354
i
GEOGRAPHY SCHEME OF WORK FOR YEARS 9, 10 AND 11 (3 YEAR PROGRAMME)
ii
CONTENTS
YEAR 9
THEME TOPIC PAGE
SKILLS Map Reading 1
A1 Plate Tectonics 7
A2 Rivers and Coasts 14
A3 Weather, Climate & Natural Vegetation 21
YEAR 10
THEME TOPIC PAGE
B1 Population 29
B2 Farming 35
B3 Settlement 43
YEAR 11
THEME TOPIC PAGE
C1 Industry 52
C2 Energy 59
C3 Tourism 65
iii
SKILLS
TIME
SKILL TYPE LEARNING OUTCOMES EXPLANATION / ILLUSTRATION
FRAME
Grid references Candidates should be able to find Grid squares are drawn on a map to help locate features. 2 periods
features on a map using four or six figure Four figure references show the square in which features are (continue with
grid references. found. e.g. the outcomes
on next page)
The letter A is in grid square 2136.

They should be able to give the four or six
figure grid references for named features.
Six figure references show the exact location of a feature.
The letter b is at grid references 214367.

The letter c is at grid references 217364.
TIME
FRAME
1
Direction Candidates should be able to give the The direction of one point from another point can be described (continue from
direction of one map feature from another by using the eight points of a compass. previous page
and to the next
by using points of the compass or by e.g. page)
bearings.
B is northeast of A.
A is southwest of B.
Directions can also be described as bearings. This shows the

degrees in a clockwise direction from grid north.
e.g.
The bearing of B from A is 130º
TIME
FRAME
2
Distance Candidates should be able to measure Straight line distances can be measured by placing the side of (continue with
straight line distances and distances a piece of paper over the two points and marking the points on the previous
page)
along roads, rivers or other features the paper. The points on the paper can then be placed on the
which may not be straight. linear scale to find out the distance in kilometres or metres.
They should be able to use the linear Curved lines can be measured by pivoting a piece of paper
scale attached to maps. along the line and then using the linear scale.
Interpreting relief Candidates should be able to recognise Contours are drawn on maps to show the height 2 periods
and drainage and describe the different shapes of a and shape of relief features.
features river and its valley as it progresses from Spot heights give the exact height of a hill or any point on a
source to mouth: map.
Drainage features such as rivers and streams, and lakes are

steep and gentle slopes;
shown in blue.
spurs, ridges, conical hills.
An absence of contours shows that the land is flat.
Contours close together show a steep slope but contours
further apart show a gentle slope.
In the diagram below, the steep slope faces south.
Candidates should be able to recognise
which direction a slope faces.
Coastal features Candidates should be able to describe Coastlines are shown on maps and their appearance can be
the characteristics of coastlines and described by recognising symbols which show coastal features
identify coastal features. such as rocks, coral, swamps, sand and mud. The height of the
coastline and the area behind it can be described by studying
the contour lines.
TIME
FRAME
3
Candidates should be able to identify the Symbols accompanying a map will indicate the types of road 2 periods
Communications
different types of routes shown on a map and railways shown in the area of the map. (continue with
by reference to the key. the outcomes
Lines of communication join up urban and rural settlements. on next page)
Modern roads such as expressways or motorways may take
Candidates should be able to describe
more direct routes than older roads. They often connect large
the route taken by a road or railway and
settlements and avoid or bypass smaller settlements. Modern
explain how it may have been influenced
engineering and building techniques mean that they can cut
by relief and drainage features.
through higher land or be built on embankments over lower
land. This way their path has a gentle gradient and they reduce
distances by keeping relatively straight.
Roads and railways cross different types of landscapes but

they are built to try to keep as level a gradient as possible and
to avoid features such as steep slopes, highlands and areas
liable to flood.
e.g.
The road on the map below keeps between the 10 and 20
metre contour lines so that the gradient is gentle. It avoids the
steep slope to the west and the flood plain and river to the
east.
To pass through highland areas roads will follow valleys and

gaps between peaks.
To cross a flood plain they will look for a place where the flood
plain is narrow to reduce the risk of flooding.
TIME
FRAME
4
Candidates should be able to describe Road networks are dense in urban areas and their pattern may (continue from
the street patterns found in settlements. reflect the relief or the period when they were built. previous page
and to the next
Some patterns are grid shaped, in blocks, crossing at right page)
angles, some radial and others may be haphazard. Industrial
estates may have straight roads whereas some residential
areas in New Towns may have a more irregular pattern.
Settlement Candidates should be able to describe The site of a settlement is the land upon which it is built. Early 1 Period
and explain the site and situation of a settlements required a water supply, which may have been a
settlement. river or stream. For building purposes the land needed to be
flat or gently sloping. The site may have needed to be easily
defended in the past on a site such as within a river meander
or on the top of a steep sided hill.
The situation of a settlement is its position in relation to

physical or human features which surround it. Where it is in
relation to hills, valleys, rivers, roads and railways.
e.g.
Settlements could be built in situations such as valleys, gaps
through hills, coastal bays, or where routes converge.
Candidates should be able to identify Settlements may be arranged in a linear or nucleated

and describe the appearance of a (compact) form.
settlement, that is its shape or
Some rural settlements are dispersed and can be identified by
morphology.
individual buildings which are some distance apart.
The street pattern could be in the form of a grid, which may
indicate it is old, or it could be irregular, which may indicate it is
more modern.
The area of the map covered by the settlement will indicate its
size.
Villages may contain a few buildings but small towns may take
up a larger part of a grid square. Large towns may take up
more than one grid square.
TIME
FRAME
5
Candidates should be able to recognise Named factories or works or industrial estates will indicate that (continue from
the main functions of a settlement as industry is a function. previous page)
shown by the names and symbols in the Town Halls, post offices and offices would indicate an
settlement. administrative function.
Museums, cinemas, theatres, hotels named sports (e.g. golf
course) will indicate a tourism function.
Universities, college and schools will indicate an educational
function.
Mosques, temples or churches will, indicate a religious
function.
Coastal towns with a tourism function may have features such
as hotels with a sandy beach, swimming pool, or golf course in
close proximity.
Ports may have named docks or wharfs and named industries.
There may be areas on a map with no or few settlements.
Candidates should be able to describe These areas may be on flood plains, steep slopes, high
and account for the general distribution exposed land or forested areas.
of settlement. Some areas on a map may have settlements which are close
together.
These areas may have advantages such as fertile soil for
agriculture or flat land with a water supply for building or
evidence that industries are important in the area.
Land use Candidates should be able to identify The symbols on a map will show the types of land use such as 1 Period
different types of land use and describe grassland, cultivation, orchard or woodland. Sometimes these
their distribution. are named plantation crops. ‘Land use’ also includes use for
manmade features including quarries, mines, reservoirs
(dams), airports, etc.
Describe the distribution of types of land use by stating where
they are on the map, e.g. in the northeast, by giving grid
squares in which they are found or by stating any common
relief features on which they may be located, e.g. steep slopes
or flat land.
TOTAL
In addition it is useful to describe if they are close together or 8 Periods
spread apart.
THEME A The Natural World
6
A1 PLATE TECTONICS
A1.1 Plate boundaries

LEARNING SUGGESTED TEACHING & LEARNING KEY WORDS RESOURCES SKILLS TIME
OUTCOMES ACTIVITIES FRAME
Understand the Brief discussion on structure of earth. Core Section through earth Interpreting 2 periods
meaning of the Explain that the crust is divided into plates. mantle showing layers. diagram
terms plate and plate Provide world map showing names of plates crust Outline world map Interpreting map
boundary. and boundaries (no types shown). convergent showing plate Describing map
Complete world map by using a key to draw on divergent boundaries (all same). Completing
different types of boundaries and show direction transform World map of different world map
of movement of plates near boundaries. (conservative) plate boundaries, names
of plates and movement
at plates.
http://www.cotf.edu/ete/
modules/msese/earthsys
flr/plates2.html
http://www.enchantedlea
rning.com/subjects/astro
nomy/planets/earth/Cont
inents.shtml
Explain the Provide diagram showing mantle and Convection Block diagram of mantle Interpret 2 periods
movement of plates convection currents. currents and convection currents. diagram
Draw cross section of part of crust and mantle oceanic crust Block diagram showing Explain diagram
to show convection currents and movement. continental crust mantle and plate Drawing cross
Explain link between movement and plate boundaries. sections
boundaries.
Describe the For each type of boundary - convergent, Mid-oceanic ridge Block diagram of each Interpret/
4 periods
different types of divergent, transform (conservative): sea floor spreading type of boundary analyse
plate boundaries provide block diagram showing movement in ocean trench showing features found describe
(convergent, mantle and crust and features found on each subduction zone on each boundary. diagrams
divergent, transform) boundary; fold mountains
and their associated draw cross section of movement and features. volcanic island
features. Describe the features found at each boundary arc.
and the process of sea floor spreading.
A1.2 Volcanoes
7

Explain where and Describe the distribution of volcanoes from world Pacific Ring of World map of volcanoes. Plotting features 3 periods
why volcanoes form. map. Fire World map of plate on map.
Students to plot volcanoes reported over a given magma, lava, boundaries. Comparing
period of time, e.g. a year or a school term. ash, pressure Blank world map. maps.
Compare map of volcano distribution with map Map of Pacific Ring of Analysing maps.
showing types of plate boundaries. Fire. ICT – to collect,
Discuss which types of plate boundaries have Web site giving details of record and
most volcanic activity. volcanoes over a period present
Explain distribution by link to map of plate of time. Information
boundaries. Diagrams, photographs, Interpretation of
From map of Pacific Ring of Fire describe Animated pictures of photographs
location *and intensity of volcanoes. volcanic activity from and diagrams.
*Discuss activity at different types of plate DVD
boundaries.
*Provide diagrams, photographs, DVDs of
erupting volcanoes showing lava flows and ash
erupting.
Students to explain how plate movement leads to
a sequence of events which cause volcanic
eruptions and volcanic cones.
3 periods
Describe and explain Discuss type of material of which volcanoes are Acid lava, Diagrams of different Drawing cross
the shape and composed. basic lava, types of volcanoes. sections of
structure of different Students to draw sketches of types of volcanoes viscosity, Diagram to show volcanoes.
types of volcanoes – shield (basic), acid (dome), composite ash, structure of composite Analysing
(shield, acid and (stratovolcanoes) - showing differences in shape shield volcano, cone diagrams and
composite). and structure. dome volcano, Details of characteristics written
Composite volcano to show main features of the composite of volcanoes. information.
structure of a volcano. volcano, eruption Examples of types of
Students to produce chart to show differences magma chamber, volcanoes.
with a column for each of shield, acid and vent (pipe) http://www.umich.edu/~g
composite volcanoes. secondary cone, s265/society/volcanoes.
Characteristics to compare in rows could include crater. htm
general shape, height, width, steepness of slope,
type of lava/ash, viscosity of lava, silica content,
temperature of lava, violence of eruption,
example.
A1.3 Impact of volcanoes on people and the environment

8

Understand the Collect photographs, newspaper articles, Eruptions, Photographs, written Interpretation of 4 periods
factors affecting the website ash, lava, accounts of volcanic photographs
impact of volcanoes. details on volcanic eruptions. volcanic bombs, eruptions. and written
Discuss the different nature of eruptions and pyroclastic flows, World map showing materials.
blasts and their causes. Stress importance of mudslides (lahars), locations of volcanoes in
location regarding type of plate boundary and monitoring relation to plate
proximity to settlement/population. early warning, boundaries.
*Students research different types of volcanic evacuation. Details/textbooks/websit
materials, e.g. pyroclastic flows, ashes, gases, es
type of lava. of volcanic materials.
Consider how people and technology can
reduce the impact.
Make notes on why volcanoes impact in a
variety of ways on people and the environment
as well as whether it is in an MEDC or LEDC.
*Make notes on why volcanoes impact in a
variety of ways on people and the environment.
Consider how people and technology can
reduce the negative impact, e.g. by having
exclusion zones from high risk areas,
monitoring, early warning systems and
evacuation plans.
Students research effects of a volcanic eruption.
e.g. Mt St Helens, Mt Pinatubo, Mt Merapi.
Appreciate that Give students information or references in Basic lava, Web site and/or text Internet
2 periods
volcanic activity may textbooks/websites regarding positive effects of fertile soils, references for research
have positive as well volcanic activity. Students make notes under mineral veins, advantages gained from
as negative impacts given headings: soils, minerals (including geothermal volcanic activity, e.g.
precious minerals), geothermal power, domestic geysers, http://library.thinkquest.o
heating, tourism, health spas. hot springs. rg/C003603/english/volc
anoes/theadvantages.sh
tmly.
A1.4 Earthquakes
9

Explain where Describe distribution of earthquake belts from Distribution, Blank world map. Plotting features 4 periods
and why world map. frequency, World map showing on map.
earthquakes Plot earthquakes occurring over a given period magnitude, distribution and Comparison of
occur. of time, e.g. a school term/year. Richter Scale magnitude of maps.
Link the distribution with types of plate fault, earthquakes. Research on the
boundaries. focus, World map showing internet.
*Research into which type of plate boundary epicentre, tremor, types of plate Description of
has the greatest frequency and or magnitude of shock waves boundaries. diagrams.
earthquakes from web sites. Websites with recent Plotting features
OR earthquakes and or drawing
Plot major earthquakes over the last century magnitude. sketch map.
Research/ discuss what is happening on the http://earthquake.usgs.g
three types of plate boundaries. ov/eqcenter/index.php
Describe the sequence of events which cause http://earthquakes.tafoni.
an earthquake. net/
Define key terms such as focus, epicentre, http://www.geography.le
tremor and shock waves. arnontheinternet.co.uk/to
Use one or two examples of earthquakes and pics/earthquakes_impact
students plot fault lines and earthquake _response.html#deve
epicentres. Diagrams showing
E.g. San Andreas Fault in California. activity on each type of
plate boundary. /
Map(s) showing plate
boundaries/faults with
direction of plate
movement and location
of epicentres of
earthquakes.
A1.5 Impact of earthquakes and tsunami on people and the environment

10
Describe the impact Analyse information about year, magnitude, Magnitude, Information chart or Comparing
4 periods
of earthquakes and death toll and damage caused by a selection of death toll, details from websites on information in
tsunami on people earthquakes. Assess variation in death toll and primary effects, damage and death toll different forms.
and the damage in relation to magnitude. secondary effects, from earthquakes. Making an
environment. Discuss information/photographs regarding health, Details/photographs/stati assessment
damage from earthquakes in LEDCs and infrastructure, stics based on
MEDCs. Use examples to illustrate effect in psychological of earthquake damage in information
different parts of the world, e.g. Japan effect, LEDCs and MEDCs. provided.
compared to Pakistan. tsunami. Fact sheets or websites Research from
Students make written comparison of impact giving details of two websites (ICT)
between either LEDCs and MEDCs or two contrasting earthquakes. and written
contrasting examples. Account/diagrams/ accounts
Students make a study of longer term impacts photographs of effects of
on health, jobs, infrastructure and psychological tsunami.
effect on people.
Discuss and write account of effect of a tsunami.
e.g. 2004 Indian Ocean tsunami.
A1.6 Strategies to reduce the impact of earthquakes

Describe and assess Provide photographs, diagrams and sketches of Strategies Photographs, diagrams, Photograph, and 6 periods
the effectiveness of buildings designed to withstand the effects of steel frames sketches of buildings, diagram (together with
strategies aimed at earthquakes. shock absorbers roads and bridges. analysis and the following
reducing the impact Write notes with annotated sketches/diagrams fireproof materials Notes/details on how description. activity on next
page)
of earthquakes to describe and explain the structure of automatic shut off above work. Annotating
(building design, earthquake proof buildings. valves http://www.reidsteel.com sketches.
infrastructure, Provide photographs, sketches diagrams to drills /hurricane-and- Drawing graph
monitoring, warning show how infrastructure such as roads and posters earthquakeresistantstruc Graph analysis.
systems, education bridges can be modified to withstand seismometer tures/howwemake.htm Chart analysis
and drills). earthquakes. seismograph Graph showing evidence
Make notes on infrastructure modifications. planning of earthquake on
Discuss ways in which education might help effectiveness seismograph e.g.
reduce the impact of earthquakes. monitoring http://www.fema.gov/kid
Make list of ways in education can help reduce warning, intensity, s/p_eq.htm
impact of earthquakes. damage
11
Provide graph produced by seismometer during Statistics/photographs/

earthquake. Discuss how monitoring and comments about
warnings might reduce impact. Make chart of damage and deaths
advantages and problems. caused by earthquakes.
Provide details in form of notes and statistics on Websites on specific
damage to buildings and deaths of earthquakes earthquakes.
in areas where strategies have been used to Statistics on earthquake
reduce impact of earthquakes. intensity and
e.g. 1994 Northridge earthquake in USA, damage/deaths
2008 Sichuan earthquake in China.
Note the strategies used and comment on how
death and damage was influenced by
strategies.
Study chart showing measures and comments
on effectiveness.
Write comments on effectiveness of each
measure.
Produce graph comparing intensity of
earthquakes with amount of damage/deaths
(include details of twentieth century earthquakes
to show impact before strategies available).
Analyse/comment on graph. (together with
the above
Appreciate that Use photographs/sketches/diagrams and written As above + Photographs/sketches Comparing activity and
outcome)
strategies used to material to compare typical features and practices, Written details of photographs,
reduce the impact of practices in LEDCs and MEDCs impact, features/practices diagrams,
earthquakes may be e.g. buildings and building materials, warning sysyems, http://www.fema.gov/kid charts,
less effective in infrastructure, (including roads, electricity, s/p_eq.htm Statistics.
LEDCs than water) education, monitoring and warning
MEDCs. systems.
Draw chart with two columns headed LEDCs
and MEDCs and compare each of the above
features.
Compare statistics/ photographs showing
examples of impact of earthquakes in LEDCS
and MEDCs
Discuss what can be done to reduce impact of
earthquakes in LEDCS.
Write up/make notes on discussion. Total 34 periods
Case Study
12
The impact of an earthquake in an area in which adaptations to buildings and infrastructure have been made and where
education, monitoring and warnings are in evidence would provide material for a case study.
Websites will provide information for the case study e.g. Noto Peninsula (Japan) Earthquake of March 25, 2007 on web
Site http://www.eeri.org/lfe/pdf/japan_noto_eeri_preliminary_report.pdf
The case study could include:
Location of the earthquake + sketch map
Strength and duration of the earthquake
Preparations / modifications to reduce impact
Damage caused by the earthquake
Assessment of effectiveness of preparations and modifications

13
A2 RIVERS AND COASTS
A2.1 River processes

Describe and explain Define the processes of river erosion, transport Erosion, transport, Textbook or information Understanding
5 periods
the processes of and deposition. deposition, sheet giving details of of the named
river erosion *Explain the link between energy and the energy, the three processes. processes.
(hydraulic action, process which dominates at any one point in a speed(velocity) Chart showing size of Interpretation of
corrasion, corrosion, river. volume, vertical, load photographs
attrition)transport Study photographs of rivers to illustrate energy lateral, Linked to process of Showing energy
(traction, saltation, possessed by river hydraulic action, transport. levels.
suspension, Explain how the energy of a river is affected by corrasion, Diagram showing Interpretation of
solution) and speed and volume. corrosion, attrition, methods of transport. diagram and
deposition. Erosion potholes, Photograph and/or drawing
Note the difference between vertical and lateral traction, saltation, sketch to show potholes. diagram.
erosion. suspension, Graph to show effect of Description of
Name and explain how each of the processes of solution speed of flow and photograph of
erosion works - hydraulic action, corrasion, (this particle size on river potholes.
should include how potholes are formed), process. Analysis of
corrosion and attrition. graph.
Students produce a chart/table with the headings
of type of erosion, main agent of erosion, effect
on river bed and banks.
Transport
Name and explain each of the four methods of
transport - traction, saltation, suspension and
solution.
Students consider the influence of the size of the
load as well as energy on the type of transport.
Students draw sketch to illustrate the types of
transport.
Deposition
Explain why deposition occurs. Students list the
factors which cause deposition to occur.
Students note where on a river’s course
deposition might occur.
*Analyse graph showing how speed of flow and
particle size influence the river process.
A2. 2 Features resulting from river processes
14
Describe the *Explain how to describe physical features from Waterfall, Set of photographs/ Describing
6 periods
appearance and different resources. plunge pool, sketches/ labelled physical (together with
explain the formation *Students draw a labelled diagram of each resistant and less diagrams of all features features from the following
of waterfalls, gorges, feature and describe how it can be easily resistant listed. resources. activity on next
meanders, oxbow recognised. rock,undercutting, Recommendations on Drawing labelled page)
lakes, levées, *From a different set of resources, including overhang, how to describe physical diagrams.
floodplains and topographical maps, students write descriptions collapse of rock, features. Interpreting and
deltas. of each feature. plunge pool, Topographical maps describing
*Revise the river processes. retreat of waterfall, showing selection of features on
*From resources in above section students differential erosion river features. topographical
attempt to link processes with each stage in the gorge, Diagrams produced by maps.
formation of each feature. meander, concave students in above Understanding
Students research to find a located example of slope(outer bank), section. the part played
each feature. convex slope Series of diagrams by river process
Waterfalls and gorges (inner bank) showing stages in the in the formation
Draw series of labelled diagrams to show river friction, formation of each of river features.
flowing over rocks of different resistance leading sediments, slip-off feature. Explaining the
to formation of plunge pool, overhang, collapse slope (river processes from
of rock, and retreat to form a gorge. Explain beach), a series of
differential erosion. Students complete written sediments, river diagrams.
explanation from diagrams. cliff, Research from
Meanders and oxbow lakes meander loop, textbooks and
Draw series of diagrams of changing course and oxbow lake, cut- websites to find
cross section of the river as a meander develops. off, examples.
Show direction of strongest current and explain neck of land, ICT
part played by erosion and deposition. migration of
Extend diagrams to show the development of meanders, flood,
meander loop, narrow neck of land, cutting off of coarse sediment,
meander from river and build up of sediment to fine sediment,
seal off oxbow lake. levées,
Levées and floodplains floodplain,
Draw series of diagrams to show deposition on alluvium,
river bed during normal flow, deposition on banks delta,
and plain during flood, repeat of process to leave distributaries,
levees and floodplain. Explain variation in size of sedimentation,
sediment with distance from river. Explain part lagoons, spits,
played by migration of meanders in developing a marsh.
floodplain.
15

Deltas (together with
the above
Use diagram(s) to explain process of deposition activity)
building up sediments, formation of distributaries
and other features such as lagoons and spits,
and extension and build up of delta.
A2.3 River systems

Describe the shape Show photographs and/or sketches of rivers Source, Photographs and Interpretation
4 periods
and features of and their valleys along their course from source mouth, sketches of rivers and and description
rivers and their to mouth. upper course, valleys. of photographs
valleys in the upper, *Sketch photograph of upper or middle course. middle course, Diagrams of each stage. and sketches.
middle and lower Students suggest ways to describe a river and a lower course, Topographical maps. Draw and label
courses. valley. interlocking spurs, sketch from
*Apply above suggestions to the photographs in width of river, photograph.
the different stages. gradient of river, Draw labelled
Identify the three stages in the course, i.e. straight course or block diagrams.
upper, middle, lower. meandering, Interpret
Students decide on the characteristics of the depth of valley, topographical
river and valley in each of the three stages. steep/gentle sides. maps.
*Study large scale topographical map showing
river(s) and valley(s).
Describe rivers in different parts of their course.
Use contours to describe the shape of the
valleys. Explain how steep sides are shown by
contours close together. Explain how to work
out direction of flow of a river and steepness of
its gradient.
A2.4 Coastal processes

16

Describe and explain Erosion: revise processes of erosion covered in Hydraulic action, Students, notes on Descriptions
6 periods
the processes of section on rivers. corrasion(abrasion) processes of river from
coastal erosion Show photographs/video of waves and students , erosion. photographs.
(hydraulic action, attempt description of a wave. corrosion Photographs of different Understanding
corrasion, corrosion *Explain what influences the size of a wave. (solution)attrition, waves approaching the of wave action.
attrition), transport Link erosion to destructive waves and describe fetch, coast. Interpretation of
(including longshore the characteristics of destructive waves. destructive wave, Diagrams of destructive diagrams.
drift) and deposition. Students draw labelled sketch of destructive wave breaking, and constructive waves. Drawing labelled
Understand the wave. swash, backwash, Map/diagram to show diagrams.
characteristics and *Explain how a wave breaks with details of the longshore drift, zig- influence of fetch.
work of both swash and backwash. Describe the effect of zag movement, Diagram to show
constructive and storm waves. constructive wave, longshore drift.
destructive waves. Transportation: students draw series of beach. Textbook to give details
diagrams to explain the movement of beach of above.
materials by longshore drift. Deposition:
describe characteristics of a constructive wave
and students draw labelled diagram. Explain the
link between low energy waves and build-up of
beach material.
A2.5 Features resulting from coastal processes

Describe the Briefly describe headlands and bays, cliffs, Headlands, bays, Set of Describing
5 periods
appearance and caves, arches and stacks, wave-cut platforms cliffs, photographs/sketches/ physical (together with
explain the formation (shore platforms), beaches, caves, labelled diagrams of all features from the following
of headlands and spits and bars. arches, stacks, features listed. resources. activity on next
bays, cliffs, arches *Explain how to describe physical features from wave-cut platform, Revision on how to Drawing labelled page)
and stacks, wave-cut different resources. resistant and describe physical diagrams.
platforms, beaches, Students draw a labelled diagram or sketch of less resistant rock, features. Interpreting and
spits and bars. each feature and describe how it can be easily differential erosion, describing
recognised. alignment of rocks, features on
From a different set of resources, including weak rock or fault, topographical
topographical maps students write descriptions wave-cut notch, maps.
of each feature. collapse of roof.
undercutting,
17
*For students living in coastal areas they could collapse, high and Topographical maps Drawing field (together with
produce a set of photographs and field sketches low tide,retreat. showing selection of sketches the above
of some coastal features. beach, spit, coastal features. Understanding activity)
*Revise the coastal processes of erosion, bar, field sketch, Local coastline. formation of
transportation and deposition. Students attempt beach gradient, Diagrams, sketches features.
to identify the dominant process(es) in the shelter, pebbles, showing development of Drawing
formation of each feature. shingle, sand. features. diagrams.
Headlands and bays longshore drift, Textbook(s) for Drawing sketch
Draw labelled diagrams to show how different storm waves, explanations. maps.
resistance of rocks and wave action form bays angle of the
in softer rocks and headlands in harder rocks. coastline.
(Note alignment of rocks at right angles to the
coast) *Give examples of rocks of different
resistance.
Cliffs, caves, arches, and stacks
Draw a labelled sketch or a series of labelled
sketches to show how a cave eventually .
develops into a stack.
Wave-cut platforms
Draw a labelled diagram or series of diagrams
to show formation of wave-cut notch,
undercutting, collapse of cliff and retreat of cliff.
Include high and low tide levels. *Show
photograph to show the gentle gradient and
exposed rocks at low tide.
Beaches
Revise – beaches have different gradients and
may be composed of different types of material.
Explain part played by constructive waves and
shelter (bays) in formation of beaches.
Spits and bars
Students draw series of labelled diagrams or
label
diagrams or sketch maps provided to show
development of a spit and how it might extend
to become a bar.
A2.6 River & coastal flooding

18

Explain the causes Students encouraged to collect information on Flooding, Statistics, maps of areas Interpretation of
2 period
of river and coastal floods during their course of study. monsoon rain, with heavy monsoon statistics.
flooding. River flooding sedimentation, rainfall. Interpretation of
Students suggest possible causes. typhoons, Diagram to show low, maps.
Expand on circumstances when excessive rain snow melt, flat, broad floodplain. Understanding
may fall. urbanisation, Diagram to show how that combination
*Give details of other physical factors including, deforestation, human factors can of factors may
river sedimentation, snowmelt, flat land near or runoff, increase the chances of lead to flooding.
below level of river. sea level, flooding.
Coastal flooding storm surge. (possibly in India or
Explain how a storm surge may occur, linked to Bangladesh)
typhoons or heavy storms. Discuss the relief of Details from websites or
coastal areas and the lack of sea defences. newspaper articles on
recent flood to use as
example.
Map of flooded coastal
area, showing height of
land and possible track
of storms.
Appreciate the Students collect information about a recent or Death, Make available Analysis and
3 periods
impact of river and major flood, property, resources or how to descriptions
coastal flooding on - photographs, personal accounts/stories, maps, damage, access resources on from
people and the data about injured/ damaged etc. infrastructure, recent or major floods. photographs,
environment. *Explain that there are similar impacts from disease, To include map of area, statistics and
most floods. occupations, photographs, data on maps.
*Students produce account of impacts of food supply, deaths/damage/injuries. Comparison of
flooding. crops, animals, Provide accounts of impacts on
Discuss the different impact on MEDCs and alluvium floods MEDCs and
LEDCs. To illustrate differences LEDCs.
Consider any different impacts on river between MEDCs and
floodplains and coastal areas. LEDCs.
Are there any advantages gained from floods? Ensure accounts/details
available of both river
and coastal floods.
19
Be aware that Consider how human activities may add to or Deforestation, Maps and rainfall Graph and map
3 period
various human cause the problem e.g. deforestation, low urbanisation statistics of chosen interpretation.
activities may result bridges, modifications to the river because of example, media articles.
in river flooding urbanisation or tourism, more built-up areas
encourage more runoff.
Use example(s) to illustrate above factors, with
maps and rainfall statistics.
Assess the Students brainstorm the question River channel, Maps to show Assessment of
3 periods
effectiveness of ‘Can flooding be completely prevented?’ artificial levées, straightening of rivers, measures.
measures taken to Students discuss ways in which river water can banks, bed, drainage channels and Analysis of
cope with river be retained within the river channel – how can dredging, overflow areas. photographs,
flooding the channel banks, bed, course be modified. straightening, Cross section of river to diagrams,
Provide examples of where river levées have dams, show effect of levees sketches and
been built, channels deepened, courses reforestation, and dredging. maps.
straightened. catchment area, Map of river with dams Descriptions
Consider the affect of building a dam on the hard surfaces, and details of from above
amount of water in a river at any one time. drainage channels, advantages of dams in resources.
What modifications might be made to the overflow areas, controlling water levels.
catchment area, e.g. planting trees on slopes, education, early Sketch of slopes to show
controlling amount of hard/concrete surfaces, warning, how planting trees can
Drainage channels and overflow areas. preparations, reduce risk of flooding.
Discuss what can be gained from measures evacuation plans, Textbook / fact sheet on
such as education, predictions and early shelters. other measures with
warnings, preparations such as evacuation Assessment of
plans shelters on higher ground, etc. effectiveness.
Consider effectiveness of each measure giving
exact detail rather than merely effective of not
effective.
Students produce table/chart with headings
Total 37 periods
measures, effective, weakness.
Case Study
A study of a river could make a useful topic for a case study.
Textbooks and websites may give useful information e.g. The Yellow River in China
http://pid.adb.org:8040/pid/LoanView.htm?projNo=33165&seqNo=01&typeCd=3
Location of the river
Specific features on the river
Causes and timing of floods
Effectiveness of strategies to prevent flooding
20
A3 WEATHER, CLIMATE AND NATURAL VEGETATION
A3.1 Distinction between weather and climate

Understand the Students listen to or watch a local weather Weather, Local radio/ TV weather Analysis of
2 period
differences between forecast and then list the elements of the weather climate, forecasts. weather
weather and climate included in the forecast. temperature, Examples of weather forecasts.
Briefly discuss the elements of the weather to precipitation, forecasts with commonly Analysis of
include temperature, precipitation, cloud cover, relative humidity, used symbols. climatic
wind, relative humidity and pressure. pressure, Rainfall, temperature and statistics.
Students interpret the weather from given forecasts relative humidity Making
forecasts with commonly used symbols. elements of the statistics/graphs. comparison.
Discuss and analyse climatic figures to include weather.
rainfall, temperature and relative humidity. Form
a definition of weather.
Form a definition of climate, with special
reference to time and generalisations.
Make comparison of weather and climate
A3.2 Distribution, characteristics and factors affecting tropical equatorial and tropical monsoon climates
Understand where Students plot and describe the distribution of Distribution, Outline maps of the world Plotting features
1 period
tropical equatorial each type of climate on a world map and a map tropical, and Monsoon Asia. on maps.
and tropical of Monsoon Asia. equatorial, Maps showing distribution Describing
monsoon climates monsoon. of both climates. maps.
occur. Atlas. Use of atlas.
Describe the Discuss the aspects of temperature, and rainfall Characteristics, Climate graphs and Analysis and
2 periods
characteristics of which can be described, e.g. mean annual, mean seasonal, statistics. description of (continue with
tropical equatorial maximum and mean minimum monthly, annual mean annual Template (advice) for climatic graphs the next page)
and tropical range of temperature; total, seasonal distribution/ temperature, description of climatic and statistics.
monsoon climates. range of rainfall. maximum and data. Description of
Explain the technique of analysing climatic minimum Maps of areas showing climatic maps
graphs and figures. temperatures, seasonal variations in
Describe each type of climate from graphs and or aspects of climate.
statistics.
21
*Question if any other aspects of the climate are annual range of (together with
the above
worthy of note, e.g. relative humidity, wind, temperature, activity)
pressure, sunshine.
distribution of
Discuss and students make notes on seasonal rainfall.
variations in temperature and rainfall based on
maps showing seasonal variations. Areas could
be chosen from India, China, Singapore.
Compare and Briefly go over characteristics of each climate. Compare, Climatic graphs and Comparison of
3 periods
contrast the Discuss which aspects can be compared and comparative statistics. climatic data.
characteristics of the provide headings to be used for comparisons, words/ phrases. Template (advice) for
two types of climate. e.g. maximum and minimum temperatures how to compare data.
range of temperature, ( seasonal variations),
total rainfall, seasonal variation in rainfall, others.
Explain how to compare sets of climatic data and
give examples of use of words e.g. whereas,
but, however, higher, lower, similar. Highlight
similarities and differences.
Explain the Discuss the factors which will influence the Latitude, Diagrams showing Interpretation of
4 periods
characteristics of the climate of an area, e.g. latitude, altitude, cloud altitude, influence of latitude, climatic
two types of climate. cover, pressure and winds. cloud cover, altitude, cloud cover. diagrams.
Note the latitude of tropical equatorial areas and pressure, winds, Map showing distribution Analysis of
explain how it affects their temperature and convectional of the two types of climatic maps.
rainfall characteristics. Note the importance of rainfall. climate. Plotting climatic
the overhead sun and convectional rainfall. Maps showing seasonal features on
Explain the influence of low pressure on rainfall pressure systems and maps.
and cloud cover. winds in Monsoon Asia.
Note the different latitude of tropical monsoon Outline map of Monsoon
climates. Explain how temperature affects Asia.
pressure which influences the wind direction.
Discuss the influence of wind direction and the
surface over which the wind blows on the
seasonal rainfall. Consider the influence of
altitude on rainfall totals such as the Western
Ghats in India.
Plot areas of high and low pressure and
directions of winds on map of Monsoon Asia for
southwest and northeast monsoon seasons.
22
Describe and explain Students consider any seasonal variations in Seasons Temperature and rainfall Graph/statistical
3 periods
the features of the Brunei and any variations in climate in different monsoon winds graphs of Bandar Seri analysis.
climate of Brunei in parts of Brunei. Southwest and Begawan and or local Comparison of
relation to Analyse annual temperature and rainfall graphs Northeast area. maps and
temperature, rainfall, of monsoons, Wind rose for Brunei if drawing
winds, cloud cover Bandar Seri Begawan or local town/area if cloud cover, available. conclusions
and relative available. relief, Maps of Brunei showing from comparing
humidity. Discuss the winds affecting Brunei and how relief rainfall rainfall distribution, relief maps.
monsoon winds affect the monthly distribution of and monsoon winds. Drawing labelled
rainfall. Monthly relative humidity diagrams.
Study map of relief of Brunei and map of annual figures or graphs.
rainfall throughout the country. Diagram to show how
Describe how rainfall varies throughout the cloud cover can affect
country and how it is influenced by relief. temperatures.
Students draw diagram to explain relief rainfall.
Discuss how relative humidity varies from season
to season and the part played by cloud cover in
explaining the temperature and rainfall
characteristics of Brunei.
A3.3 The nature of typhoons and their impact on people and the environment
Understand the Consider what is meant by a low pressure area. Low pressure Map of low pressure Interpretation of
2 periods
causes of typhoons. Describe characteristics of low pressure area. area, area. E.g. over Indian diagram/cross
Study diagram showing cross section of a vertical air Ocean. section/satellite
typhoon (tropical cyclone or hurricane) to include movements, Cross section of typhoon. image.
vertical and horizontal air movement. satellite Satellite ICT.
Draw simplified diagram to show air movement in photographs, image/photograph of Compare to
a typhoon cross section, typhoon. E.g. resources.
Examine and describe satellite photograph of a eye http://www.fotosearch.co Drawing labelled
typhoon. Relate this image to the cross section. m/photos- diagram.
Discuss and describe the conditions needed for images/typhoon.html
the formation of typhoons. 3d diagram of typhoon to
aid understanding.
23
Describe the Read newspaper articles / websites describing Heavy rain, Newspaper articles/ Comprehension
1 period
sequence of weather the weather during a recent typhoon. strong winds, websites giving details of of account of
associated with *Plot the path of the typhoon and others on a eye, weather during passage typhoon.
typhoons. map of Monsoon Asia. approach, of typhoon. Analysis of
Study cross section giving details of wind, tail-end. Map of Monsoon Asia. cross section.
rainfall, pressure and cloud cover in different Cross section showing Description of
parts of a typhoon. details of weather in weather from
Describe how the weather changes as a typhoon different parts of a diagram.
moves over an area. typhoon.
Be aware of the Students consider the possible effects of strong Flooding, Students’ experience. Description
2 periods
impact of typhoons winds and torrential rain. Use as base the effects storm surge, Newspaper articles/web based on a
on people and the of strongest winds they have experienced. structural sites/ TV programs. number of
environment Research newspaper articles/web sites/TV to damage, Details in textbooks. resources.
find out effects of typhoons on people’s, lives, property, Photographs. Interpretation of
homes, jobs, transport, infrastructure, water casualties Textbook. resources.
supply, food supply, health and the vegetation. destruction, Map of affected area. Comparison of
Complete notes on above. deforestation. two different
Compare effect on coast with areas further type of areas.
inland.
A3.4 Distribution and characteristics of the natural vegetation of tropical rainforests and mangroves
Understand where Plot areas covered by tropical rainforest and Tropical Outline maps of the world Plotting features
3 periods
tropical rainforest mangroves on world map and more detailed map rainforest, and Monsoon Asia. on maps.
and mangroves of Monsoon Asia. mangrove, Atlas. Interpreting and
occur. Describe the distribution on world scale and in distribution, Maps showing distribution describing maps
Monsoon Asia. of natural vegetation in Drawing sketch
Describe where mangroves are found in Brunei the world, monsoon Asia, map.
and or East Malaysia and Brunei and East
*Draw sketch map of one of river estuaries in Malaysia. e.g.
Brunei to show location of mangroves. http://www.mongabay.co
m/borneo.html
Describe the Briefly explain ‘natural vegetation’. Structure, layers, Photographs and Photograph
24
Study photographs and sketches of tropical 3 periods

characteristics of the density, species, sketches of rainforests analysis and
rainforests. Describe appearance of forest.
two types of natural leaves, and mangroves to include description.
Students pick out the layers or structure of the
vegetation. roots, buttress root systems and Analysis and
rainforest and link to height. Describe
roots, flowers structure. descriptions of
characteristics such as epiphytes, lianas,
bark, branches. This may be a topic which sketches and
undergrowth, species, leaves, flowers, fruits,
storey, could be studied in the sections
bark, branches and roots.
emergents, field using the rainforest Drawing
Study photographs, sketches, sections of
lianas, epiphytes, and mangroves as a sections and
mangroves. Describe the structure to include the
undergrowth, resource. Field sketches sketches in the
coastal, middle and inland zones.
canopy, shrub, could be drawn of both field.
Describe the characteristics to include species,
understorey types of natural
height, density, leaves, flowers, fruits and roots.
vegetation.
Draw sections of both types of natural
vegetation.
Understand that the Revise the main features of tropical equatorial Adaptation, Statistics/graphs of Associating /
3 periods
characteristics of climate to include sunshine and humidity. environment, tropical linking climate (together with
natural vegetation Two approaches possible. Either examine the nutrients, equatorial climate. with a feature of the following
are influenced by the topic from a climate point of view or a vegetation sunlight, Details from previous natural activity on next
climate and soils of point of view. Explain the influences from one abundant, work on characteristics of vegetation. page)
the area in which point of view and students describe the links from rainforest. Explaining links.
they are found. the opposite point of view.
From vegetation point of view look at features
and explore link to climate or soil. E.g
Emergents grow tall to reach sunlight.
High density of plants due to high temperature
and rainfall.
Large diversity of plants due to temperatures and
rainfall being high all year round.
Little undergrowth because little sunlight reaches
the lower levels of the forest.
Rich and abundant vegetation helped by soil rich
in nutrients from decay of leaves etc.
From climate point of view look at climatic factor
and explore link to natural vegetation. E.g.
Large amount of sunshine encourages
emergents to grow tall and lianas to climb
searching for sun etc.
Similar approach with mangroves. Explain Salt water, Climate details as above. Explaining links. (together with
25
drip tips, secrete Photographs of features Identifying and the above

adaptation to salt water regarding leaves and activity)
salt, of mangroves and similar describing
roots. Students research how different types of
buoyant, features of rainforest. common
root systems are adapted to the environment.
sharp tips, features.
Explain characteristics of the fruit and link to
aerial roots,
environment.
prop roots,
Students pick out similarities with how rainforest
kneed roots
is influenced by climate and soils, e.g. leaves,
(knee-like)
density, abundant growth, canopy, undergrowth.
A3.5 The tropical rainforest as a resource

Be aware of the Students list uses of trees/ forests under Resource Details from textbook or Research of
1 period
value of the tropical headings such as timber, food, medicines, and timber information sheet of uses textbooks,
rainforest as a tourism. Identify who benefits from each use. of trees and forests. information
resource for timber, Students research / discuss other ways in sheets, web
food, medicines and which the trees / forest is of value. sites
tourism. (ICT).
Understand the Explain the meaning of deforestation. Deforestation, Definition of Analysis of

3 periods
causes of *Study maps of areas on different scales to shifting agriculture, deforestation. maps and
deforestation. show area of forest in the past and today or plantation crops, World and more local graphs/
map showing forest loss. ranching, maps giving forest Statistics.
*Students describe the differences noting urbanisation, coverage past and Descriptions of
areas of major change. settlements, present or forest loss. maps and
Study graphs / statistics showing change in population pressure, e.g. graphs /
area covered with forest in the world and transport, http://www.kap.zcu.cz/op statistics.
part(s) of Monsoon Asia. industry, ory/mv1_2/deforestace Comparison of
Students describe and compare graphs. mining, HEP, %20a maps/graphs/
Students suggest why deforestation is taking fires, illegal %20desertifikace.pdf Statistics.
place at a rapid rate. Students decide on activities. Graphs/statistics showing Understanding
number of causes / headings and make changes in area of forest and
detailed notes on the main causes. over past explanation of
Students consider the question ‘In which ways 20/30 years. deforestation.
is the forest important as a resources?’ Then Websites/ textbook giving
list the ways in which it is important. causes of deforestation.
26
Appreciate the Consider how deforestation would affect each Resource, food Details of forests as a Interpretation of
3 periods
problems caused by importance listed. To help with this study chain, biomass, resources from textbook, photographs
deforestation. diagrams / photographs / information about the species, extinction websites or information and diagrams.
food chain, animals and plants, the nutrient of species, sheet. Understanding
cycle, soils, flooding, quality of water, air biodiversity, nutrient Photographs of animals, and explaining
pollution, the oxygen carbon dioxide balance cycle, droughts, plants, flooding, bare soil. problems.
and recreation. floods, Diagrams of nutrient Interpretation of
Students write up how each of above is sedimentation, cycle, and food chain. diagrams.
affected by deforestation. air pollution, global Information from
warming, enhanced textbooks, websites,
greenhouse effect. information sheets on all
problems.
Understand the need Revise the problems caused by deforestation Conservation, Definition of conservation Understanding
3 periods
for conservation and and the value of rainforests to understand the sustainable and sustainable and
sustainable need to conserve. management, management. explanation of
management of Students consider which groups of people are sustainable Textbooks, information conservation
rainforests. harmed or disadvantaged by deforestation and resource, sheets, websites on methods.
therefore appreciate the need to conserve. monitoring, conservation methods. Map analysis
Define conservation and sustainable reforestation, Map showing types of
management. selective and forest reserves in East
*Students research ways in which the forest controlled logging, Malaysia or a local area.
might be managed in order to maintain it as a national parks,
sustainable resource. forest reserves,
Students write brief explanations of nature reserves,
reforestation, selective logging, controlled ecotourism,
logging, forest reserves, national parks, nature education,
reserves, fire control, ecotourism, education, community.
community involvement. Study map of an area
in Monsoon Asia showing types of forest
reserves.
Evaluate the Students produce chart / table with three Effectiveness, Textbooks with Interpretation of
1 period
success of strategies headings – strategy, success, problems. incentives, comments on written
used to conserve Research each strategy and then comment on illegal felling/logging, effectiveness of accounts.
and manage success and problems associated with each monitoring, strategies. Drawing
rainforests. strategy. remoteness, conclusions
traditional farming about success
methods demand of measures.
from MEDCs. Total 40 periods
Case Study
The study of a rainforest would make a valuable topic for a case study.
27
Textbooks and websites may provide useful information e.g.

http://www.rainforestweb.org/Rainforest_Regions/Asia/Indonesia/
Location of the rainforest
Characteristics of the flora and fauna
Resources from the rainforest
Threats, including deforestation, to the rainforest
Effectiveness of strategies used to conserve the rainforest
THEME B People, food and settlement

28
B1 POPULATION AND QUALITY OF LIFE
B1. 1 Growth of world population

Describe the growth Students plot and describe line graph showing Predictions, Statistics or graph of Plotting graph.
3 periods
of the world growth of world population from 1800 to present MEDCs, world population growth Interpretation
population. day, and showing predictions for next 20 years. LEDCs, from 1800. and description
Examine other resources such as graphs rate of growth, http://www.geography.l of graphs and
showing growth in MEDCs compared with distribution, earnontheinternet.co.uk maps.
LEDCs and graphs of individual countries /activities/popn.html
showing different rates of growth. Study world Graph of population
map showing increase in population of recent growth in MEDCs and
years and describe distribution of areas with LEDCs. Graphs on
different growth rates. growth in selected
countries.
World map of
population growth over
recent period
Understand the From studies above students will be aware that Birth rate List of factors affecting Understanding
5 periods
reasons for birth and death rates vary in different parts of death rate birth and death rates. of factors (together with
different birth rates, the world. natural increase Statistics on HIV/AIDS affecting birth the following
death rates Students suggest and consider social, birth control, from selected countries. and death rates. activity on next
(including the economic, environmental and governmental tradition, religions, Brief details of Interpretation of page)
impact of factors affecting birth and death rates and government policies, problems relating to statistics.
HIV/AIDS) and migration rates, e.g. opportunities for HIV/AIDS and life
migration rates, Birth rates women higher expectancy.
and explain Birth control – education, availability and education, careers,
how these factors affordability - , traditions and religious beliefs, infant mortality,
affect population government policies and influences, health, water,
growth. opportunities for women availability of higher sanitation, diet,
education and careers, later /earlier marriages, natural disasters,
infant mortality rates, etc. fitness/health living,
life expectancy,
HIV/AIDS
immigration
emigration.
29
Death rates (together with

Health and medical provision, standard of water the above
supply and sanitation, food availability, quality of activity)
diet, natural disasters, wars, care of elderly,
level of fitness, etc.
Students identify which factors or aspect of
factors will give high or low birth or death rates.
Give details of affect of HIV/AIDS on death rate
and life expectancy of selected countries
including examples from southern Africa.
Briefly explain the problems associated with
HIV/AIDS.
Migration rates
Discuss how migration rates can affect
population growth.
Describe and Revise the factors affecting birth and death One child policy, Details of strategies Understand
6 periods
evaluate strategies rates. ‘Three or more’, used to encourage strategies.
used to control the Discuss why countries need to control their incentives, higher and lower birth Attempt
rate of population population growth. penalties, rates. judgement over
growth. Study examples of strategies used by countries Recent birth rate success of
to increase and decrease the birth rate. e.g. figures and effect on policies.
One child policy in China and ‘Three or more’ in population growth. Understand
Singapore. Give details of strategies used by Comments on success reasons for
governments when applying policies. and problems success or
*Examine figures on birth rates after associated with failure of
implementation of policies to assess success. strategies. strategies.
Discuss reasons for success or failure. E.g.
reluctance to get married,
having children later in life, desire to have male
child, traditions, reluctance to use birth control,
etc.
30
Understand the Give definitions of overpopulation and Overpopulation, Definitions of Understanding

5 periods
consequences of underpopulation. underpopulation, overpopulation and of terms.
overpopulation and Stress difference between overpopulation and skill base, underpopulation. Understanding
underpopulation. high density of population. primary, secondary Details of of the idea of
Students consider the consequences of over- and tertiary sectors, consequences of over consequences.
population. Infrastructure, and underpopulation.
Examine issues such as poverty, poor health, health and
inadequate infrastructure and services, low life education,
expectancy, shanty settlements, extremes of resources,
poverty and wealth, poor quality of life and lack imported products,
of ability to take advantage of physical and armed forces.
human resources.
Students consider the consequences of
underpopulation.
Examine issues such as shortage of workers,
closure of some facilities, dependence on
imported food and manufactured products,
shortage of people in the armed forces, etc.
Understand the Define forced and voluntary migration. Define Forced, voluntary, Definitions of terms. Understanding
4 periods
different types of internal and international migration. Students internal, Check list of reasons of terms and
population migration, suggest examples of each of above. international, for different types of reasons for
both internal and Students examine the different types of rural, urban, movement from which different types of
international. population movement, e.g. international, rural- push-pull factors, students can expand. migration.
urban, rural-rural, urban-urban, and urban-rural. Details of urban-rural Producing chart.
Students discuss reasons for people wanting to movement in MEDCs. Comparison of
migrate in above examples. Give special Fact sheet/textbook MEDCs and
consideration to push-pull factors in rural-urban detailing consequences LEDCs.
migration. Produce cartoon/diagram illustrating and problems related to
push-pull factors. migration.
Consider the different types of movement in
LEDCs compared with MEDCs.
Study the consequences of movement on areas
from where migrants leave and to which they
enter.
What problems do migrants face?
Students make study of examples of urban-rural
and international migration in Monsoon Asia.
B1.2 Population structure

31

Recognise and Explain population structure and population Population structure, A number of population Analysis and
6 periods
explain the different pyramid. population pyramid, pyramids with different description of
types of population Stress that while each population pyramid is dependent, shapes and structures. population
structure illustrated different it is possible to pick out three or four independent, Some websites are pyramids.
by population types. It is more important to be able to give the birth rate, useful, e.g. Comparison of
pyramids(age/sex overall shape and describe and explain the death rate, http://www.mepa.org.mt population
pyramids). structure than identify a type. life expectancy. /census/Pyr pyramids.
Students work out the three age groups, young %20Archive/popdesc.ht Explanation of
dependent, independent (working population) m#types population
and old dependent. Use examples to show how pyramids.
relative percentage of each age group may
vary. Point out that it is important to describe the
male/female similarities and differences.
Use a number of pyramids so that students can
make comparisons.
The percentage in each age group can be used
to explain the structure.
Students work out the link between the
percentage in the under 15 group and the birth
rate; the percentage in the over 60 group and
the life expectancy/death rate.
Describe how the Consider the stages of development, as shown Population structure, Graph showing the Analysis and
3 periods
population structure in the demographic transition model. young dependents, stages of development. description of a
changes as a Match a population pyramid to each of the independent Population pyramids for graph and
country progresses stages of development. (working population), each stage. matching to
through stages of Describe the characteristics of each pyramid. old dependents descriptions of
development. population
Pyramids.
B1. 3 Quality of life

32

Be aware of the Use two different indices on world maps to show HDI World maps showing two Descriptions of
3 periods
variety of indices distribution of areas with high, moderate and low quality
Adult literacy, development indices. E.g. photographs and
used to measure of life. Describe the patterns shown. Water quality, http://www.bbc.co.uk/sc sketches.
economic Describe how the HDI (Human Development Sanitation, hools/gcsebitesize/geo Analysis of
development and Index) can be used as a compound indicator of Housing, graphy/development/de statistics.
quality of life. quality of life. Transport, velopmentqualityrev2.s
Use a selection of photographs, sketches and Calorie intake, html
statistics to illustrate aspects of quality of life. Employment Selection of
E.g. % attending secondary school, adult structure, photographs and
literacy, life expectancy, number of people per Fair trade, sketches on issues
doctor, quality of water and sanitation, housing, such as housing,
transport, food supply, diet and calorie intake, transport, health
employment structure etc. facilities, water supply.
Selection of statistics
on quality of life
(indices).
Understand and From above students describe and compare Raw materials, Above details on two Comparison of
3 periods
explain the the quality of life in LEDCs and MEDCs. Colonisation, contrasting countries. MEDC and
differences in Example could be used to illustrate the Corrupt, Textbooks / fact LEDC.
the quality of differences. Climate, soils, sheets / Understanding
life in LEDCs Drought, websites giving details of reasons for
and MEDCs. Students attempt to draw up list of reasons for Quality of water and examples of differences
differences. supply, reasons for differences between
Provide details of reasons such as historical, Traditional beliefs, between LEDCs and MEDCs and
economic and social, political, climate, relief and Hi-tech living, MEDCs. LEDCs.
soils, water supply and raw materials. Drought.
Develop in brief, issues such as:
• Consequences of colonisation by MEDCs
• Exploitation by MEDCs regarding trade ,
cheap food and raw materials
• Corrupt and inefficient forms of government
and leadership
• Differences in % in tertiary, secondary and
primary occupations
33
• Lack of skills and education (continue from

• Traditional beliefs and ways of life opposed the above)
to hi-tech living
• Effects of low rainfall, drought and poor soils
on areas such as the Sahel.
• Why the quality and quantity of water supply
is different
Evaluate the Students suggest how improvements might be Millennium goals, Details of Millennium Knowledge of
5 periods
strategies being made, e.g. World bank, Goals and progress strategies.
used to improve the How would they spend a given sum of money to Asian development reports on above Evaluation of
quality of life in improve any one aspect of quality of life in an Bank, http://www.mdgmonitor. progress –
LEDCs. LEDC? Aid, charities. org/ and judgement
Study and note the Millennium Goals. Poverty, hunger, http://www.un.org/mille of success of
Develop ideas on how a selection of gender equality, nniumgoals/docs/MDG strategies.
development goals might be achieved and what Child mortality, africa07.pdf
problems are faced in trying to achieve the Maternal health Brief details from
goals. Diseases, websites of World bank
Study example of a project in an LEDC linked to environmental and Asian Development
one or more of the goals. Sustainability, Bank initiatives.
Look at the rate of progress being made to Global partnership Access to examples of
achieve the goals from the latest data. projects for students.
Briefly consider and make students aware of the http://www.dfid.gov.uk/c
part played by other organisations in trying to asestudies/files/africa/g
improve the quality of life in LEDCs. hana-malaria.asp
e.g. World Bank, Asian Development Bank,
Total 43 periods
individual countries, charities.
Case Study
A study of the quality of life in an LEDC could make a useful topic for a case study
Textbooks and websites could provide useful information e.g. Bangladesh
http://hdrstats.undp.org/countries/country_fact_sheets/cty_fs_BGD.html
The study could include:
Statistics related to the quality of life compared to Brunei
Health and education provision in the country
Strategies aimed at improving the quality of life with details of one strategy
Effectiveness of strategies used to improve the quality of life
34
B2 FARMING, FOOD CONSUMPTION AND PRODUCTION
B2.1 Factors affecting food production

Explain how Explain and break down the factors. Relief, soils, Textbook or fact sheets Understand that
3 periods
physical, social, and Physical: relief, soils and climate. Explain how climate, social. giving details and food production
economic and factors such as steepness of slope, height, type economic, political, explanatory diagrams of is influenced by
political factors can and depth of soil, temperature, rainfall, sunshine land fragmentation, factors. a number of
influence food and length of growing season can influence the land tenure, factors.
production. type of farming practiced and its chance of family size, Be aware that
producing food. population not all factors
Social: traditions such as land fragmentation, pressure, are under the
land tenure demand, capital, influence of the
family size and population pressure which can Green Revolution, farmer.
affect the type and method of food production. government policy.
Economic: demand and capital available to
introduce new developments such as the Green
Revolution.
Political: government policy and ability to
influence farming methods, training and
research.
Describe and explain *Explain intensive farming to include capital and Intensive farming, Definition of intensive Understanding
3 periods
how intensive labour intensive. Brief comparison with capital intensive, farming. of intensive
farming methods can extensive farming. labour intensive, Details from textbook / farming.
increase food Examine the characteristics of intensive farming technology, fact sheet on Knowledge of
production. and the part played by capital, labour, high yielding seeds, characteristics of characteristics
machinery and technology, high yielding seed fertilisers, irrigation, intensive farming. of intensive
types, fertilisers and irrigation. hydroponics, Details or providing farming.
Examples of yields achieved by intensive aeroponics. access to examples Comparison of
methods. such as hi-tech farming intensive and
Use examples to illustrate how intensive farming in Singapore. extensive
has increased yield in different parts of the farming.
world. Analysis of
e.g. high-tech farming in Singapore including statistics on rice
hydroponics and aeroponics; rice farming in yield.
parts of India. (see below)
35
Describe the efforts Discuss the situation in Brunei regarding the Food shortage, Agricultural statistics for Analysis of
4 periods
being made to percentage of food imports and brief reasons for food imports, Brunei. statistics
increase food shortage of home produced food. *Explain research and http://www.fao.org/es/es Understanding
production in Brunei. difficulties facing farmers in Brunei. development, s/compendium_2006/pdf of Brunei’s need
*Analyse statistics showing agricultural changes high technology, /BRU_ESS_E.pdf to import food.
over recent years. livestock breeding, http://www.agriculture.go Awareness of
*Students discuss which methods described in commercial v.bn/DOA/Text/agricultur efforts being
sections above could be used in Brunei to farming, e_statistic/agri_stisk- used
improve food production. training, incentives. 3.html to improve
Examine strategies being used in Brunei and Details on attempts production
the part played the Department of Agriculture. being made to increase evaluate the
e.g. use of high technology, livestock breeding, production. success of
dairy farming, e.g.http://www.agricultur strategies.
goat and deer farming, research and e.gov.bn/DOA/Text/mark
development, et/market_hightech-
establishment of commercial farming, training 1.html
and incentives for farmers. Analysis of success Local resources and
from recent reports. potential for field work
and study of local farm.
Success of poultry
farming
e.g.http://www.brudirect.
com/DailyInfo/News/Arc
hive/Apr08/090408/nite0
1.htm
36
Understand the Some of this section may be carried out with the inland fishing, Outline map of Brunei Local fieldwork
6 periods
factors affecting the help of fieldwork and local resources. in-shore fishing, and South China Sea. such as
fishing industry in Locate the inland, inshore and offshore fishing off-shore fishing, Map or description of interviews.
Brunei and the areas on a map. trawling, fishing areas. Drawing sketch
contribution the Examine the factors which favour the purse seiners, long Photographs, sketches map.
fishing industry development of the fishing industry in Brunei. liners, and details of fishing Analysis of
makes to the Give details of the importance of fishing to technology, methods. photographs/
country’s people and people and the economy of Brunei and efforts aquaculture, Details of aquaculture sketches.
economy. made to make it more sustainable. sustainable fishing, from local research or Analysis of
Study the changing methods of fishing, diversification, websites e.g. statistics on
including the commercialisation of fishing and overfishing, http://202.160.14.137/ind fishing output.
efforts to introduce larger vessels with advanced stocks, ustry/Link/InvestmentOp Understanding
technology. quotas, portunities-Fisheries.pdf of the
Analyse statistics showing fish catch. pollution fact sheet/ website / importance of
Describe the methods of fish farming and its local information on the fishing
importance in Brunei. sustainability and industry to
*Research the major issues facing the global diversification e.g. Brunei.
fishing industry such as reduction in stocks, http://www.bruneiresourc
overfishing, quotas, and pollution. es.com/powerpoint/ubd_
groupc_diversify.ppt#27
7,11,Slide%2011
Describe and explain Plot rice farming areas in Southeast Asia and Subsistence, Maps of southeast Asia Plotting map.
6 periods
the distribution and describe their distribution. commercial, showing distribution of Describing map, (continue to
characteristics of Students study the factors affecting rice farming, small-scale, rice cultivation. Applying the next page)
rice farming in e.g. relief, soils, drainage, rainfall, temperature, large-scale, Calendar of rice farmer’s knowledge to
Southeast Asia. sunshine, growing seasons, capital, demand, farmer’s year, year and climatic explain
labour. perennial irrigation, graphs/statistics. distribution.
Use factors to explain distribution of rice farming HYV seeds, Photographs and maps Analysis and
shown on map of Southeast Asia. fertilisers, of different types of description of
Explain the terms subsistence farming, pesticides, farms and farming statistics /
commercial farming, small-scale farming, large- mechanisation, methods. graph.
scale farming. double cropping, Knowledge of
Students make study of small-scale subsistence farming terms.
rice farming in selected area, e.g. Ganges Comparison of
Delta. types of farming.
37
Describe calendar of subsistence farmer’s year (continue from

and explain it in relation to climatic figures e.g. the above
put farming activities onto climatic graph. activity)
Students make study of commercial rice farming
in selected area, e.g. Kedah Plains.
Describe the methods used including irrigation,
HYV seeds, fertilisers, mechanisation, double
cropping, pesticides, etc.
Make brief comparison of commercial and
subsistence rice farming.
Describe and explain Plot plantation areas in Southeast Asia and Plantation farming, Definitions of terms. Analysis and
7 periods
the distribution and describe their distribution. factors, Types of plantation description of
characteristics of Examine conditions needed for different distribution, crops rubber, oil palm photographs
plantation agriculture plantation crops grown in Southeast Asia. E.g. production, and tea. and maps.
in Southeast Asia. rubber, oil palm, tea. market demand. Textbook or fact sheet Understanding
*Analyse statistics / graphs showing production monoculture, giving factors favouring of
of plantation crops over recent years. Explain research and above crops. characteristics
the part played by market demand. development, Statistics showing of farming types.
Select one plantation crop, e.g. oil palm. processing, changes of production of
Study photographs, maps, etc of a plantation. plantation crops over
Describe the characteristics, e.g. size, system of recent years.
monoculture, labour, mechanisation, capital
outlay,
research and development, fertilisers,
pesticides, etc.
Describe the method of cultivation and
processing with the help of photographs / chart
of stages in processes.
Consider any changes in plantation farming with
reasons.
38
Appreciate the Students discuss how the farming types benefit the Capital, revenue, Details including Understanding
2 periods
importance of rice people and economies. types of jobs, statistics where of importance of
farming and Explain points such as, diet, relevant on the benefits farming.
plantation agriculture capital and how it might be used including research and listed. Appreciation of
to the people and increased revenue, development, Statistics could include effects or
economies of effects on standard of living/ quality of life, Green export figures. consequences
Southeast Asia. types and numbers of jobs, Revolution, of activities on
quality and amount of food / improved diet, land reform, quality of life
benefits of research and development, exports, and economy.
benefits from Green Revolution, balance of trade, Analysis of
benefits from land reform, statistics
value of imports and effects on balance of trade.
B2.2 Consequences of farming methods on people and the environment

Explain the effects of Soil Monoculture, Details of effects of Interpretation
2 periods
intensive farming Students consider which methods are likely to fertilisers, methods on soil and and description
methods on soils affect the soil, e.g. monoculture, use of fertilisers, leaching, water from textbooks, of photographs,
and water, including pesticides, insecticides, use of machinery, irrigation Irrigation, fact sheets, sketches and
the problems related (salinisation of soils) salinisation, photographs, sketches, diagrams.
to soil erosion. Examine each of above in relation to effect on soil. soil erosion, diagrams. Analysis of
Explain how farming activities and natural water supply, Statistics on loss of statistics.
conditions can lead to soil erosion. Study water pollution, water supply of areas Understanding
photographs / sketches / diagrams illustration eutrophication, suffering from soil of the
conditions which lead to soil erosion. Students erosion, etc. consequences
explain how soil erosion occurs from analysis of of intensive
resources. farming.
Water
Discuss the farming methods which will affect
water, e.g. fertilisers, pesticides, water supply,
Students study effects such as quality of surface
and ground water, water pollution and affect on
plant and animal life including eutrophication,
quality of water and diminishing supplies.
*Analysis of any statistics on issues such as water
supply, loss of farmland.
39
Evaluate the Students discuss what is meant by sustainable Sustainable Definition and Understanding
2 periods
success of strategies farming and produce a list of examples. farming, explanation of of sustainable
used to promote Consider how sustainable farming is compatible Green sustainable farming. farming.
sustainable farming. with the Green Revolution regarding labour, Revolution, Brief notes (revision) of Evaluation of
capital, technology and the environment. local resources, Green Revolution success against
Study examples of sustainable farming and assess local labour, Examples of a set of criteria.
their success, e.g. Caritas Cambodia low cost sustainable farming e.g.
Evaluate success against criteria such as use of technology, http://www.aphd.or.th/in
local resources and labour, using small amounts of protecting the dex.php?a=aphd-
money, environment, article-a048
using low cost technology, protecting the yield, food and
environment, supply, http://www.sustainet.or
maintaining yield and food supply, maintaining soil soil fertility. g/download/sustainet_p
fertility. ublication_india_part1.p
df
Understand the Revise A3.5. World demand, Details on demand for Understand the
2 periods
consequences of Students research the increased demand for oil biofuels, oil palm e.g. growing demand
forest clearance to palm and the advantage of oil palm plantations to environment, http://www.rea.co.uk/m for palm oil and
accommodate the the economy. peat loss, arket/#production biofuels.
growing need for Analyse and describe statistics and maps showing forest fires, Statistics / graphs maps Analyse and
plantation crops examples of areas covered, hectares used and food crops, etc on increase in oil describe
such as oil palm. increase in oil palm production in a part of cash crops, palm e.g. statistics /
Southeast Asia e.g. Sabah or Indonesia. soil, http://www.biofuelwatch graphs / maps.
Examine and note the environmental water supply, .org.uk/UKFG/downtoe Describe
consequences shown in accounts, photographs global warming, arth.pps#299,10,Indone photographs
etc. such as forest loss, peat loss, forest fires, loss greenhouse sia – Malaysia showing
of homes and land for local people, loss of land for effect, connection consequences.
food crops, effects on soil, water supply, climate, flora and fauna. Details from textbooks, Understand the
flora and fauna etc. fact sheets and consequences
websites on for local people,
consequences. E.g. the environment
http://www.foe.co.uk/re and the world of
source/reports/palm_oil forest clearance.
_mega_project.pdf
B2.3 Food consumption

40

Describe the Study world map showing food consumption Calorie intake, World map showing Analysis and
2 period
differences in food (calorie intake). food consumption, calorie intake e.g. description of
consumption in Describe the pattern of food consumption in the balanced diet, http://www.mapsofworld. world map.
LEDCs and world. protein, vitamins, com/thematic- Understanding
MEDCs. carbohydrates, fats. maps/world-food- of balanced
Discuss typical diets in different parts of the consumption-map.htm diets.
world *and explain what constitutes a balanced examples of daily diets Understanding
diet. Compare a day’s diet and food intake in from selected countries. that diets are
LEDCs and MEDCs. Statistics / graphs changing.
showing consumption of Comparison of
*Look at changing diet and food in different different foods. food
countries with emphasis on countries in Details of urban and consumption.
Monsoon Asia. How is the demand for meat, rural diets in selected
vegetables, grains and fruit changing? country.
Is there a difference between urban and rural
diets in LEDCs?
Understand how Students consider why food consumption is Physical, economic Checklist of reasons for Understand that
2 periods
factors such as food different in different parts of the world. and human factors. different levels of food there are a
production and food Develop list of reasons. access, consumption. variety of
distribution affect How and why does food production vary and distribution, Details from fact sheets/ reasons for the
different levels of influence the amount and type of food purchasing ability, textbook/websites on different levels
food consumption. available? Briefly consider physical, economic storage, different reasons. of food
and social factors. health. consumption.
Why do some people have access to food and Comparison of
others less so? factors affecting
What affects the ease by which food can be LEDCs and
distributed? Compare an LEDC and an MEDC. MEDCs.
Discuss and note other factors affecting food
consumption.
e.g. storage facilities, purchasing ability, health,
etc
41
Explain the Students discuss the effects of different diets. Calorie intake, Examples of different Understand the
2 periods
impact E.g. vitamin deficiency, diets. impact on health
of food Low calorie intake, high calorie intake, vitamin protein deficiency, Definition of malnutrition, and the
consumption deficient, protein deficient, (diets lacking malnutrition, starvation and obesity. economy of
(including balance) starvation, Details of effects of different diets.
malnutrition, Distinguish between malnutrition and starvation. obesity malnutrition from Become aware
starvation and Students describe the effect of malnutrition on prevention. textbook / fact sheet of of the conditions
obesity) on people people, especially children. How can web site, e.g. of obesity and
in LEDCs and malnutrition be prevented. http://www.who.int/water malnutrition and
MEDCs. *Examine protein deficient diseases such as _sanitation_health/disea means of
marasmus and kwashiorkor. ses/malnutrition/en/ prevention.
Examine the dangers of overeating with details on obesity from
emphasis on obesity and ensuing problems. textbook, fact sheet or
How can obesity be prevented? web site, e.g.
In cases of malnutrition and obesity emphasise http://www.mrc-
the effect on the economy of a country, e.g. cost hnr.cam.ac.uk/research/
of treating, lack of energy for working. obesity/obesity.html
cost of obesity e.g.
http://www.ncbi.nlm.nih.g
ov/pubmed/9545015
Total 43 periods
Case Study
The study of food production and consumption in a country could make a useful topic for a case study
Textbooks and websites could provide useful information e.g. India
http://indiaonestop.com/Greenrevolution.htm
Statistics and analysis of changing production
Methods of improving food production
Food consumption and shortages
Effects of food shortages
42
B3 SETTLEMENT
B3.1 Site and situation

Appreciate how the Define site and situation and explain the Site, Definitions of site and Understanding
2 period
site and situation importance of both to early settlers. situation, situation. of site and
may influence the Discuss site factors such as relief, soil, water relief, soil, Maps and diagrams situation.
growth of supply and building materials. water supply, showing examples of Interpretation
settlements. Discuss situation factors such as hills, rivers, building materials, site and situation factors. and description
other settlements and communications. rural, urban, Topographical maps. of maps,
Look at examples, which could be rural, or floodplains, websites e.g. diagrams and
urban. to illustrate some of above points. Use bridging points, http://geography.amesbu topographical
maps, diagrams and topographical maps to route centres, ryschool.co.uk/revision/ maps.
illustrate points. CE4SETTLEMENT.pdf Drawing sketch
Stress points such as shelter, avoiding flood maps.
plains, bridging points, route centres, flat or
gently sloping land.
Choose a local example to examine in detail.
Topograhical maps should be used if available.
Sketch maps should be drawn to illustrate
examples.
B3.2 Settlements as service centres

43

Describe and explain Students discuss the main activities / functions of Functions, Definition of functions Understanding
2 period
the functions of settlements. mining centres, with examples. of terms.
settlements. Examine why urban areas developed particular market centres, Details of different Understanding
functions such as mining centres, market centres, tourist resorts, functions. of changes over
tourist resorts, ports, capital cities, etc. ports, Examples of changes time.
Give local and regional examples of above. capital cities, in functions over time. Interpretation of
Consider changes over time. multifunctional, Pyramid showing topographical
Urban areas may have developed because of one hierarchy. hierarchy of maps and other
dominant function but today these areas may have settlements. maps.
a variety of functions or functions different from the Topographical maps of
original. Give examples (e.g. Singapore was first a urban areas.
fishing village, then a trading port but now it is Websites e.g.
multifunctional). http://geography.ames
Students consider how the size of a settlement buryschool.co.uk/revisi
may influence the type and number of functions. on/CE4SETTLEMENT
Briefly discuss the idea of hierarchy of settlements. .pdf
Study topographical and other maps to identify
function from map evidence.
Explain the link Students consider different types of services, e.g. Services, The local area Understanding
2 period
between population shopping, health, education, transport, leisure, etc. order of services, including urban of services, and
size and the services And the different levels or orders of services, e.g. comparative settlements could other terms.
of a settlement. for health starting with a doctor’s surgery to a clinic goods, provide a resource for Collection of
then a small hospital to a regional or specialist convenience this study. information.
hospital. goods, Definitions of terms Presentation
Distinguish between comparison goods for population size. and examples of types and analysis of
shopping and convenience goods. and order of services. information
Study the services available in the local or nearest Population figures for collected.
town and how they differ from larger and smaller settlements used. Forming
towns and villages. This could form a field work conclusion and
exercise. making
Consider what services are found in the capital judgement.
city,
Bandar Seri Begawan that are not found in other
settlements in Brunei.
*Form a conclusion on the extent to which the
number and order of services varies with
population size.
44
Define and Students consider how provision of a service is linked Threshold

to population,Students’ local knowledge.
Comparisons of
2 periods
understand the population. sphere of Definition of threshold services.
terms sphere of *Compare the number of people needed to support influence. population and sphere Understand the
influence and different types of shops e.g. a grocery shop of influence a basis for ideas of
threshold population. Un
compared to a jewellers or a primary school comparison of threshold
compared to a university. students’ conclusions. population and
Form definition of threshold population. Local details of sphere of
Use local examples to illustrate threshold services and their influence.
population for different services, e.g. school, bus influence. Collect
service, bank, post office, hospital. Local maps for plotting information,
Explain that urban settlements serve people living spheres of influence. present it in map
in the surrounding area as well as in the settlement Access to local form and form
and develop the idea of sphere of influence. services to provide conclusions.
Students discuss the different criteria which might information.
be used to work out the sphere of influence of a Field work in local t
town e.g. wn(s)
Where or how large is the area that people come
from to shop, go to secondary school, go to work,
to go to a clinic, to visit a bank etc.
*Examine how the sphere of influence of a town
could be plotted on a map.
Study the sphere of influence of a number of
neighbouring towns and towns of different size
using local examples.
Form conclusion of factors influencing the sphere
of influence of urban areas.
Much of this section could form the basis of a local
enquiry or field work. Students could ask visitors to
a local town where they live and why they have
travelled to the town.
B3.3 Urban land use
45
Describe and explain Revise the functions of urban areas and explain Urban land use, Details of types of land Understanding
6 periods
the distribution of that they form the main types of land use. land use zones, use under four of
land use zones in Students list the different ways in which land is CBD, headings. distribution of
cities in LEDCs and used in their local town and a large town/ city. Residential, Examples of towns/ land use zones.
MEDCs, including Photograph can be used to illustrate different types industrial, city maps showing Mapping land
the CBD (Central of land use. open space, distribution of land use use or drawing
Business District), Form conclusion about main types of land use – inner city, high rise zones. transects to
residential areas, CBD, residential, industrial and open space. flats, Local map showing show changes
industrial areas and Students consider how these types of land use are squatter land use zones or across an urban
open space. distributed within each of an LEDC and an MEDC settlements, transect across town. area.
city. Identify what is found in one but not the other, high cost housing. Photographs of urban Description of
e.g. squatter settlements. Consider different types land use. photographs.
of residential, industrial and open space areas and
where these are located.
Explain the main features of the distribution , e.g.
the central location of the CBD, the location of old
and new industrial areas, the location of the
different types of residential areas (high rise flats,
old inner city housing, high cost housing, squatter
settlements, etc.)
Study land use zones in local town/city by plotting
land use on either map or transect.
46
Be aware of the Students consider an urban area they know and list History, tradition, Photographs, Analysis and
2 periods
nature of the the features which are new. culture, transects, sketches description of
changes that have Study reasons for regeneration, such as the need industrial showing differences in photographs,
taken place in urban to revive old and run-down areas, the need to development, land urban land use in sketches and
areas, including compete with other cities and provide opportunities employment LEDCS and MEDCs. transects.
regeneration, use of for local people. This is often accompanied by a structure, Urban models in Analysis of
brownfield sites and change in the employment structure and decline of population growth, LEDCS and MEDCs. urban models.
development on the traditional industries. migration, Examples of cities Understanding
urban fringe. Discuss what type of changes have been made town planning showing differences. of differences.
through the use of examples, including brownfield sites, Plotting features
modernising properties, greenfield sites, Developments in local on maps .
taller buildings, changes in infrastructure, regeneration, town/ city. Understanding
pedestrianised zones, shopping malls, new traditional Explanation of terms. of recent
residential developments in areas such as industries, Details of changes. changes.
waterfronts and warehouses. Study old industrial occupation Examples of changes. Comparison of
areas that have been completely regenerated e.g. structure, Maps showing advantages /
London Docklands. modernising, locations of disadvantages.
Examine what a brownfield site is – give examples infrastructure, developments. Describing and
of how it may be used. Compare the advantages pedestrianised . explaining
and disadvantages of brownfield sites over zones, shopping locations from
greenfield sites. E.g. cost, access, environmental malls, waterfronts, maps
concerns. Study urban fringe developments such warehouses,
as retail parks, supermarkets and industrial estates access, cost,
or science parks, with the aid of photographs and environmental
maps. concern, retail
park,
supermarkets,
industrial estates,
science parks.
B3.4 Urban growth and urban change
47
Understand the Define urbanisation and counter-urbanisation. Urbanisation, Definition of terms and Analysis and
4 periods
reasons for and the From studies so far students consider the reasons counter- reasons e.g. description of
effects of for urbanisation. urbanisation, http://www.geography.l maps and
urbanisation and Study world map and graphs showing growth of countryside, earnontheinternet.co.u graphs.
counter- urban population and describe the changes. urban sprawl, k/topics/urbanisation.h Understanding
urbanisation. Discuss the effect of urbanisation and give details slums, tml#urb of terms and the
or revise issues such as: poor living conditions air pollution, water world map and graphs consequences
including the growth of slum/squatter settlements – shortage, of urban population. of urbanisation
urban sprawl and its effects on the countryside, increase in urban E.g. and counter-
environmental concerns such as air pollution, water temperatures, http://news.bbc.co.uk/ urbanisation
shortages, increases in temperature in cities, transport 1/shared/spl/hi/world/0
transport problems, unemployment, etc problems, 6/urbanisation/html/urb
Counter-urbanisation unemployment, anisation.stm
Students consider why people are moving out and wealth. details of effects
away from cities – more common in MEDCs than http://www.bbc.co.uk/d
LEDCs. na/h2g2/A757415
Revise problems in cities to find some reasons for reasons for counter-
counter-urbanisation plus increased wealth. urbanisation and
Note the fact that results may be unexpected such effects
as reduction in rural services. e.g.
Revise problems in cities to find some reasons for http://www.slideshare.
counter-urbanisation plus increased wealth. net/year12blanchgeog
Note the fact that results may be unexpected such raphy/counter-
as reduction in rural services. urbanisation-part-1
Describe and explain Students discuss the problems they are aware of Traffic congestion, Students’ own Understanding
6 periods
the problems from living in towns and cities. housing knowledge. of urban (continue to
associated with the Arrive at list of problems in both MEDCs and shortages, Details of problems problems. the next page)
growth of urban LEDCs, which should include traffic congestion, squatter with causes. Interpretation
areas and changes housing shortages, squatter settlements and air, settlements, Problems illustrated by and description
in urban areas in water and noise pollution. air, water and photographs, of photographs,
LEDCs and MEDCs, For each problem describe its characteristics and noise pollution, statistics, maps. statistics and
including traffic explain why and how it developed. rush hour, Details of examples maps.
congestion, housing E.g. for traffic congestion consider issues such as- commuters, from different parts of
shortages, squatter Congestion, accidents, rush hours, late to work, air planning, the world.
settlements (shanty and noise pollution, etc. because:- investment.
towns) air, water and
noise pollution.
48
 increase in private cars, increase in commuters, e.g. noise pollution (continue from
narrow roads, few roads, roads used by different http://www.medindia.n the above
et/news/Cairos-Noise- activity)
modes of transport (including animals in some
LEDCs), roads in poor state of repair, lack of Pollution-Reaches-
planning and investment, etc. Use photographs Deadly-Level-32312-
and statistics on any of above to illustrate 1.htm
problem.
Housing shortage and squatter settlements
Use photographs to describe squatter settlements
plus details of number of people per room, lack of
services, etc.
Reasons to include rural urban migration,
unemployment or low income, poverty, lack of
available, affordable housing, cheap land etc.
Pollution
e.g air pollution: fumes and gases, danger to
health, effect on buildings, industrial haze, smog,
poor visibility, etc
Reasons: car exhausts, industries burning fossil
fuels, incinerating rubbish.
Repeat for other types of pollution.
Describe and Students consider the issues for water and noise Subways, Examples with details Understanding
5 periods
evaluate the pollution on the same basis as above. Skytrain, of strategies from a and knowledge (continue to
strategies used to Use examples, local, from LEDCs and MEDCs to MRT, variety of cities, e.g. of strategies. the next page)
overcome the illustrate the problems. congestion Bangkok, Singapore, Evaluating and
problems in urban Consider each problem in turn looking at the charges, London making
areas. solutions attempted and how successful they have import taxes, Comments or statistics judgements on
been. restricted areas, which can be used as success and
In each case look at examples from cities around traffic volume, a basis for evaluation. problems of
the world. E.g. traffic flow, strategies.
Traffic congestion- ring roads, Use of statistics,
Use of public transport e.g. subway systems, by- passes, comments to
Skytrain in Bangkok and MRT in Singapore. Look underpasses, road make
at speeds travelled and numbers carried to widening, evaluations.
evaluate success. self-help schemes,
community
housing,
49
Discouraging use of private cars – congestion upgrading, (continue from

charges in London, increased taxes, import taxes. catalytic the above
Certificates of Entitlement in Singapore. converters, activity)
Areas with restricted access – Area Licensing electric tuk-tuks,
Scheme in Singapore (40% reduction in traffic emission controls,
volume). urban fringe.
Computerised traffic light system.( improve traffic
flow – can react to different volumes of traffic in
certain directions)
Ring roads, by-passes ( often become as
congested as city roads)
Road widening schemes, (costly and create
problems during construction) plus underpasses,
etc.
Housing /squatters
Look at different solutions such as self help
schemes, low cost community housing projects,
destroying squatter settlements, providing services,
upgrading squatter settlements,(widening streets
providing pavements) etc and comment on
success problems.
Pollution- e.g. air
Lead free petrol, catalytic converters, electric tuk-
tuks in Bangkok, locating industries in urban fringe,
emission controls for industries, etc plus comments
on success /problems
B3.5 Growth of very large cities
50
Identify and explain Study world map showing largest cities (at least 20 Very large cities, World map of largest Analysis and
1 period
the changing largest) today compared with twenty years ago. metropolitan area. cities past and description of
distribution of very Students could plot cities on world map. present. map.
large cities on a Describe the changes. Populations of largest Plot cities on
world scale. Explain population figures may be for the city or cities map.
metropolitan area and that they are changing Today compared to 20
rapidly and may not always be reliable. years ago.
Describe and explain Draw and or analyse graph showing growth of Rural–urban Graph showing growth Analyse
2 periods
the different rates of population in largest cities. migration, of urban population in changes on
growth of very large Study graph / statistics showing growth of urban functions of cities. different parts of the graph.
cities in LEDCs and population either by continent or MEDCs and world. Understand
MEDCs. LEDCs. Describe changes. Details of functions of reasons for
Students discuss reasons why cities are growing cities rapid growth of
rapidly in LEDCs. Revise rural – urban migration. From textbook or fact cities in LEDCs
Consider how the different functions of large cities sheet.
attract population- e.g. industrial, commercial,
educational, tertiary occupations, etc.
Total 34 periods
Explain why growth in MEDCs is slower.
Case Study
The study of a city in Southeast Asia could make a topic for a case study
Textbooks and websites could provide useful information e.g. Jakarta
http://geography.amesburyschool.co.uk/revision/CE4SETTLEMENT.pdf
Site and situation
Reasons for growth and development
Functions and land use zones
Effect of rural urban migration and population growth
Problems and solutions
THEME C Industry, energy and tourism

51
C1 INDUSTRY
C1.1 Classification of industry

Be able to classify Define each class of industry. Primary, Definitions of classes of Analysing and 2 periods
industries into From list/photographs of different industries secondary, tertiary, industry. sorting
primary, secondary, students quaternary. List/photographs of information from
tertiary and produce chart of examples and add to from their examples of industries. photographs/
quaternary. own research. lists.
Be aware of how Study and describe the changes shown on Rate of change, Pie graphs, bar graphs Description of
4 periods
and why pie/bar graphs /statistics showing employment place and time, and statistics showing changes shown (continue to
employment structure of countries over a period of time. capital cities, employment structure in on pie and bar the next page)
structures change *Students analyse pie graphs and bar graphs of industrial cities, a number of countries graphs.
with time and within a variety of countries, showing employment ports , and changes over time. Comparison of
and between LEDCs structure. (quaternary may not be readily high-tech Graphs/statistics of pie and bar
and MEDCs. available)Students could draw pie graphs from industries, present day employment graphs and
given statistics. employment structures statistics on
Describe the structure of a typical LEDC and a structure, in different parts and map of country.
*typical MEDC. From world map showing north-south divide, cities of a country. Drawing pie
graphs of structure describe distribution of economic World map with pie graphs.
areas with dominant primary and dominant development. graphs showing Analysing pie
tertiary sectors. employment structure. and bar graphs.
Draw line to show north-south divide. Discuss Employment structure Analysing world
how accurate/relevant the north-south divide is for Brunei and selected map and pie
and note exceptions. countries in Southeast graphs.
Discuss the link between employment and Asia. Decision /
economic development. judgement on
Compare the changes and rate of change in an dividing line.
LEDC and an MEDC. Comparing
Explain how the structure is linked to the stages graphs and
in the development of a country. statistics.
Discuss possible changes from place to place.,
including differences between countries and
differences within a country.
52
*Describe and explain the differences between (continue from

rural and urban structures in a selected country. the above)
Compare the structures of capital cities with
cities which have other dominant functions such
as ports, industrial cities and cities with high-
tech industries.
Examine and discuss the employment structure
of Brunei and compare it with other countries in
Southeast Asia.
C1. 2 Location of secondary industry

Explain the factors Students discuss why it is important for industry Industrial location, Photographs, maps, Understanding
2 periods
affecting the location to choose a correct location. raw materials, diagrams to illustrate the of the need to (continue to
of secondary Examine list of factors and elaborate on each capital, energy, factors. find location to the next page)
industry: raw one. market, List of factors. maximise
materials, capital, Use photographs, maps and diagrams to skilled, semi skilled, Details of each factor profits.
energy, market, illustrate issues. manual labour, from textbook of fact Understanding
labour, land, Consider points such as: perishable, bulky, sheet. of part played by
transport, Raw materials – are they heavy, bulky, assembly industry, Maps and diagrams to different factors.
government and perishable, costly. expansion, illustrate particular types Interpretation
technology. Capital- what is it needed for, who provides it. accessibility, of location. and description
Energy – type needed, reliable supply, imports/exports, of photographs,
electricity gives greater freedom of choice. tax concessions, diagrams and
Market – is the product perishable, how infrastructure, maps.
influenced by refrigeration and packaging, is it research, training,
bulky, heavy compared to the raw materials, is it components.
part of an assembly industry, is it light and
expensive.
Labour – what type – manual, skilled,(educated
or trained) semi-skilled, cheap, few or large
numbers.
Land- suitable for buildings, large, area for
expansion.
Transport – how accessible, type needed, port
for imports/exports,
53
Government- how do they help – provision of (continue from

factories, the above)
grants, tax concessions, provision of
infrastructure,
incentives in high unemployment areas.
Technology- access to research, training,
similar industries, components etc.
Examine types of location and give details /
maps/ diagrams to illustrate footloose industries,
market, energy, labour, raw material orientated.
Explain the Fieldwork and /or local knowledge may be used Chemicals, Local knowledge and Drawing labelled
2 periods
factors affecting the in the section. electronics, resources should be sketch map.
location and nature Research the nature and location of secondary textiles, souvenirs, used. Research local
of secondary industries in Brunei, e.g. chemical products, wood-based Fieldwork or local industry,
industry with electrical products, printing materials, textiles, industries, knowledge. fieldwork,
reference to Brunei. souvenirs, wood based industries. investment, Outline map of Brunei. drawing map,
*Research and draw graph to show numbers government list of industries with interpreting map
employed in selected industries and changes encouragement, locations. and locational
over recent years. ICT, skilled labour, Fact sheets or factors.
Plot locations on map of Brunei. Discuss some foreign labour. information from graph drawing
of locations and describe the advantages of fieldwork on selected and analysis.
these locations for secondary industry. Discuss industries.
the advantages and problems facing the
development of secondary industry in Brunei.
C1. 3 Industrial development in NICs

Define and Find definition of both terms and give examples. NIC, Definition and Understand
4 periods
understand the *Study employment structure of an NIC and TNC description of NIC e.g. terms. (continue to
terms NIC (Newly describe differences from typical MEDC and http://www.geographypa Describe and the next
Industrialised LEDC structures. ges.co.uk/NIC compare outcome)
Country) and TNC Describe the characteristics of an NIC. %20Handout.pdf graphs/ statistics
(Transnational Describe the characteristics of TNCs showing
Corporation) employment
structures.
54
Understand the *Students consider /revise idea of need for Maximise profit, Details of reasons for Comparison of (continue from
reasons for the manufacturers to make maximum profit. costs, incentives, transferring industries to statistics. the above)
transfer of many Develop ideas on why TNCs prefer to locate space shrinking NICs from textbook or Comparison of
manufacturing industries in NICs rather than home country, technologies, fact sheet or web site. factors in
industries from e.g. characteristics of workforce, costs, accessibility, Statistics showing MEDCs and
MEDCs to NICs incentives, new markets, accessibility, space new markets, relative costs e.g. LEDCs.
shrinking technologies of transportation http://www.global-
(container ships, larger aircraft, etc.), use of production.com/scorebo
ICT. ard/indicators/labourcost
Research examples of industries or TNCs who .htmo
have transferred to NICs. Incentives e.g.
http://www.mida.gov.my/
beta/view.php?
cat=3&scat=6&pg=976
Appreciate the Students discuss and then make chart on Jobs, Details of advantages Comparison of
2 periods
consequences of advantages and disadvantages to NICs. skill acquisition, and disadvantages from NICs and
this transference for Consider issues such as employment, income income, wealth, textbook, fact sheet or MEDCs
NICs. for workforce, skill acquisition, investment, exploitation, website. Analysis and
technology, rate of growth of GNP, export standard of living, Statistics / graphs on description of
markets, effect on standard of living, GNP, exports, issues. graphs and
employment structure, ownership and investment, statistics.
destination of wealth / exploitation. technology.
Graphs and statistics should be used to
illustrate
Examples should be chosen to illustrate
changes in NICs such as exports, GDP, income,
etc.
Explain the *Revise advantages to NICs of transference of Employment Details of importance Understanding
2 periods
importance of industries. structure, exports, from of importance of
industrial Analyse issues such as -changing employment GDP, textbooks, fact sheets, industrial
development to the structure, exports, GDP, investments, skill skills, technology, web sites. development to
economy of NICs development, technological advancement, infrastructure, Statistics to illustrate NICs.
and the impact on development of infrastructure and transport, etc. transport, changes in GDP, Analysis and
the people. Use statistics to illustrate above. income, income, exports, etc. description of
Students consider how individuals in an NIC education, housing, statistics.
may benefit, e.g. occupation, income, standard health,
of living, education levels, access to housing, entertainment.
health and entertainment, etc.
55
Describe the Define high-tech industries. Research examples High-tech industry, Definition of high-tech Understanding
2 periods
characteristics of of high-tech industries. trained / skilled industries. of
high-tech industries. Students produce description of what workforce, Details of characteristics characteristics
constitutes a high-tech industry. research and of high-tech industries of high-tech
Consider features such as – type of labour, development, from industries.
skills, wages demanded, research and capital investment, textbook, fact sheet or
development, role of universities, type of ICT, market. web sites.
company, ICT, market, etc.
Describe and explain Choose a country with information available, e. Industrial location, Map of industries in Draw maps to
2 periods
the location and g. Malaysia, Singapore, South Korea. high-tech industry, country. show location of
growth of high-tech Produce map of country showing location of electronics Map of specific location. industries.
industries in an NIC. named industries and describe location. industry. E.g. Analyse,
Produce map of a specific location to examine http://www.streetdirector describe and
in detail. y.com/malaysia/kl/travel/ explain locations
Study map and details of development and travel_id_988/travel_site from maps.
location factors and students explain reasons _380/ Understand
for location and development. Details of industrial reasons for
location and industrial
development development.
e.g. electronics in
Malaysia
http://www.ambkualalum
pur.um.dk/da/menu/Eks
portraadgivning/Markeds
muligheder/Sektoranalys
er/ITTelekommunikation
OgElektronik/
C1. 4 Industry and the environment

56

Appreciate the Students study variety of photographs showing Environment, Photographs showing Analysis of
2 periods
impact of industry on different types of industries. industries, examples of heavy and photographs.
the environment. Discuss and then list the ways in which they pollution (types). light industries. Categorising
consider industries affect the environment. impacts.
Organise above affects into suitable categories.
Understand the Consider each type of pollution in turn. Use Types of pollution, Photographs to illustrate Description and
2 periods
industrial causes of photographs, diagrams, sketches, maps and fossil fuels, gases, air, visual and water analysis of
air, water, visual and statistics to illustrate issues. smog, acid rain, pollution. photographs,
noise pollution. Air – burning different fossil fuels, type of effluent. Diagrams, sketches diagrams,
gasses from industries such as iron and steel, showing causes. statistics.
petrochemicals and transport used in industry Statistics on breakdown Understanding
leading to the formation of smog and acid rain. of causes, gasses etc. of causes of
Water – industrial effluent, oil spills, dumping Textbooks and websites different types of
from ships and coastal areas, acid rain, giving details e.g. industrial
radioactive waste, etc. Websites e.g. pollution.
Visual – smoke, industrial haze, buildings, http://www.water-
quarries, pollution.org.uk/causes.h
overall effect, etc. tml
Noise – construction, generators, machinery,
transport etc.
Assess the Students discuss possible methods to reduce Green taxes, Details of strategies from Analysis of
2 periods
strategies used to types of industrial pollution. legislation, textbooks, fact sheets or statistics and
reduce the impact of Study different strategies used with examples pollution permits, websites. examples to
industry on the which give some assessment of success. Use monitoring, Examples which show form evaluation.
environment. statistics to show level of success. reporting, strategy and give an Judgement /
Look at strategies such as clean fuels, assessment of success. evaluation of
Legislation, taxes, incentives, trading in pollution emission control, e.g. success of
permits, Pollution Control Boards (India), recycling. http://www.unep.org/geo strategies.
reporting and monitoring policies, changes to 2000/aps-
cleaner fuels, cleaner production techniques, asiapacific/#packages
emission controls, recycling, etc. http://www.sciencedaily.
com/releases/2006/12/0
61213104121.htm
Total 28 Periods
Case Study
The study of an NIC would make a useful topic for a case study.
57
Textbooks and websites could be useful sources of information, e.g. Malaysia

http://www.ambkualalumpur.um.dk/da/menu/Eksportraadgivning/Markedsmuligheder/Sektoranalyser/ITTelekommunikationO
The study should include-
Location of industries or major industrial locations
Characteristics of the industries
Reasons for growth of the industries
Impact on the economy and people
Impact on the environment and attempts to control the impact

58
C2 ENERGY
C2. 1 World energy production and consumption

Describe the For each source of energy, study production Regional, World maps showing the Description of
2 periods
world figures over a period of time with some projection, distribution of each type distribution from
production and projection into the future to assess the reserves, of energy. E.g. oil maps.
consumption of importance of areas of production and type of forecast, http://www.mapsofworld. Analysis and
coal, oil, natural energy. com/world-top-ten/world- description of
gas, HEP(hydro- *Consider the reserves from a global and top-ten-oil-reserves- statistics /
electric power) regional (or country) level to assess future countries-map.html graphs.
and nuclear position. coal Assessment
power. Discuss consumption figures on global and http://www.worldcoal.org/ /judgement of
regional (or country) scale, with changes over a pages/content/index.asp future situation
period of time and forecast consumption over ?PageID=100 of production
near future. Some key regional versus
Look at production versus consumption on maps, consumption.
regional (or country) scale to consider situation e.g. Southeast Asia,
facing each region (or key countries). i.e. Middle East, Europe.
importers and exporters. Production and
consumption figures for
each energy type on
world and regional(or
country) scale.
e.g.http://www.infoplease
.com/ipa/A0922041.html
Understand the For each type of power stations consider the Site, location, Maps and photographs Analysis and
3 periods
reasons for the siting factors influencing a site. Use photographs and location factors, of the site of power description of (continue to
and development of maps to illustrate location factors. relief, stations. E.g. photographs and the next page)
thermal, HEP and e.g. relief, communications, proximity of raw cooling water, http://www.nucleartourist maps.
nuclear power materials, availability of water for cooling/ electricity grid, .com/world/japan.htm Drawing sketch
stations. production, disposal of waste, access to the safety, maps.
electric grid / demand, safety factors, etc. radioactivity Understanding
of site/location
factors.
59

*In each case study / draw a map of the site of Details from textbook, Understanding (continue from
a power stations and students apply factors to fact sheet, web site of of advantages the above)
the specific location. location factors which and
Students discuss *and then produce chart apply to certain types of disadvantages
showing advantages and disadvantages for the power stations, e.g. of types of
development of each type of power and power safety factors for nuclear power stations.
stations. stations.
Details of advantages
and disadvantages of
each type of power. E.g.
http://www.gcsescience.
com/pme32.htm
Describe the Describe distribution of oil and gas fields from Oilfield, Map of oil and natural Description of
5 periods
production of oil map and the methods of bringing the oil to natural gas field, gas fields in the South map.
and natural gas shore. pipeline, China Sea with pipelines Analysis of
in Brunei and Study statistics showing production of oil and refinery, and terminals on the statistics or
explain the gas over recent years and also a forecast for forecast, coast. graph.
importance to future. economy, Graph or statistics drawing a
the economy. Research uses of oil locally and examine export diversification showing production over sketch map.
figures over recent years. recent years. Assessing the
Study the location and benefits of the refinery at http://www.eia.doe.gov/e importance to
Seria. meu/cabs/Brunei/Oil.htm Brunei.
Draw map to show location factors/discuss l
location factors. Export figures over
Students discuss the ways in which income recent years.
from oil and gas has benefited the economy. Map showing location of
Consider the future prospects and need for Seria oil refinery.
diversification Details of economic
benefits from local
knowledge.
60
C2. 2 Environmental effects of energy use

Be aware of the Students list problems resulting from Fossil fuels, Textbook / fact sheet / Interpretation of
2 periods
consequences of the using/burning fossil fuels. gases, websites giving details of photographs,
use of fossil fuels. Consider factors such as gases emitted and greenhouse gases, consequences. statistics,
their effect on the atmosphere, buildings, acid rain, Photographs, statistics diagrams.
people’s health and visibility, depletion of health, diagrams showing / understanding of
resources for the future, effects on the smog / visibility, giving information about the
landscape on extraction of fossil fuels, problems landscape, uses and consequences. consequences
arising from the transport of fossil fuels, etc. extraction, of using fossil
Students study photographs, diagrams, transport. fuels.
statistics and details on above in order to
produce account of consequences of use.
Understand the Acid rain Acid rain, Diagrams, sketches e.g. Analysis of
5 periods
contribution of fossil Use diagrams and sketches plus accounts to greenhouse gases, http://www.nature.nps.go diagrams and
fuels to formation of examine which gases are involved and the main radiation, sea level, v/air/edu/Lessons/figure sketches.
acid rain and the sources of these gases – change to acids – ice melting, 5a.cfm Understanding
problem of global effect of acid rain on the environment – e.g. weather patterns, and of the formation
warming. forests, soils, lakes, buildings. uncertainty. http://www.epa.gov/clim of acid rain and
atechange/kids/greenho greenhouse
Global warming and the enhanced greenhouse use.html gases along with
effect Textbooks and or fact the problem of
Use diagrams, sketches and accounts to sheets with details of global warming.
examine which gases are involved and the main acid rain and global
sources of these gases, the effect of these warming.
gases on trapping outgoing radiation, increase
in global temperatures and effects of global
warming e.g. ice melting, rises in sea level,
changes in weather patterns, effects on flora
and fauna, etc.
Students should consider the evidence for
global warming and be aware that there is a
degree of uncertainty about the link to burning
fossil fuels.
61
Understand the Form a definition of carbon footprint. Carbon footprint, http://www.carbontrust.c Presentation of
3 periods
concept of carbon Students to find out the carbon footprint of carbon offsetting o.uk data.
footprint. particular air journeys, car journeys etc and http://www.jellyfishpictur
present them on graphs. es.co.uk/projects/carbon
Ways to reduce carbon footprint, including .html
methods of reducing CO2 emissions (reducing
energy waste e.g. in the home and workplace,
recycling, improving public land transport, limiting
expansion of air travel) and carbon offsetting by
tree planting.
*Opportunity for classroom display; opportunity
to devise a questionnaire to discover awareness
of the carbon footprint issue.
C2. 3 Alternative sources of energy

Understand the Understand that there is a growing concern Alternative Details from textbook, Understanding
5 periods
growing significance about the need for alternative source of energy. energy, fact sheets, websites of of
of alternative Identify the types of alternative source of energy. Renewable, advantages of alternative significance of
sources of energy *Students present the case for and against fossil fuels, energy supplies. alternative
that are renewable. alternatives sources of energy, including the idea efficiency, Photographs, statistics, sources of
(wind, geothermal, of renewability. Wind energy, diagrams of energy.
solar, tidal, biofuels, For each alternative source students discuss and geothermal alternative energy description and
biomass) write up the advantages (including efficiency) power stations, supplies. analysis of
and disadvantages (if any) compared to solar energy, Statistics comparing photographs,
traditional sources such as fossil fuels and tidal energy, efficiency of methods of statistics and
nuclear. Also their impacts on the environment. biofuels, biomass producing electricity.E.g. diagrams.
Statistics, diagrams and photographs should be environmental http://www.raeng.org.uk/n
used to illustrate above points. issues ews/publications/list/repor
*Use statistics to compare efficiency of ts/Cost_Generation_Com
alternative energy with fossil fuels. . mentary.pdf
Look at examples of developments using detail of energy in LEDCS
alternative energy supplies in LEDCs and http://www.fao.org/NEWS
MEDCs. /2000/001003-e.htm
Study statistics/graphs to show changes and Details from textbook,
predicted changes in global use of different fact sheet or websites on
energy sources. biomass.
62
Consider factors For each source of energy use maps, diagrams Siting, Photographs, maps and Analysis and
5 periods
influencing the siting and photographs to consider the factors Wind farms, diagrams showing sites / description of
of each production influencing the siting of production units and volcanic areas, locations of energy photographs,
unit give examples of sites. cooling water, sources. map sand
e.g. wave energy Textbook, fact sheet or diagrams.
Wind: open, exposed areas, (e.g. coastal, web site with details of Understanding
upland) away from residential areas, cost / location factors. of siting and
present use of the land, etc. environmental
Geothermal – volcanic areas, heated rocks near issues.
the surface, presence of water, cooling water,
etc.
Solar: little cloud cover, long hours of sunshine,
sun high angle in the sky, often remote areas
away from other energy sources, etc.
Tidal: coastal/estuary, large tidal range,
environmental issues.
Biofuels; suitable conditions for cultivation of
raw materials, such as sugar cane, oilseed rape
etc, flat land, cooling water etc.
For each source of energy examine the Setting up costs, Details from textbooks, Understanding
5 periods
problems with development on environment. running costs, fact sheets or websites of difficulties in
*Consider other issues such as – continuous on difficulties. developing
cost of setting up and running, provision of a electricity supply, alternative
continuous supply of electricity, sustainability, sustainability, sources of
technical problems, scale of developments, etc. technical energy.
*Use statistics to compare costs and scale of problems, Interpretation of
development, etc. environmental statistics.
Discuss difficulties in LEDCs compared to concerns. Compare the
MEDCs. difficulties in
LEDCs and
MEDCs.
63
Understand how Students identify means by which they might Energy Local / students Analysis of
5 periods
energy can be conserve energy in the home, at school, conservation, knowledge. statistics /
conserved. travelling, in other circumstances. public transport, Local information on graphs, and
Students research how industry, transport, technologies, energy conservation. diagrams.
commerce and other occupations might education, Textbooks, fact sheets or Understanding
conserve energy. planning. websites on relevant of methods of
Examine statistics / graphs / diagrams which aid topics e.g. conserving
research and consider issues such as: http://openlearn.open.ac. energy.
methods of reducing consumption of fossil fuels, uk/mod/resource/view.ph
new power stations ( gas compared to coal) p?id=209155
alternative means of travel and use of public
transport, new technologies to improve
efficiency and use of alternatives, education and
planning, reducing heat loss, air conditioning
Total 40 periods
and cold storage, etc.
Case Study
The development of an alternative type of energy at a specific location could form a useful topic for a case study.
Textbooks and websites could provide useful information e.g. solar power in India
http://www.clean-energy-ideas.com/articles/solar_energy_india.html
The case study could include-
Location of power resources /sites of power plants
Advantages of the area for development
Characteristics / technologies involved
Advantages to the people
Environmental impact
64
C3 TOURISM
C3. 1 The growth of world tourism

Account for the Examine statistics over recent years to discover Global tourism, Statistics / accounts or Analysis of
growth of global extent in growth of global tourism. wealth/affluence, recent growth statistics /
tourism Students use local experience to consider why access, e.g. graphs.
more tourists visit Brunei and surrounding advertising / http://www.brunei- Understanding
areas. promotion, online.com/bb/fri/may2h of reasons for
Study resources to find reasons for general facilities , 5.htm global growth.
increase in tourism e.g. increase in wealth, free attractions, strategies for increasing
time, wealthy over 60s, improved transport/ education. tourist numbers e.g.
access, advertising / promotion, development of http://www.tourismbrunei
tourist facilities and attractions, education and .com/update.html
awareness, etc.
Students find examples of above to support
ideas.
4 periods
Discuss the Students use own experiences of tourism, Employment, Students experience Analysis of
advantages and newspaper articles and television reports to seasonal plus local TV and articles / reports.
disadvantages of the suggest some advantages and disadvantages employment, newspapers. Local Analysis of
growth of tourism of the growth of tourism. foreign exchange, tourist information. statistics /
for people and Examine statistics on employment and income culture, Statistics on graphs.
the environment, of local country (e.g. Singapore) to identify historic buildings, employment and Comparison of
especially with influence of tourism. environment, income. advantages and
reference to LEDCs. Look at factors such as income, jobs, foreign pollution, Photographs of the disadvantages.
exchange, culture, historic buildings, infrastructure. buildings and
environment, pollution, infrastructure environment.
developments, value of property, etc. Country as example –
*Produce chart using headings from above statistics
factors to compare advantages and http://app.stb.gov.sg/Dat
disadvantages. a/pages/12/b53b3a3d6a
*Use local examples to illustrate above. b90ce0268229151c9bde
11/annual_rep_05.pdf
65
C3.2 Sustainable tourism

Understand the Consider definitions and details to arrive at resource, conserve, Definitions and details of Understanding
concept of understanding of sustainable tourism. culture, sustainable tourism from of sustainable
sustainable tourism Break the concept down to briefly identify the economy, textbooks, fact sheets, tourism.
important aspects of sustainable tourism. local participation, websites e.g.
http://www.geographia.c
om/MALAYSIA/kinabalu.
html
and
http://www.unep.fr/pc/tou
rism/sust-
tourism/home.htm
4 periods
Appreciate the need *Students discuss the different types of tourist Coastal, Local experience and/or Fieldwork, (together with
the following
for strategies to areas. Students study definition/concept of mountainous fieldwork. Local tourist research. outcome on
encourage and sustainability and discuss what is needed for ecological, cultural information. Analysis and next page)
develop sustainable sustainability to happen. sustainable Photographs of different description of
tourism in different Examine areas where strategies have been tourism, types of tourist areas. photographs.
contexts, such as introduced and identify these strategies. Use management, Examples of areas Understanding
coastal, examples of different areas to introduce wide planning, where efforts have been of the need to
mountainous, range of strategies. What strategies do areas population growth, made to introduce introduce
ecological and have in common? e.g. quality of life, sustainable tourism. strategies to
cultural areas. management, planning, education, making money, e.g. sustainable tourism develop
conservation, population growth, quality of life, conservation, in Thailand sustainable
local labour and resources, making money, biodiversity, http://www.thailandoutlo tourism.
encouraging biodiversity, eco friendly, private collaboration, ok.com/NR/rdonlyres/01
and public collaboration, protection, etc. local labour and 8CD9E3-F60B-417A-
resources. A757-
protection. E6349B8658B3/0/Touris
m2.pdf
heritage sites
http://www.world-
tourism.org/sustainable/
doc/Huangshan.pdf
in Brunei
http://www.mattasabah.c
om/betcon/main/speaker
s_Sheikh.asp
66
Assess the Students discuss and identify the different local councils, Examples of Analysis of (together with
strategies and inputs groups who have an interest on tourism in an hoteliers, developments with some statistics. the above
outcome)
of various groups in area. E.g. local businesses, assessment in textbooks Making
managing the local councils / authorities, hoteliers, local travel agents, or on web sites judgements from
environment in a businesses, travel agents, tourists, conservation e. in the Amazon Basin accounts.
sustainable manner. governments, international conservation agencies, http://www.4hoteliers.co
agencies, (World Tourism Organisation) local local communities. m/4hots_fshw.php?
communities. Etc. mwi=1953
Consider what each can do / has done to examples of success /
promote sustainability. failure of strategies from
Look at examples of strategies and research the websites e.g.
extent to which they have succeeded. http://www.globaleye.org
Use appropriate statistics on local employment, .uk/secondary_spring01/
etc. eyeon/casestudy.html
strategies in Indonesia
http://www.un.org/jsumm
it/html/sustainable_dev/p
2_partners_other_areas/
1908_promote_tourism.
pdf
C3.3 Tourism in Brunei

Describe the cultural Students list features in locality or known areas Natural attraction, Local information and Draw sketch 2 periods
and natural of Brunei which are attractive to tourists. cultural attraction resources. map of tourist (together with
attraction of Brunei Use local tourist information facilities to help http://www.brunei.g websites e.g. attractions. the following
for tourists. compile list. ov.bn/about_brunei http://www.brunei.gov.bn Use local outcome on
next page)
*Draw sketch map to show location of main /tourism.htm action, /about_brunei/tourism.ht resources and
tourist sites/attractions. m photographs to
Use photographs to illustrate attractions. describe tourist
Describe in detail one example of a natural attractions
attraction and one of a cultural attraction.
67
Be aware of the The need to attract tourism: Economic why promote Understanding (together with
need to promote the revise oil industry and need for diversification. diversification, tourism/objectives of why and how the above
outcome)
attractions of Brunei list reasons for trying to promote tourism in promotion, Websites e.g. tourism might be
and the methods Brunei. advertising, http://www.bruneidirecth promoted.
used to do so. Promoting tourism familiarisation trips, ys.net/about_brunei/touri
Discuss how different agencies /interested trade shows, st_attraction.htm
parties might play a part in promoting tourism. working parties, Royal Brunei Airlines
research methods used by different agencies to Royal Brunei http://www.norgate.com.
promote tourism. Airlines. au/html/royal.htm
Include methods such as familiarisation trips,
trade shows, advertising, role of embassies in
foreign countries, role of Royal Brunei Airlines,
working parties, etc.
Explain the impact of The impact on people and the environment Forests, Local information and Fieldwork skills
2 periods
tourism on the could be covered in part by local fieldwork, ecotourism, resources. such as-
environment, using techniques such as sketches mapping flora and fauna, Fieldwork. mapping,
economy and people and questionnaires. footpath erosion, Details of impacts from questionnaires,
of Brunei. Environment – holiday fact sheets and field sketches,
Students look at benefits and disadvantages accommodation, websites. land use
and examine issues such as forests, flora and air and noise surveys, quality
fauna, footpath erosion, eco – developments, pollution, of the
holiday accommodation, increases in transport preservation of environment
with accompanying air and noise pollution, buildings, surveys.
buildings which may have suffered or been culture, Understanding
preserved, etc. diversification, of the impact of
Economy- craft industries, tourism on
issues such as jobs, income to individuals and foreign exchange, Brunei.
the country, diversification, foreign exchange, jobs, income.
developments in infrastructure and services,
demand for food, etc.
People-
issues such as jobs and income, temporary or
permanent, exposure to new cultures ( benefits
and problems)
benefits to craft industries with tourist market,
etc.
Students consider the variety of direct and
indirect jobs which are created by tourism.
68

Evaluate the Revise impact on environment and people. Education, advice, Use local information Observation of 2 periods
methods used to Environment – regulations (laws) from Tourist Board, local impact.
control the impact of Students research how effective regulations, conserving, observation and Understanding
tourism on the education and advice have been in conserving protecting, students’ experience. of methods and
environment and important religious and cultural buildings and valuable species, Fact sheet or information effectiveness of
people of Brunei. festivals. exploitation, sheets on methods to
Examine the rural environment to evaluate the seasonal regulations and other control the
extent to which methods have succeeded in employment. controls. impact.
protecting valuable forests, species of animals
and plants, footpaths, etc.
Some students may be able to make a fieldwork
study of one of the controls, which may be on a
large or small scale, e.g. signs to warn against
dropping litter or keeping to the footpath, or not
touching items in buildings, etc.
People-
Students research effectiveness of methods
protecting people from negative aspects of new
cultures of tourists, from exploitation of their
culture, of problems because of seasonal
employment, etc. 14 Periods
Total
Case Study
A study of tourism in a country or area of a country could make a useful topic for a case study.
Textbooks, tourist information from travel agents and websites may provide useful information, e.g. Singapore
http://app.stb.gov.sg/asp/tou/tou02.asp
The case study could include-

Location of the tourist attractions
Reasons for the growth of tourism
Sustainable tourism
Advantages gained from tourism
Problems associated with tourism
Strategies to control the impact of tourism
69
LIST OF COMMITTEE MEMBERS
Facilitator : Awang Ranga Rao

Curriculum Development Department
Chief : Dayang Hjh Jamalliah binti Hj Md Salleh

Coordinator Sekolah Menengah PAP Hjh Masna
Members : Dayang Hjh Masrizawati binti Hj Jahri

Sekolah Menengah Sayyidina Abu Bakar
Dayang Lim May Che

MSPSB
Dayang Zaitun binti Mohiddin

STPRI
Dayang Sarinah binti Hj Hashim

Sekolah Menengah Sultan Muhammad Jamalul Alam
Awang Aidil bin Rayon

Sekolah Menengah PAP Hajah Rashidah Sa’adatul Bolkiah
Awang Borhan bin Hj Shawal

Sekolah Menengah Muda Hashim
Dayang Noryati binti Musing

Sekolah Menengah Sufri Bolkiah
Dayang Kartina binti Hj Awg Salim

Maktab SOAS
70

SOW Geography Upper Sec 3 Yrs

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Following is the suggested number of period allocation for each topic.

THEME TOPIC PAGE

SKILLS Map Reading 1

A2 Rivers and Coasts 14

A3 Weather, Climate & Natural Vegetation 21

THEME TOPIC PAGE

THEME TOPIC PAGE

The letter A is in grid square 2136.

Six figure references show the exact location of a feature.

The letter b is at grid references 214367.

Directions can also be described as bearings. This shows the

The bearing of B from A is 130º

Drainage features such as rivers and streams, and lakes are

Roads and railways cross different types of landscapes but

To pass through highland areas roads will follow valleys and

The situation of a settlement is its position in relation to

Candidates should be able to identify Settlements may be arranged in a linear or nucleated

THEME A The Natural World

A1.1 Plate boundaries

OUTCOMES ACTIVITIES FRAME

A1.3 Impact of volcanoes on people and the environment

OUTCOMES ACTIVITIES FRAME

OUTCOMES ACTIVITIES FRAME

A1.5 Impact of earthquakes and tsunami on people and the environment

A1.6 Strategies to reduce the impact of earthquakes

Provide graph produced by seismometer during Statistics/photographs/

THEME A The Natural World

A2 RIVERS AND COASTS

A2.1 River processes

OUTCOMES ACTIVITIES FRAME

A2.3 River systems

A2.4 Coastal processes

OUTCOMES ACTIVITIES FRAME

A2.5 Features resulting from coastal processes

A2.6 River & coastal flooding

OUTCOMES ACTIVITIES FRAME

A3 WEATHER, CLIMATE AND NATURAL VEGETATION

A3.1 Distinction between weather and climate

Study photographs and sketches of tropical 3 periods

drip tips, secrete Photographs of features Identifying and the above

A3.5 The tropical rainforest as a resource

Understand the Explain the meaning of deforestation. Deforestation, Definition of Analysis of

Textbooks and websites may provide useful information e.g.

THEME B People, food and settlement

B1 POPULATION AND QUALITY OF LIFE

B1. 1 Growth of world population

Death rates (together with

Understand the Give definitions of overpopulation and Overpopulation, Definitions of Understanding

B1.2 Population structure

OUTCOMES ACTIVITIES FRAME

B1. 3 Quality of life

OUTCOMES ACTIVITIES FRAME

• Lack of skills and education (continue from

B2 FARMING, FOOD CONSUMPTION AND PRODUCTION

B2.1 Factors affecting food production

Describe calendar of subsistence farmer’s year (continue from

B2.2 Consequences of farming methods on people and the environment

B2.3 Food consumption

OUTCOMES ACTIVITIES FRAME

THEME B People, food and settlement

B3.1 Site and situation

B3.2 Settlements as service centres

OUTCOMES ACTIVITIES FRAME