How this guide works...

This revision guide is the Restless Earth revision and question guide and it gives

you a full and detailed guide of everything you’re expected to know, and previous

assessment questions too – fun right?

Remember – everything in this booklet (along with the other five!) you need to

know about, and we’ve already done at least once in class. The activities I’ve

included in this book will help you, but are not exam questions, they are designed

to encourage you to get thinking about revision / do revision!

You should therefore attempt all the exam questions

from this book as you go along to really help you. The

symbol to the right tells you it is an exam question.

If you should lose this booklet (naughty you), then you

can easily download and print off a new copy from the year 11 study support and

homework section of the CTS website. They are also available from the swish

revision hub board outside of the geography room.

As always remember – you do them, I mark them, you respond / improve and then I

remark. Put simply… There is no excuse for not having your revision / exam

question books on you – or for not doing revision…ever.

The next six pages are the best places to start they talk about what the exam will

look like, what the exam board say you should know for this unit, a small guide to

the types of questions there are on GCSE geography exams and how to answer

them and finally a list of command words.

Any questions at all...

...please ask!

What will my exam look like? You will have two exams, both will last 1 and a half hours and will be made up of 2 sections – the helpful diagram below will

explain everything.

Physical Geography - 1 and 1/2 hours

long

Section A

Q1 - Restless Earth

Section B

Q5 - Water on the Land

Q6 - Ice on the Land

Human Geography - 1 and 1/2 hours

long

Section A

Q2 - Changing Urban

Environments

Section B

Q4 -Development

GapQ6 - Tourism

Page | 1

What does the exam board expect me to know for the Development Gap Section?

You should know and understand: ✓

What development is

How development can be measured including GNP, GNI, HDI, Birth and death rates, infant mortality, people per doctor, literacy rate, access to safe water and life expectancy – called DEVELOPMENT INDICATORS

How different development indicators can be linked together

The problems with using development indicators

The different ways of classifying different parts of the world

The link between quality of life and standards of living – including attempts made by people in poorer parts of the world to improve their own quality of life

How environmental factors like a natural hazard can make inequality worse including a case study

How economic factors like an imbalance in trade can make inequality worse

Differences in the quantity and quality of water available on people’s standards of living

How unstable governments can have an impact on inequality

How trade can be made less imbalanced

What fair trade, trading blocs, debt repayments, debt abolition, aid and conservation swaps are

The advantages and disadvantages of aid for donor and receiving countries

Page | 2

The really helpful bit

In GCSE geography there are two types of questions – short answer questions

(worth 1, 2 or 3 marks) and longer answer questions (worth 4, 6 or 8 marks). This

help guide should help you recognise the difference between the two and how to

answer each type of question.

Short Answer Questions (worth 1, 2, or 3 marks)

These questions are point marked. This means that the examiner will give you a

mark for each point that you make and explain (if the question asks for it).

Before answering the question you should read it carefully. It might be worth

highlighting or circling what the command words are and then underline what

topic the question actually is asking for.

A few quick points:

- Make sure you give / answer the correct number of points for the marks that

the question is worth.

- Make sure you introduce your answer – it only takes a few words and shows

the examiner you know what you’re talking about. Avoid starting any

sentence with words like it or they. A better example would be “An MDC is a

more developed country”

Long Answer Questions (worth 4, 6, or 8 marks)

These questions are level marked. This means that the examiner will read all of

your answer and then decide on a level to give you. In 4 or 6 mark questions the

maximum level you can get is level 2, in an 8 mark questions the maximum level is

level 3.

On your human geography paper for your 8 mark questions there is 3 extra marks

awarded for your spelling punctuation and grammar. The table below shows what

you need to do to get these extra marks.

Threshold performance

(1 mark)

- You spell, use punctuation and use the rules of grammar with reasonable accuracy.

- Any mistakes do not stop the examiner understanding what you meant in your response.

- You use a limited range of key words appropriately.

Intermediate performance

(2 marks)

- You spell, use punctuation and use the rules of grammar with considerable accuracy

- The examiner has a good idea of what you mean in your answer. - You use a good range of key words appropriately.

High performance

(3 marks)

- You spell, use punctuation and use the rules of grammar with consistent accuracy.

- The examiner has no trouble understanding what you mean in your answer.

- You use a wide range of specialist terms adeptly and with precision.

Page | 3

The examiner is looking for what are called ‘linked statements’ to give you the

higher levels, and therefore higher marks.

Linked statements are sentences with developed explanation, statistics or

examples in your answer that prove your point.

What the examiner is looking for at each level is shown in the table below along

with some example sentences to help.

Level 1 Level 2 Level 3

Basic knowledge with little or no detail showing very simple understanding. There is little organisation of the answer and few key words.

Clear knowledge with clear and developing understanding and explanation shown. Some examples are used along with key words.

Detailed knowledge with clear and detailed understanding and explanation. Examples are used to answer the question with explanation and a wide range of key words are also used.

Lots of people die in poorer countries die in earthquakes.

Lots of people die in earthquakes in LDCs because there is likely to be less emergency services.

Lots of people die in earthquakes in poorer countries because there is likely to be less effective emergency services. This is because there is less money to pay for training for them, or give them good equipment. This means that less people will be saved and therefore more people will die.

A good 4 step plan to remember when writing a longer answer essay question is:

Page | 4

Exam Command Words

These are sometimes called trigger words – they should trigger you into knowing

what the question is asking of you. But sometimes people can get confused as to

what they need to do to answer the question effectively.

The table below shows you the most often used command words and what they

mean. They are in an order with most often used ones first.

Command Word

Definition

Describe Give a detailed version of what happens / has happened.

Give Use words like because in your answer as you will be explaining how or why something is that way.

Discuss Explore the subject by looking at its advantages and disadvantages (i.e. for and against). Attempt to come to some sort of judgement.

Explain Describe, giving reasons and causes.

Define Give the meaning. This should be short.

Outline Concentrate on the main bits of the topic or item. Ignore the minor detail.

Evaluate / Assess

Give an opinion by exploring the good and bad points. It’s a bit like asking you to assess something. Attempt to support your argument with expert opinion.

Factors Not strictly a command word – but it can come up – where a question asks about factors it means give the facts, reasons or circumstances that can make something happen.

Identify Recognise, prove something as being certain.

Compare / Contrast

Show the similarities / Show the differences (but you can also point out the other side of the argument).

Analyse Explore the main ideas of the subject, show they are important and how they are related.

Comment Discuss the subject, explain it and give an opinion on it.

Justify Give a good reason for offering an opinion.

Page | 5

What is Development? Development when talking generally is the process of improving people’s lives.

When looking at countries and their development it can be categorised or grouped

with other countries which are similar to them. One way to do this (as you have

now seen) is to rank countries by their level of development.

There are many different measures of development; one of the most common ways

is to put countries in order of their GNP (Gross National Product) or GDP (Gross

Domestic Product). In other words, how much money the country makes in a year

(National – international, Domestic – within that country only). By categorising

countries in this way it is assumed that the richest countries in the world are the

most developed but remember there are other ways to measure development.

When we talk about countries being most developed economically (money wise)

we call them MDCs or More Developed Countries - the opposite being LDCs or less

developed countries. Countries that are somewhere in the middle are NICs or RICs

meaning Newly Industrialised Countries or Recently Industrialised Countries.

Back in the 1960s a Dutch geographer called Brandt developed a map where he

had all the richer countries north of the line, all the poorer countries south of the

line.

It is called the Brandt line (after the geographer who drew it) but it is now well out

of date – for example China, India, Brazil, Mexico and South Africa are all much

richer now, while others have criticised it for being all about money and not about

other means of how we can measure development.

Page | 6

1. Name three countries that are above the Brandt line.

2. Name three countries that are below the Brandt line.

3. Name three countries that show the Brandt line to be out

of date.

4. Explain why the Brandt line can be considered not useful.

Since then the development groupings used to describe the world have changed a

lot. As shown below:

First, second, third and fourth worlds (out of date, and politically incorrect)

• Early method of dividing up the world from European perspective.

• 1st = Europe, 2nd = colonised areas (New America, Australia), 3rd = poorer

countries, 4th = poorest countries, still/declining economically

• It is clear that such a division is insufficient in number of categories, as the

variety between poor countries has radically increased.

Countries at different stages of development

• Simple two-fold division involving the use of “less developed country” (LDC)

and “more developed country” (MDC) which later became LEDCs and

MEDCs due to a poor summarising of a country’s wealth disregarding

factors such as culture. They’ve since changed back to LDCs and MDCs now

that we’ve decided that money (the E in MEDC) is not the most important

part of development

• Due to factors such as globalisation where contacts and trade between

countries have increased, some LDCs are growing more rapidly than most

developed economies which resulted in the introduction of a new category

known as Newly Industrialising Countries (NICs) or Recently Industrialised

Countries (RICs).

• BUT….the MEDC/LEDC division is becoming much less useful since certain

regions or people in an LDC may be difficult to spot from MDCs with the

middle class growing in poor countries and capital cities becoming

increasingly developed.

Page | 7

Five-fold division based on wealth – still isn’t the best system but some might argue

it’s a little clearer. Below are some examples.

• Rich industrialisation – United Kingdom is wealthy. Manufacturing industry

declined.

• Oil exporting countries – E.g. United Arab Emirates and Venezuela. Large

wealth unevenly spread across society, lots of money from exporting. Rich

people/companies invest in businesses abroad, majority stay poor. Some

profit used for development projects for everyone’s benefit.

• Newly Industrialising – See above

• Former centrally planned economies – Poland, Czech Republic, Russia,

China. Former centrally planned economics. Russia – communist influence.

Poland and Czech Republic old allies, becoming like EU. China’s

government is communist, fastest growing economy, rapid industrialisation

• Heavily indebted – Division between poorer countries, debt slows down

development, borrowed from World Bank. Similar to NICs (Newly

Industrialised Countries) and LDCs or 3rd and 4th world countries

5. Using five-fold division above – what are the advantages

and disadvantages of the system?

6. Using the examples of the different countries above – can

you describe / define what each of the groupings are above.

7. Overall which of the systems do you think is best for

grouping countries together? Why?

From 2011

4 (a) Study Figures 9a and 9b, on the next page, which

show two ways of classifying the different countries of the

world. Explain why a simple division of the world into the

rich north and the poor south is no longer valid. (6 marks)

Page | 8

Page | 9

What are Development Indicators? Development indicators are ways of measuring development in a country. These

are useful when comparing one country to another, or when looking to see if a

country is improving.

The Brandt line (shown above) used GNP as its way of measuring development, but

this has a whole heap of problems. For example measuring development by GNP or

GDP alone is that it doesn’t take into account how big or small a country is – for

example China has 1.4 billion people living in it so will obviously have a bigger GNP

or GDP than most other countries.

This is where the measurement per capita, meaning per head, comes in. Again

there are problems with this – not everybody in the country will earn the same

amount – many will earn much more, while some much less.

Other ways of measuring development is by using different development indicators

– a list of which are below. Each of them have their good and bad points and it’s

important to know these – we talked about these a lot in lessons.

Gross national product (GNP) / Gross National Income (GNI) - total value of all final

goods and services produced within a nation in a particular year, measure of

wealth.

Gross Domestic product (GDP) - total value of all final goods and services

produced by a nation around the world in a particular year, measure of wealth.

Birth rate – Number of babies born per 1,000 per year. Richer countries tend to

have a lower birth rate as the country can offer free contraception, and some

people choose not to have (or not to have as many) babies in favour of a career.

Death rate – Number of people who die per 1,000 of the population per year. More

developed countries tend to have a lower death rate as the country can offer

healthcare, less developed countries tend to have a much higher death rate

because of a lack of healthcare system. However some MDCs have an aging

population (lots of older people) so sometimes they can have a higher death rate.

Infant mortality – Number of babies that die under the age of 1 per 1000 live births.

This tends to be much lower in developed countries where there is a developed

health service.

People per doctor – Number of doctors per 1000 people. This tends to be much

higher in developed countries where there is the money for a developed health

service.

Page | 10

Literacy rate – Percentage of adults which can read and write. This tends to be

much higher in developed countries where there is the money for an education

system.

% Access to safe water – Pretty self-explanatory this one I would have thought –

will be higher in richer countries as there is a developed system of water pipes.

Life expectancy – Is the number of years a person is expected to live to. This will be

higher in more developed countries where there is a better health care system,

more awareness of healthy diets and a greater access to services that make

people heathier and live longer – like gyms.

Human Development Index (HDI) – The UN has used HDI as an indicator of

development for a number of years now. It includes 3 different development

indicators:

1. Life expectancy

2. Literacy rate

3. GDP per capita

Each of the categories is given a score and HDI is the average of the scores –

0.000 being the worst score and 1.000 being the best.

It is said to be a better indicator of development because it combines social and

economic development together. Also in the event of a natural disaster or war

because HDI is made up of three development indicators it is less likely to be

effected by these.

8. Choose one of the development indicators above – write down a

short explanation as to what it is, and what it shows. Explain why it

is a good thing.

9. Choose a different one of the development indicators above –

write down a short explanation as to what it is, and what it shows.

Explain why it is a bad thing.

10. Find a non-geographer. Tell them about HDI. Tell them

why it’s a good thing and what it includes. Enlighten them.

11. How might some of these development indicators link

together? Choose at least two examples of two different

development indicators and explain how they link together.

Page | 11

From 2010

4 (a) Study Figure 5, a table which gives some measures of

development for five countries.

4 (a) (i) What do the letters HDI mean? (1 mark)

4 (a) (ii) Explain why HDI may be a better indication of a country’s level of

development than GNP. Use Figure 5 and your own knowledge. (4 marks)

Page | 12

From 2011

4 (c) Study Figure 11, a scattergraph showing the link between GNP per head and

the percentage of people employed in agriculture in selected countries.

4 (c) (i) What is the relationship between GNP per head and the percentage of

people employed in agriculture shown in Figure 11? (1 mark)

4 (c) (ii) Why is GNP per head not a good indicator of a country’s level of

development? (2 marks)

Page | 13

From 2013

4 (a) (i) Study Figure 10, a scattergraph showing the link between life expectancy

and the percentage of the population with access to safe water supply. Draw a

best fit line on Figure 10. (1 mark)

From 2013

4 (a) (iii) Explain the disadvantages of using a single measure of development. (4

marks)

Page | 14

From 2015

4 (a) Study Figures 10a and 10b below, maps showing two ways of classifying the

countries of the world.

4 (a) (i) With the help of Figures 10a and 10b, explain the problems of using

different development measures to classify the countries of the world. [6 marks]

Page | 15

From 2016

4 (a) Study Figure 11, a scattergraph showing the link between Gross Domestic

Product (GDP) and infant mortality. Each dot represents a different country.

4 (a) (i) Draw a best fit line on Figure 11. (1 mark)

4 (a) (ii) Describe the relationship shown by the graph. (2 marks)

Page | 16

4 (a) (iii) Suggest a reason(s) for the relationship shown in Figure 11. (3 marks)

What is Quality of Life? What is Standard of Living? As we’ve already talked about the idea behind development is to improve people’s

lives over times. As part of this there are two key words that focus on specific

elements that development looks to include; quality of life and standard of living.

Quality of life is an indication of your overall ‘wellbeing’. It is a subjective /

qualitative measure because wellbeing is based on perception. You may be not

have a lot of money but you could have a good quality of life – for example your

babies and / or children are healthy, you have enough to eat, your life expectancy

is quite high, people are educated. In other words, people are quite happy. People

in the developed and developing worlds have a different perspective about what is

a good quality of life.

Standard of living is the economic level of a person’s daily life. In other words, are

people well off with enough money to have a comfortable lifestyle? Do they fall

below the UN’s poverty line of $1 a day? It is a quantitative measure (based on

statistical data) under which people are said to have a poor standard of living.

From 2011

4 (b) (i) Use Figure 10 and your own knowledge to

suggest why Juleka is smiling. (4 marks)

Page | 17

4 (b) (ii) Explain the difference between standard of living and quality of life. (2

marks)

Page | 18

4 (b) (iii) Juleka is happy with her quality of life.

Why might people in rich countries not agree with Juleka about her quality of life?

(2 marks)

From 2014

4 (c) Study Figure 9, some information about the impacts of a development scheme

using sand dams in Kenya, a country in Africa.

4 (c) (i) Give one quality of life indicator which has improved because of the

scheme shown in Figure 9. (1 mark)

4 (c) (ii) Suggest one way in which local people will have an improved standard of

living because of the scheme shown in Figure 9. (2 marks)

Page | 19

From 2014

4 (a) (ii) Suggest why ideas of acceptable quality of life vary between different

parts of the world. (3 marks)

From 2016

4 (c) Study Figures 12a and 12b on the next page. Figure 12a shows cooking on a

traditional three stone fire. Figure 12b shows cooking on an improved stove made

by a local company. Figure

Annotate the photograph to suggest how the improved stove will improve quality of

life for the users. (3 marks)

Page | 20

How have People Tried to Improve their Quality of Life in LDCs? There are a couple of examples (or case studies as they sometimes like to be

called) here – for example you could talk about the ASH (assisted self help

schemes) from the Changing Urban Environments Topic, or at a real, real push you

could talk about the ways in which people in Kibera (the slum settlement from the

Changing Urban Environments unit) help themselves through jobs, education etc.

Our best example (and the one we did in lesson) was The Grameen Bank, set up

originally in Bangladesh in 1983. Bangladesh is a good example as many people

live in poverty, especially in the rural areas. They are caught in a poverty trap

because they have few ways of earning money which would improve their quality

of life and pay for better food, education and health care.

Key to the Grameen bank’s success is the involvement of women. They believe that

women play a key role in development because they invest any money they make in

their families and this benefits future generations.

Mrs Begum is a good example of how people have improved their own quality of life

but she has needed some help from the Grameen Bank. Here’s how it works…

• Marjina Begum was married at 11 years old. She moved in with her husband’s

family and lived in very poor conditions in a village.

• 20 years ago she was brave enough to borrow 2 500 taka (£20) from the

Grameen Bank to set up a sewing business and she began to produce and sell

bags.

• The Grameen Bank is a microfinance scheme designed to help people who

would normally be refused a loan from an ordinary bank. Officials visit villages

on bikes. Money is loaned to women to set up small business. A condition of a

loan is that borrowers must undertake to keep families small, boil their drinking

water and follow simple rules on healthcare. Women are responsible for the

running of their families and so these simple rules are very effective in

improving the community’s quality of life.

• Mrs Begum repaid the loan after a year and was able to take out a larger loan

which she used to buy a goat, some hens and other livestock. She was able to

feed her family and had a surplus which she sold.

• She was able to repay that loan and took out a housing loan which she used to

build a 4 roomed home for her family.

Page | 21

• After 20 years Mrs Begum is a successful businesswoman. Her 3 children have

been educated to secondary standard and one son is at university taking a

masters degree. They now have a chance of a decent quality of life and their

skills will indirectly help Bangladesh to develop.

• A series of microfinance loans has lifted her family out of poverty and enabled

her to earn her independence. Like most women she has been prepared to

work hard and has spent her new found wealth where it is most needed, on her

family’s health, food, housing and education. She is empowered and has

passed on new values to her children.

12. Briefly explain how The Grameen Bank works to help

people in poverty.

13. Explain what the benefits of the Grameen bank on

a) the individual

b) the community

c) the country.

14. Can you see any potential problems with the Grameen

bank? How might these be solved?

From 2014

4 (d) Study Figure 10, an extract from a website about a

microfinance programme in Africa.

Page | 22

Use Figure 10 and your own knowledge to explain how people in the poorer part of

the world can attempt to improve their own quality of life. [4 marks]

How does a natural hazard make a country poorer? Our case study here is Haiti – in the Caribbean. It is the poorest country in the

western hemisphere and is at risk from a number of hazards because of its

location in an unstable tectonic zone it suffers from earthquakes.

The Caribbean area also suffers from hurricanes each year, when the temperature

of the sea reaches just high enough to trigger a hurricane. The mountainous

terrain of Haiti also means that landslides are common following the heavy rain of

the hurricanes.

Using our LDC example of an earthquake (one case study, two uses!) In January

2010 Haiti was affected by a magnitude 7 earthquake which is thought to have

killed nearly 300, 000 people and another 300, 000 were injured.

Haiti’s social and economic development has been badly affected: It is relying on

aid to rebuild but 60% of the promised funding has never been given and the

country’s development has slowed because of it.

Page | 23

By Sept 2012:

• Many towns and villages including the capital Port au Prince were been

virtually destroyed, rubble is still uncleared and rebuilding is slow.

• Transport infrastructure has been destroyed and many roads are still

damaged and impassable. Around 500 landslides were triggered by the

earthquake, some blocked roads. Heavy rainfall from hurricanes like

Hurricane Sandy in Nov 2012 have continued to cause mudslides – this is an

ongoing problem for Haiti.

• The port and airport have been badly affected, rebuilding is slow because of

poor organisation and so goods like sugar cane cannot be exported to earn

Haiti money. To develop economically Haiti needs to boost its exports.

• 70% of the businesses have not been able to reopen. This is affecting

people’s incomes and quality of life and they are not putting money into the

economy. 60% of people cannot find a job.

• People still cannot work because they may be injured, traumatised and

homeless. There are still approximately 1m people homeless and live under

tarpaulins or in tents. Crime is a problem.

• Even fewer children go to school now which will have a long term effect on

Haiti.

• Lack of clean water and sanitation are still a problem. An outbreak of

cholera has killed 6,000 people and affected another 50,000. This has put

extra strain on organisations like the Red Cross.

• Money from aid is being spent on rebuilding hospitals, schools and other

public buildings and improving the infrastructure.

Although there is still a very long way to go, improvements and financial incentives

in Haiti are making it more attractive to foreign investors.

• Work has already begun on a factory estate by the South Korean clothing

manufacturer Sae-A. The development will provide 20,000 jobs and directly

support the livelihoods of up to 120,000 people. The new factory buildings on

the estate will provide opportunities for local businesses to start up.

• Tourism is being developed and Marriot hotels have signed a deal for a hotel

in Port au Prince.

Page | 24

15. Using the information about the Haiti earthquake draw an

A4 page spider diagram – in the centre write the case study

name and date. Outside of that write down all the key primary

and secondary effects of the earthquake. Branch this out and

then write the long term, development effects of the

earthquake. You should aim to use at least two colours.

16. Explain in no more than 50 words how Haiti’s vulnerability

to natural hazards has potentially made the country poorer.

From 2010

4 (a) (iii) Use a named example to show the impact of a

natural hazard on a country’s development. (4 marks)

From 2013

4 (d) Use a case study of a natural hazard to explain how development can be

hindered by environmental factors. (8 marks + 3 SPaG marks)

Page | 25

From 2016

4 (b) Use a case study to explain how a natural hazard can hinder development. (4

marks)

Page | 26

What other factors make a country poorer? There are a number of other factors that make a country – the next couple of pages

take each of these factors in turn and try and explain them. We’ll start with trade.

Trade Countries get caught in a poverty trap. They need to earn more money by

attracting companies from other countries, called Foreign Investment, or boosting

their exports but this is often much more difficult than it seems.

For example, even though a foreign company will send much of its money back to

its home country there are benefits like new job opportunities and the development

of skills. Through wages there is money going into the local economy, and through

people paying taxes this then enables spending on health, education, roads and

development of communication infrastructure.

But what if countries don’t get that company coming to them?

A good example of to prove this is the difference between Malaysia (where Dyson

vacuum cleaners are now made), and Niger (one of the poorest countries in

Africa).

Niger Malaysia

GNI per capita $700 $14,360

Below poverty line 43% 1%

Birth rate 45.73 per 1000 20 per 1000

Death rate 16.36 per 1000 5 per 1000

Fertility rate 7.1 children 2.6 children

Infant mortality 91 per 1000 live births 5 per 1000 live births

Life expectancy 47 years 75 years

Secondary School

enrolment 10% 96%

HIV prevalence 0.8% 0.5%

Access to clean water 48% of population 98% of population

Access to sanitation 9% of population 96% of population

Access to internet 6% of population 56% of population

Page | 27

17. Using the information above – explain why foreign

companies like Dyson would benefit from moving to countries

like Malaysia.

18. Briefly describe what the benefits would be to countries

like Malaysia of foreign companies locating there.

Trading patterns mean that developing countries find it difficult to boost their

GDPs through exports.

For example African countries tend to earn money from exporting their raw

materials like cocoa, coffee, sugar and iron ore. Primary products (raw materials)

tend to be low value in comparison to the added value of manufacturing them into a

finished (secondary) product – which will usually happen in another country. For

example cocoa from Ghana is made into chocolates by companies like Cadbury’s

in the developed world.

Another reason why some countries remain poor is because developed countries

tend to protect their economies by putting up barriers to trade, blocking countries

from competing in a fair and free global market through trading blocs.

What is a Trade Bloc/Trading Group?

• A trading group is where a group of countries join together to form a more

powerful trading union like the European Union or EU which currently has 28

member states.

• Free trade is allowed between the member states – there are no barriers like

quotas (set limits on products) or tariffs (charges on importing a product) to

restrict trade within the EU. The other EU countries are the UK’s biggest

market giving access to over half a billion fairly wealthy people.

• Although a trading group will allow free trade between its members it can put

up trading barriers to protect the economies of its members.

• The EU has a system of subsidies and guaranteed prices which it pays to its

farmers to ensure that they have a reasonable income e.g. it guarantees the

price of sugar and if there is a surplus it ‘dumps’ the sugar on other countries –

see Mozambique sugar story next.

• The EU imposes a system of quotas and tariffs in place for some products

coming into the Trading bloc protecting their countries’ domestic agriculture

and industry. There is a 10% tariff on imported Japanese cars.

Page | 28

• The EU is such a large and wealthy market that it can negotiate favourable

trading agreements with other countries for example in 2012 it negotiated with

the rapidly expanding economy of India to reduce their tariff on imported

European cars.

The benefits of Trading groups

o Increased trade between member countries boosts jobs, economies and

quality of life.

o Resources and expertise can also be shared within the

trading group.

o Controls/barriers are in place to protect agriculture and

industry within the trading bloc

o A larger trading group has more power and influence to

negotiate deals.

o A trading group provides a larger potential market for exporting

countries.

The story of the EU and Sugar

In 2006 EU sugar beet farmers got a guaranteed price for their sugar of €670 a

tonne, three times the world market price. They exported the surplus sugar; some

went to Swaziland where it cost 12000 sugar plantation workers their jobs.

Even though sugar from Mozambique only costs €280 a tonne, the EU Trading Bloc

has prevented Mozambique from selling it to the EU. The EU wants to protect the

livelihoods of their sugar farmers and so they put up trade barriers by imposing

quotas and tariffs. So only a small amount of Mozambique sugar can be imported

into the EU – and what does come in is as expensive as EU sugar.

If Mozambique were allowed to export to the EU – at a reasonable price, it would

benefit its economy. They would make €100m a year. Within the EU, consumers

including industries which use sugar as a raw material, pay more for their sugar.

19. What is a trading bloc? What are the advantages of

being in a trading bloc?

20. What drawbacks does not being in a trading bloc

bring?

21. Define what a tariff and a quota are and why they

are used by richer countries.

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From 2010

4 (c) (i) Study Figure 6, below, which shows the

importance of primary products and manufactured

products in world trade.

Give two features of world trade shown in Figure 6. (2 marks)

4 (c) (ii) Describe the advantages for poor countries of joining a trading group. (2

marks)

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From 2012

4 (b) (i) What is a Trading Group? (1 mark)

4 (b) (ii) Outline one way in which Trading Groups can help poor countries get a

better deal from world trade. (2 marks)

From 2014

4 (a) (i) Give three features of the pattern of world trade. (3 marks)

4 (a) (ii) For one or more of the features of world trade listed in 4(a)(i), or others

that you have studied, explain how they worsen global inequalities. (4 marks)

From 2015

4 (c) (ii) Describe one way a poorer country benefits from being part of a trading

group. (2 marks)

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4 (d) Explain how social and economic factors make global inequalities worse. (8

marks and SPaG 3 marks)

Physical / Environmental Factors Countries can be kept in the poverty trap by a series of poor physical and

environment factors. For example countries like Sudan and Chad struggle because

of their dry, hot climate to be able to grow any cash crops that can be exported in

order to make the country money.

The destruction of environments can also make things worse like for example

deforestation can make flooding worse, which can set back the pace and progress

of development; overgrazing by cattle can cause increased soil erosion and

therefore less crops are grown (and less money is made by the country).

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Poaching or hunting of animals can also have a massive impact on development – it

could mean a lack of available food, or a decrease in wild animals that are vital to

the tourism industry as they attract people on safari.

If you don’t believe me – take a look at this example that looks at access to clean

water – a physical factor – and its effect on development. Water is a vital natural

resource for life but some areas are water rich (have lots and can access it easy)

and others are water poor (very little with poor access).

UK – a water rich

country (MDC) Malawi – a water poor country (LDC)

Average

water use per

person per

day

135 litres 3 litres

Average cost

per 1000 litres

£1.22 paid to water

supplier e.g. Anglian

Water

£ 360 paid to water vendor in a slum in

the capital, Lilongwe

Access Water piped to all

homes

6kms - Average distance walked by

women or children in rural areas to

collect water (average weight of

water – 20kg)

Safety Clean

Can be contaminated by human and

animal poo, dead animals, water

borne parasites and bacteria that

cause diseases like cholera. It is

estimated that as much as 80% of all

developing world (LDCs) disease

comes from contaminated water

supplies.

As populations grow fresh water availability comes under stress – there is not

enough clean water to go around. Poor access to water is an obstacle for

development. If water supplies are improved then life expectancy goes up and

infant and child mortality goes down. People are healthier and can be more

productive. Children can go to school and women can have more useful lives.

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22. Explain how water is vital in the development of poorer

countries.

23. Describe what potential physical and environmental

factors may affect the development of a country. Talk about:

a. Rainfall / Climate

b. Deforestation

c. Overgrazing

d. Hunting / Poaching

24. Explain which factor you think is the most important and

why.

Unstable Governments A strong and fair government is vital for implementing changes which push forward the development of a country and improve the both standard of living and quality of life of all its people.

Political mismanagement and corruption can slow or reverse development.

An example is Zimbabwe which was one of the best developed African countries until the 1990s.

After independence from the British in the 1960s, a new right wing white government ruled Zimbabwe; the white settlers stayed as the landowners and commercial farmers and black Zimbabweans were restricted to owning small areas of land in reserves. There were huge inequalities between the majority black population and the minority white population.

Following an uprising led by Robert Mugabe a majority black government was set up in 1980. By the 1990s the president Robert Mugabe, set about seizing farms and land from the white settlers and redistributing it amongst the black population. White landowners and their families were killed, expelled or fled the country for safety.

Mugabe’s supporters were given the land but they had little experience managing the farmland and so food and crop production fell dramatically. Zimbabwe was once considered to be the breadbasket of Southern Africa but now suffers from famine and is reliant on food aid. 45% of the population is now malnourished.

In the past Mugabe has ruled with the support of the Army and dealt with any opposition in a brutal way which has put off potential investors from business.

Since the 1990s the mismanagement and corruption of Robert Mugabe’s government has meant that the quality of life in Zimbabwe has fallen as the table below shows.

1990 2010

HDI 0.654 0.141 (the lowest in the World)

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Life expectancy (years) 61 43

Infant mortality (per 1000 live births)

52 68

People on less than $2 a day

52% 83%

Rate of inflation – high rates of inflation mean

that your money does not buy as much.

1,000% so people can’t afford to buy food and rents, health care

education, water etc. are too expensive for most people.

25. Using the example above explain how a poor government can threaten the development of a country. 26. Explain how the decision by a government to go to war may affect the development of a country.

From 2012

4 (a) Study Figure 10 on the next page, showing information about Romania, a member of the EU.

4 (a) (i) Use Figure 10 and your own knowledge to explain how physical conditions may affect a country’s level of development. (4 marks)

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From 2013

4 (a) (ii) Describe how improvements in the quality and quantity of water can

change people’s lives. (4 marks)

4 (c) Study Figure 12, a newspaper extract about the impact of unstable

government in Ivory Coast, West Africa. (4 marks)

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From 2013

4 (a) (ii) Describe how improvements in the quality and quantity of water can

change people’s lives. (4 marks)

What can be done to help poorer countries? The following sections look at how LDCs can be helped – it starts with an example –

you’re all too familiar with – Fairtrade.

Fairtrade Fair trade is an international movement ensuring producers in poor countries get a fair deal by charging consumers (you and me) a little extra (called a Fairtrade premium) for Fairtrade Certified products.

Products that are certified Fairtrade now include bananas, chocolate, coffee, tea, flowers, sugar, clothes and even flowers.

Through becoming Fairtrade producers it is guaranteed that farmers will receive a minimum guaranteed price for their crop, which provides them with a living wage, long-term contracts for security and skills training to develop their businesses.

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27. Using the information above describe the benefits that Fairtrade brings for producers and their communities. 28. Explain how Fairtrade benefits those who work for the Fairtrade producers, the farm workers, these are often the worse paid and poorest people in LDCs.

29. Describe how Fairtrade can benefit the environment.

From 2015 4 (c) Study Figure 12, on the next page, a graph showing the Fair Trade price and the London market price for one type of coffee, 1989–2010.

4 (c) (i) Use Figure 12 to describe the link between the Fair Trade price and the London market price of coffee. (2 marks)

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Debt Relief and Debt Abolition Poorer countries can be helped by debt relief, which means reducing the interest rate or the amount of the loan. This will help make countries richer in the long term because they will no longer be spending money on paying back interest or the loan and instead can be spent on making the country better

The same can be said when debts are abolished or written off. Debtor nations (in other words those who have borrowed) benefit hugely as they can begin to improve life of their citizens much quicker than if the interest was simply reduced.

In the 21st century, there is a move from wealthier governments, like those in the G7 economic group, to write off all the debts of the poorest countries – this was called the Make Poverty History Campaign – and it succeeded for some countries, but not all.

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Conservation Swaps In their efforts to develop, poorer countries will often use the resources within their country; even if that causes environmental damage in the long term. For example, in Madagascar the unique rainforest along with habitats has been lost when the land was cleared for coffee plantations.

The richer countries and environmental organisations have realised that they could buy up the country’s debt in return for an agreement on conservation. By using the Tropical Forest Conservation Act countries can reduce their debt by adhering to strict conservation guidelines.

In the 1987, WWF was one of the pioneers of the debt-for-nature swap in Ecuador. Since then it has been used to protect millions of hectares of forests and wildlife in Africa, Asia, and Latin America.

In 2008, WWF set up a deal with France which would buy up debt of $20m from Madagascar. Madagascar has a richly diverse rainforest and 98% of its mammals and 80% of its plants are found nowhere else on earth. This arrangement means that an environment of global importance has not been lost.

Madagascar is also one of the poorest countries in the world with 70% below the poverty line and a huge debt burden.

The government’s focus is on providing health care, education, building clean water and sanitation systems, improving transport systems especially roads, improving telecommunications. They want to build up their tourist industry and attract foreign investment. All of this will provide jobs and opportunities for the people and so improve their quality of life. Lack of money and a huge debt burden meant that the country could not escape poverty. The conservation swap means that Madagascar can improve.

The conservation money will be used on projects such as establishing buffer zones and ecological corridors as well as training local people to work on conservation programmes within the forest.

30. Using the internet do some research on the Make Poverty History campaign. Produce a small fact file about it – including: a) When it happened b) Who was involved c) What was done d) What was achieved e) How this might have helped developing countries. 31. Describe what conservation swaps are, how they help developing countries, why developed countries might want to get involved in these schemes and any possible problems that this scheme might have.

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From 2010

4 (b) (i) Aid to poor countries can be given in different ways. Explain why a reduction in debt repayments and conservation swaps can have advantages for poor countries. (4 marks)

From 2015

4 (b) Study Figure 11, part of a newspaper article about conservation swaps.

Use Figure 11 and your own knowledge to explain how conservation swaps can help poorer countries to develop. (4 marks)

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What is Aid? Is often given from one country to another, but can just as easily be given within a

country. It can be given in the form of:

– Cash loans (money that must be paid back, usually with interest)

– Food

– Medical supplies

– People with special skills, such as engineers, doctors or teachers

– Goods such as machinery or sometimes weapons

The idea behind aid is that it should always aim to improve people’s lives in crisis –

be it in emergency situations, or over a longer period. Unfortunately, for you,

there’s lots of different types / subtypes / ways of giving aid that you just need to

learn and know about.

Types of Aid

Emergency Aid – Helps people recover from disasters when there is an immediate

threat to life. A good example of this is the US$3billion that was donated to Haiti

following the earthquake in 2010.

Developmental Aid – Sometimes called long term aid – this is money given over a

longer period with the idea being to support and improve people’s standard of

living and quality of life through long term investment in education, healthcare and

access to safe water supplies.

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Subtypes of Aid

Top Down Aid – This is when aid is given to the

government with the idea that they will spend it on

the population and over time their lives will be

improved. These tend to be through large scale schemes (big,

expensive, ambitious schemes) like new hydro-electric power

dams, new motorways or massive power plants.

There are problems with this type of aid however, after all – who’s

to decide what the money is best spent on, and with some corrupt governments

some money can be fraudulently spent along the way.

Bottom Up Aid – Is the alternative. This is when aid

is given in small amounts to different communities to improve

their lives quickly with the hope that over time the country will

improve. These tend to be through small scale schemes (small in

size, fairly cheap and easy to do schemes) like building wells,

toilet blocks and small village schools.

There are problems with this type of aid however, the schemes need repeating

consistently within each community. This might mean that that improvements in

the country may take a very long time.

Ways of Giving Aid

There are three main ways in which countries give aid to another country.

Bilateral Aid – This is the giving of aid from one country’s government to another.

Multilateral Aid – This is the giving of aid from one country’s government to an

international aid organisation (like the United Nations) who in turn will then give it

to the people who need it the most.

Non-Governmental Organisation – This is when the aid is given from one country’s

government to an aid organisation, who in turn use the money where the need is

greatest in their view. A good example of this is Comic Relief and Oxfam who

receive some money from the UK government to help in places where the

government is less than trustworthy.

Government

Population

Aid

Government

Population Aid

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Type of Aid Donor countries Recipient Countries

Advantages Disadvantages Advantages Disadvantages

Short-term aid

-People give willingly in a disaster – ‘feel-good factor’.

-None -Immediate help – lives saved. -Flow of aid may continue following publicity of disaster.

-Occasionally, well-meaning governments or organisations fail to provide exactly what is needed. -Money can be diverted to things such as a civil war.

Long-term aid -Companies and individuals find satisfying and well-paid work in projects overseas. -Trade may continue into the future -Improves relations, useful for future, may increase flow of skilled workers -Aid could be tied benefitting donor country

-None -New industries improve skills and employment. -Agricultural improvements –new and better crops. -New infrastructure such as schools and hospitals built. -Trade may continue into the future.

-Tied aid – recipient country is reliant on donor country. -Agricultural change may not be sustainable – level of technology too high. - Lack of money for fuel, spare parts, etc. -May not be sufficient funding to maintain schools and hospitals to an adequate level. -Local people may lose their land to large-scale projects.

Top-down aid -Coordinated by government or international organisations making donor feel in control.

-Projects swallow large amounts of money – donors may feel it is wasted.

-Capital-intensive aims to improve country as a whole. -Large projects, e.g. Dams, improve national infrastructure.

-Most ordinary people do not benefit directly.

Bottom-up aid -NGO aid, so individuals give to charity – ‘feel good factor’. -Feeling of direct link between donor and recipient – e.g. sponsorship schemes like ActionAid.

-None -NGOs work with recipient communities who have input into the project. -Money not lost to corruption. -Appropriate technology used, so projects are sustainable.

-Charity funds may reduce economic recession.

Bilateral aid

Multilateral aid

NGO

Page | 45

32. Create a table like the one above – adding in any extra

advantages and disadvantages about aid that you can think

of. The task sheet we used in lesson is below – this may help

too.

Page | 46

Page | 47

From 2010

4 (b) (ii) Explain how international aid can encourage

sustainable development in a poor country(ies). (8

marks)

Page | 48

From 2012

4 (c) (i) Study Figure 11, a photograph of people building a sea dyke in Vietnam.

Oxfam provided aid for this project.

Use Figure 11 and your own knowledge to show how international aid can

encourage sustainable development. (4 marks)

Page | 49

From 2013

4 (b) Study Figure 11, a map showing the top five recipients of aid from the UK

Government in 2010.

4 (b) (i) Use the following information to complete Figure 11. (1 mark)

Page | 50

4 (b) (ii) Suggest some advantages to the UK of donating aid. (3 marks)

From June 2014

4 (b) Describe one or more advantages of charitable aid. (3 marks)

Page | 51

From 2016

4 (d) Study Figure 14 below, a photograph showing soldiers from South Korea

delivering water to a refugee camp in South Sudan.

Use Figure 14 and your own knowledge to explain the advantages of this type of

aid for the recipient countries. [4 marks]

Page | 52

4 (e) ‘The reduction of global inequalities will require international efforts.’ Use one

or more examples to illustrate this statement. (8 marks and SPaG 3 marks)

Page | 53

Pump Aid: An Aid Case Study Pump Aid is an NGO (a charity) which provides The

Elephant Pump to poor and remote communities in

Africa. It has been working in Malawi to provide

better access to water supplies with the view that

over time this will improve the country.

Those nice people at AQA require you to know a case study of a development

project – so here it is – Pump Aid!

Malawi:

Malawi is a country with a population of over 12 million people, half of whom live off

less than $0.44 a day. It is amongst the world's poorest countries.

The country's largely rural population need access to clean and safe water.

'I have 4 children and work with my

husband to tend the fields near our

village. Pump Aid installed an

Elephant Pump in 2006 in our village,

since then no-one in the village has

been affected by illness from bad

water. Before the Elephant Pump

was built families used the dirty pond

as our best water source, this would

often be dirty with weeds and

have insects on top of the water. We

had no choice but to use this for

washing, drinking and cleaning. Now

the Elephant Pump has been built it

gives us clean water for everything.

Our community has also built a

separate washing area near the

pump for our clothes and cooking

pots. The run off water from the

Elephant Pump has also provided

irrigation to the land nearby which this year has produced a good crop of green

beans. We can sell most of these which will help feed our families.'

Cecelia, 28 years old, Namadzi village, Malawi

Page | 54

The key to Pump Aid's success has been the innovative and effective Elephant

Pump.

Pump Aid has adapted a 2,000 year old Chinese design so it is strong, sustainable

and made from local materials.

The pump can lift water from as deep as 50m deep and produce one litre of water

every second. The location of a well is determined by geological formations and

vegetation growth but the final decision is made by one of the water diviners in the

Pump Aid team.

Wells are dug by hand but teams may need help to blow out

rocks and heavily impacted earth. Pump Aid never uses

mechanical diggers because it would deprive someone a

job and increase cost. In addition some of the places we

work in are so remote it would be impossible to bring in

machinery.

As the Pump handle is turned, water is drawn up

the pump by plastic cups attached to a rope. The

Pumps are so easy to use that children as young as

five years old can manage to pump out a bucket

full of water.

The elephant pump is encased in concrete to

prevent contamination, ensuring that a clean

sustainable water supply is available for many years to come.

When a Pump is built, the villagers will receive a training workshop so that they

can maintain and repair the Pump using easy to find materials such as plant fibres

and plastic.

They will also receive hygiene education on practices and tips on using

the overflow of water for agriculture. Often nutrition gardens are set up alongside

the Elephant Pump so it improves food supply and nutrition as well.

An Elephant Pump cost £500 for materials and to install, which is cheaper than a

metal piston pump and lasts for up to 50 years. 250 people can be provided with

40L clean water from each Pump everyday. Currently around 80 Elephant Pumps

are built each month, so an extra 20,000 people benefit from access to clean

water every month.

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The Elephant Pump at a school:

If an Elephant Pump is installed at a school, then it will provide clean water for

around 500 children and their teachers as well as up to a dozen families living

near-by. Not only does this have the obvious health benefits but also encourages

children to come to school!

On school pumps, Pump Aid often incorporates a bicycle system onto the Elephant

Pump and has proved enormously popular with children. Most children in Malawi

have not had the chance to ride a bicycle so can even come to school early to

"play" on the pump thereby helping to fill the school water tank. The job of

collecting water, once a tiresome chore, becomes fun and children no longer have

to leave their classrooms to walk miles to collect water from a distant muddy pool.

33. Using a highlighter go through and highlight all the

positives that Pump Aid bring to Malawi. You may want to use

different colours for social, economic and environmental

benefits.

34. Using the information above to complete the table below.

Is Pump Aid’s Elephant Pump Project In Malawi successful?

Characteristics of successful NGO

Development Projects How does the Elephant Pump demonstrate this?

Small scale

Clear need which local people can identify

Working with local communities – allowing them to take responsibility

Uses appropriate technology – available resources and appropriate skills + can easily be maintained and repaired.

Sustainable – benefits people now and in the future without damaging the environment

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From 2012

4 (c) (ii) Use a case study to describe the main features

of one development project. (8 marks)

Page | 57

Different Levels of Development within the EU including a Case Study! The final section of the Development Gap topic requires you to know all about the

differences in development within the EU because after all – development doesn’t

just refer to the world’s poorest countries.

The European Union is made up of 27 countries but there is quite a difference in the level of development between the countries in the EU, although HDI is high for all countries, life expectancy is over 70 for all. Once again AQA want you to know a case study – so why are the UK and Bulgaria so different? This table helps…

Factors influencing the level of development in 2 contrasting countries

Factor United Kingdom Bulgaria

Development Indicators

HDI: 0.946 Life expectancy: 79 years GDP per capita: $33,700

HDI: 0.824; Life expectancy: 72.7 years GDP per capita: $9,032

Climate:

Temperate climate allowed growth of strong agricultural sector. Moderate temperatures all year round. Suitable for growing cereals, vegetables.

Adequate rainfall; hot summers, very cold winters; summers are suitable for growing vines, fruit and vegetables. Colder, rainier and snowy on the mountains.

Relief:

Much of the country provides suitable land for agriculture eg Vale of York and East Anglia; flat land, allows machines to be used; high yields Even though the UK has mountains in Scotland, Wales, Lake District – there is plenty of flatter land available for settlement and communications.

Over half the country is mountainous. Rhode Mountains have steep slopes and thin soils making agriculture more difficult, so need to import more food. Mountainous relief makes communications more difficult and makes communities more isolated.

Resources

Greater range of raw materials including oil, gas, limestone and fishing resources. This enabled it to develop industries and wealth. The British Empire allowed the UK to have access to raw materials from many parts of the world and these trade links are maintained today eg Ghana.

Smaller range of resources; much smaller coastline. Trade was restricted by the communist regime

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Industry

Long history of industrial development; at the forefront of industrial development and innovation. Britain developed as a major manufacturing nation: growth of iron and steel industry in 19th and 20th century which enables it to become economically stable and so invest in new technologies.

Has had quite a long history of industrial development, but under communist rule industry was inefficient and used outdated methods. Improvements occurred in last 10 years since the fall of communism.

Government

Stable governments which allowed free market approach to development.

Former communist government. Corruption and organised crime, bureaucratic problems. Government’s minority position and strong opposition make it difficult for government to govern. Had high inflation after change in government which hindered development because money was worth less.

Other

London has developed as largest and most important financial centre in world because of its tradition of banking and business Good transport network - motorways and A roads + railways + London Airports + regional airports.

Bulgaria is at the cross roads between Asia and Europe, but standard of transport is below most EU countries (has only about 200 miles of motorway)

35. Using the information above describe how the UK and

Bulgaria are different.

36. Explain why the UK and Bulgaria might be different. Make

sure you give reasons / detail if you can – and explain which

you think the most important reason is and why.

Page | 59

From 2011

4 (d) Explain why the countries of the EU show a great

difference in their levels of development. Use evidence

from two contrasting EU countries in your answer. (8

marks)

Page | 60

From 2012

4 (a) (ii) Give two human factors which may explain why an EU country such as

Romania is less developed than the UK. (2 marks)

From 2014

4 (e) Study Figures 11a, 11b and 11c. Figure 11a shows levels of internet access

in some European countries. Figure 11b shows levels of unemployment in some

European countries. Figure 11c is a map of the European Union (EU) countries.

Page | 61

Page | 62

Use Figures 11a, 11b and 11c and your own knowledge to account for contrasting

levels of development in two EU countries. (8 marks + SPaG 3 marks)

Page | 63

Attempts to reduce differences in the levels of development in the EU The EU member states contribute about 1% of their total wealth to the EU budget. The money is then available for reducing inequalities. There a great many different funds of money available. Policy 1: European Regional Development Fund (ERDF) One of the ways that the EU tries to reduce the differences in the levels of development is through the European Regional Development Fund. This is money provided for schemes to help less developed countries like Bulgaria or regions like Cornwall develop. Bulgaria has received €1.3bn to regenerate urban areas in a sustainable way, improve transport infrastructure by building roads like the North Bulgarian Highway, improve rural services and provide funds for business projects and start ups. Cornwall receives ERDF funding because its GDP is less than 75% of the EU average. 2007-2013 they will receive €460m to invest in projects which will:

• Develop Cornwall as a centre for research, innovation and a knowledge based economy.

• Develop businesses

• Improve roads and telecommunications

The Eden Project received £12.8m because it was an innovative project which is a centre for research. It brings money into the local economy, benefitting lots of other businesses like hotels and their suppliers. It has led to an improvement in the local environment because it makes use of a former China Clay pit. Policy 2: The Urban 11 Fund is part of the ERDF which sorts out problem areas in towns - Urban 11 fund Comes from European Regional Development Fund and it is for sustainable development in problem districts of towns, Urban II has 70 different programmes Aims to provide economic and social regeneration

• renovating older buildings,

• creating new jobs

• integrating more vulnerable sectors of society

• developing environmentally friendly transport systems

• making greater use of renewable energy

• improving people’s skills and job prospects New Islington Millennium Village, Manchester (case study for a sustainable community from the Changing Urban environments unit) Cardroom was one of the most run down and deprived inner city areas in Manchester. It had high rates of unemployment, anti-social behaviour, poor health

Page | 64

and education levels. It has been regenerated into the New Islington Millennium Village – sustainable community. Funding has come from ERDF – Urban II and the North West Regional Development Agency. It has been designed and built by Urban Splash.

• Initiative began in 2003

• Aims to allow people to live in an area here there is housing of an appropriate standard to offer reasonable quality of life, with access to a job, education and health care.

• Housing - More than 1000 new houses or apartments; refurbishment of Ancoats hospital and Stubbs Mill into apartments;

• Employments: new office space, workshops

• Recreation: 3000 metres of canal side for walks, 50 moorings for narrow boats and canal side facilities;

• Open space: parks and gardens with 300 new trees and 2 garden islands with orchard and beach, paly areas with climbing rocks; private secured gardens.

• New urban amenities: 10 new shops; 2 pubs, 2 restaurants; 200 on-street and 1200 underground car parking; metrolink stop in 10 minutes walking distance

• Community facilities: health centre with 8 GPs, primary school, football pitch, play areas; crèche

• Sustainable use of resources: boreholes to provide 25 litres/sec of naturally filtered water; recycling collection points; central heat and power to generate 600kW electrical energy and 1000kW thermal energy

Policy 3: The Common Agricultural Policy helps farmers in all parts of the EU. Common Agricultural Policy (CAP)

• CAP costs about £34 billion per year. This is just over half of the total EU budget

• Most goes to farmers, some (about £5bn) spent on rural development

• CAP involves giving subsidies to farmers to make sure they make enough money from their produce and by providing grants to help farmers buy new machinery of buildings.

Main aims are to:

• Guarantee minimum levels of production so is enough food for population

• Ensure a fair standard of living for farmers

• Ensure reasonable prices to customers

• Increasingly, funds being used to encourage farmers to meet environmental and animal welfare standards and keeping their land in good condition.

Problems with CAP

• Some criticise CAP in that it encourages farmers to over-produce and there is a lot of waste.

• New countries joining EU in 2004, brought additional 7 million farmers in; cannot sustain CAP at same levels.

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37. Create a poster of the three main EU policies designed to

address the differences in the development of areas in the EU.

From 2012

4 (a) (iii) Describe one EU policy that tries to reduce

differences in levels of development within Europe. (4

marks)