L.O: Review knowledge and understanding of this topic. All MUST be able to identify their own positives and negatives from the unit exam (D). Most SHOULD be able to increase their understanding of the mark schemes and how it works (C-B). Some COULD be able to use this new understanding to accurately assess other students work and provide constructive feedback (A-A*).
Urbanisation Rural-Urban Migration Land Use Function CBD Inner City Outer City Urban Environment key words Highlight the key words you are less confident with. A process where an increasing proportion of the population live in towns and cities and there is a reduction living in rural areas A process in which people move from the countryside to the towns The type of buildings or other features that are found in the area, e.g. terraced housing, banks, industrial estates and roads The purpose of a particular area e.g. for residential use, recreation or shopping The main shopping and service area in the city. The CBD is usually found in the middle of the city so that it is easily accessible. The area around the CBD usually built before 1918 in the UK The area on the edge of the city. Many suburbs were built after 1945 and get newer as they reach the edge of the city. Brownfield Land that has been built on before and is to be cleared and reused. These sites are often in the inner city Sites Greenfield Land that has not been built on before, usually in the countryside on the edge of built up areas. Sites UDCs Set up in the 1980s and 1990s using public funding to buy land and improve inner city areas, partly by attracting private investment. City Challenge A strategy in which local authorities had to design a scheme and submit a bid for funding, competing against councils. Sustainable Community Segregation Squatter Settlements Informal Sector Self-Help Site and Service Industralisatio n Landfill Sustainable City A community (offering housing, employment and recreation) that is broadly in balance with the environment and good quality of life Occurs where people of a particular ethnic group choose to live with others from the same ethnic group, separate from other groups. Areas of cities (usually on the outskirts) that are built by people of any materials they can find on land that doesn t belong to them. That part of the economy where jobs are created by people to try to get an income and which are not recognised in official figures. This is where local authorities help the squatter settlement residents to improve their homes by offering finance in the form of loans or grants and often installing water sanitation etc. Occur where land is divided into individual plots and water, sanitation, electricity and basic track layout are supplied before any building by residents begins. A process in which an increasing proportion of the population are employed in the manufacturing sector of the economy. A means of disposing of waste by digging a large hole in the ground and lining it before filling it with rubbish. An urban area where residents have a way of life that will last a long time. The environment is not damaged and the economic and social fabric, due to local involvement are able to stand the test of time.
Suburbs Inner City Housing areas found towards the edge of the city. Land here is cheaper and its still close enough to commute. Rural Urban Fringe This part is found around the CBD. It has a mix of poor quality housing and industry. Parts of a city: 1. CBD 2. Inner City 3. Suburbs 4. Rural-urban fringe CBD Usually found right in the centre with shops and offices and where transport routes meet. Push Factors Right at the edge of the city, both urban and rural land uses. Fewer, larger houses. Structure of a City Urban Environments Migration Pull Factors Sustainable Cities Urbanisation Squatter Settlements (Shanty towns) Curitiba BedZED Air Pollution Water Pollution
Urban Environment Checklist Using the specification at a glance from your revision booklets, pick one topic and produce a revision card about that topic. For example: MEDC Cities Four main land use zones. Concentric rings moving outwards from the CBD as the city develops. Industrial zone nearest to CBD. Suburbs indicate increase in space. LEDC Cities Five main land use zones (Slum district is additional). Segments and rings moving outwards from the CBD. Industrial zone outwards as a segment along a main road.
Case Study checklist There are seven case studies required for this unit. One has been done for you: Regenerating the city Birmingham. The expectation is that you will complete the others for homework except for. these ones: 1.Shanty Towns in Rio de Janeiro. 2. Sustainable Cities Curitiba. Which you will do in today s lesson.
What questions could you be asked where you might need to use this information? Describe two problems that cities in rich countries have to deal with (4 marks) Explain the process of urbanisation and the impacts that has on people and the environment (6 marks). Name a regenerated city. With reference to this case study, assess the economic and social changes that it underwent (8 marks). Using a case study that you have studied, describe and explain how regeneration schemes have improved the city (8 marks)
Map: Shanty Towns: Rio de Janeiro/Sao Paulo Fact File: Remember the examiner wants specific facts about THIS case study in your answer!! List the improvements in the Shanty Towns. Environmental Improvements: Social Improvements: Economic Improvements: Describe selfhelp schemes and how they improve squatters. ASH Schemes (Aided-Self- Help): Community Involvement: Discuss how communities are involved in the projects.
Map: Sustainable Cities - Curitiba Fact File: Remember the examiner wants specific facts about THIS case study in your answer!! List the sustainability methods that have been put in place. Reducing Car Use: Open Spaces: Recycling Schemes: How successful has it been: Describe how successful the schemes have been.
So what s levelled and what s not? Question of 4 or more are level marked On Foundation tier there is 2 levels (4 or 6 marks) On Higher tier there are 3 levels ( 8 marks) Level 1: Basic (D) Knowledge of basic information. Simple understanding. Little organisation; few links; little or no detail; uses a limited range of specialist terms. Reasonable accuracy in the use of spelling, punctuation and grammar. Text is legible. Level 2: Clear (C-B) Knowledge of accurate information. Clear understanding. Organised answers, with some linkages; occasional detail/exemplar; uses a good range of specialist terms where appropriate. Considerable accuracy in spelling, punctuation and grammar. Text is legible. Level 3: Detailed (A-A*) Knowledge of accurate information appropriately contextualised and/or at correct scale. Detailed understanding, supported by relevant evidence and exemplars. Well organized, demonstrating detailed linkages and the inter-relationships between factors. Clear and fluent expression of ideas in a logical form; uses a wide range of specialist terms where appropriate. Accurate use of spelling, punctuation and grammar. Text is legible. Level 3 does not always equate to full marks, a perfect answer is not usually expected, even for full marks.
Which case studies do these questions match to? 1. Use one or more named case studies to describe the features of a sustainable settlement (8 marks). 2. The following is a list of some other solutions that local councils have used to improve CBDs. giving money to build indoor shopping centres encouraging people to live in flats above the shops introducing security cameras. Choose two of the solutions listed or others that you have studied. Explain how your chosen solutions might improve a city s CBD (4 marks). 3. With reference to a case study, describe how pollution problems could be reduced in cities in the poor parts of the world (6 marks). 4. Describe two possible solutions to the problem of traffic in towns, using examples (4 marks) 5. Describe how people living in squatter settlements have tried to improve their own lives (6 marks).
Name a sustainable city. With reference to this case study evaluate how successful it has been at promoting sustainability (9 marks).
Case studies likely to be dependent on those appearing in related texts South West US likely to be used, perhaps western Australia. Management should focus on water supply and how it is managed, such as dams along the Colorado, provision for commercial farming supplying water to California, possible provision of a power source to facilitate development such as tourism; development of tourism on a large scale, such as Las Vegas, building areas for retirement such as Sun city in Phoenix. Question demands a focus on management but also requires a link to sustainability. (9 marks) Level 1 (Basic) (1-4 marks) Simple statements, perhaps list like at lower end. Describes ways in which areas used. Some reference about management. Information is general. Max L1 If poorer part of world shown. There are dams built. This gives a water supply. People have a lot of water. There is tourism in some areas. So lets peer assess your answer. Level 2 (Clear) (5-7 marks) Develops statements. Links are made between uses of the area and management. There is some linking to sustainability. Some reference is made to the case study. Dams hold back rivers, like the Colorado. The Hoover Dam means there is water for big resorts like Las Vegas. This allows lots of tourists to go there and lots of jobs have been developed. These jobs should be long term if the area is looked after carefully. Level 3 (Detailed) (8-9 marks) Fully developed statements. Links are clearly made between uses of the area and management. There is clear linking to sustainability may question the extent to which it can be sustainable. Specific, detailed reference is made to the case study. Dams hold back rivers, like Colorado. The Hoover Dam and Lake Mead means there is water for big resorts like Las Vegas. This allows lots of tourists to go there and lots of jobs have been developed. These jobs should be long term if the area is looked after carefully and it should be stainable. However, there have been problems there are other dams such as Glen Canyon at Lake Powell and little water reaches the lower reaches of the river. In Phoenix, there are larger retirement areas and an increasing demand for water. Lots of homes have pools in an area that is very dry that is uncertain whether this can continue forever.
Lets be the markers... With the help of Figure 2, explain why many cities in poor parts of the world suffer from pollution (4 marks) Describe how pollution problems could be reduced in cities in the poor parts of the world (4 marks) Commentary Answer A (0 marks) The candidate has completely misunderstood the question and has explained why there is less pollution in poor parts of the world. Commentary Answer (2 marks) This remains in Level 1 as it is merely a list of causes of pollution. The candidate has not appreciated the need to relate the failure to cope with pollution to the inability to have the necessary expertise or financial clout to deal with the problem. The level of development, rapid rate of industrialisation or lack of legislative measures could have been suggested as reasons.
Use one or more named case studies to describe the features of a sustainable settlement (8 marks) Commentary Answer B (5 marks) The candidate correctly identified a named sustainable settlement and so could gain access to Level 2. What follows shows a clear understanding of features of a sustainable settlement but the generalised statements are not specifically related to the New Islington Millennium Village. Detail of how the electricity was generated and which historical sites were preserved is needed for the answer to reach Level 3. Commentary Answer C (8 marks) The main features of a sustainable settlement are identified and illustrated by detailed information from Augustenburg and Sweden. There are precise, factual details and statistical evidence showing clearly that this is a ideal world example and the candidate has an excellent knowledge of place. The answer clearly achieves maximum marks.
L.O: Review knowledge and understanding of this topic. All MUST be able to identify their own positives and negatives from the unit exam (D). Most SHOULD be able to increase their understanding of the mark schemes ad how it works (C-B). Some COULD be able to use this new understanding to accurately assess other students work and provide constructive feedback (A-A*).