EGCSE GEOGRAPHY Syllabus 6890

November 2020 Examinations

 EGCSE GEOGRAPHY Syllabus 6890
November 2021-2023 Examinations

CONTENTS

Page

Eswatini General Certificate of Secondary Education 3

Introduction 4

Aims 4

Assessment Objectives 5

Specification Grid 6

Assessment 7

Scheme of Assessment 7

Weighting of Papers 7

Curriculum Content 8

Grade Descriptions 15

Appendices: Notes for Guidance 17

Study Notes 26

Glossary of Terms 30

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 EGCSE GEOGRAPHY Syllabus 6890
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ESWATINI GENERAL CERTIFICATE OF SECONDARY EDUCATION

Broad Guidelines

The Ministry of Education is committed, in accordance with the National Policy Statement on Education,
to provide a Curriculum and Assessment System (Form 4 and Form 5) so that at the completion of
secondary education, learners will

• be equipped to meet the changing needs of the Nation, and

• have attained internationally acceptable standards.

Eswatini’s National Education Policy Directives

EGCSE syllabuses for studies in Form 4 and Form 5 will individually, and collectively, enable learners to
develop essential skills and provide a broad learning experience which

• inculcates values and attitudes as well as knowledge and understanding,

• encourages respect for human rights and freedom of speech,
• respects the values and beliefs of others, relating to issues of gender, culture and religion,
• develops desirable attitudes and behaviour towards the environment,
• provides insight and understanding of global issues which affect quality of life in Eswatini and
elsewhere, e.g., the AIDS pandemic; global warming; maldistribution of wealth; and technological
advances.

The National Curriculum for Form 4 and Form 5

Learners will be given opportunities to develop essential skills which will overlap across the entire range
of subjects studied. These skills are listed below.

• Communication and language skills

• Numeracy skills: mathematical ideas, techniques and applications
• Problem-solving skills
• Technological awareness and applications
• Critical thinking skills
• Work and study skills
• Independent learning
• Working with others

To develop these skills, learners must offer five compulsory subjects and at least two elective
subjects chosen from one or more Field of Study.

Compulsory Subjects
• SiSwati – either First Language or Second Language
• English Language
• Mathematics
• Science
• Religious Education

Fields of Study
• Agriculture Field of Study
• Business Studies Field of Study
• Consumer Science Field of Study
• Social Sciences and Humanities Field of Study
• Technical Field of Study

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 EGCSE GEOGRAPHY Syllabus 6890
November 2021-2023 Examinations

INTRODUCTION

The Eswatini General Certificate of Secondary Education (EGCSE) syllabuses are designed as two-year
courses for examination in Form 5. The Geography syllabus is designed to assess positive achievement
at all levels of ability. Assessment will require candidates to show knowledge with understanding,
analysis, interpretation, application, judgement, decision making, investigation and evaluation skills.
Performance in tasks will differentiate candidates rather than differentiation through tiered papers.

EGCSE syllabuses follow a general pattern. The main sections are:

Aims
Assessment Objectives
Assessment
Curriculum Content

Geography is an elective subject and falls into the following Field of Study Groups: Social Sciences,
Humanities, Sciences and Technical.

AIMS

The aims of the syllabus are the same for all learners. These aims are set out below and describe the
educational purposes of a course in Geography for the EGCSE Examination. They are not listed in order
of priority.

The aims are to enable learners to:

1. develop a sense of place and an understanding of geographical and relative location on a local,
regional and global scale;
2. acquire knowledge and understanding of the language, concepts, and systems fundamental to
the study of physical and human Geography;
3. develop an awareness of the spatial distribution of phenomena on the earth’s surface and the
relationships among the dynamic nature of such distributions;
4. develop an understanding of the relationships and interactions of people and their environment
in response to physical and human processes;
5. develop an understanding of social, economic, environmental and cultural issues in Eswatini;
6. develop an understanding of the importance of positive human attitudes and values on the
management of the environment and sustainable development of resources;
7. develop an understanding of different communities and cultures throughout the world and an
awareness of the contrasting opportunities and constraints presented by different
environments;
8. develop an informed concern about the quality of the environment and the future of the human
habitat and thereby, enhancing learners’ sense of responsibility for the care of the earth and its
people.

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 EGCSE GEOGRAPHY Syllabus 6890
November 2021-2023 Examinations

ASSESSMENT OBJECTIVES

Assessment Objectives in Geography are:

A Knowledge with Understanding

B Analysis and Interpretation
C Judgement and Decision-Making
D Investigation and Evaluation.

A description of each assessment objective follows.

A KNOWLEDGE WITH UNDERSTANDING

Learners should be able to demonstrate knowledge and understanding of:
1. physical, human and geographical features within the range of local, regional (Southern African
Development Community) and international scales;
2. geographical concepts, principles and processes;
3. the inter-relationships between people’s activities and the total environment and ability to seek
explanations for them;
4. the spatial patterns and an appreciation of the range of physical, economic, social and political
processes and interactions which are experienced by peoples in different environments;
5. the changes which occur through time in places, landscapes and spatial distributions;
6. causes and effects of geographical forces and processes;
7. the importance of scale (whether local, regional and global).

B ANALYSIS AND INTERPRETATION

Learners should be able to:
8. select, organise, present and interpret geographical data;
9. extract, use, apply and interpret geographical knowledge and understanding in numerical,
diagrammatic, pictorial, graphical tables, maps, photographs, and cartoon forms; written
materials;
10. recognise patterns, deduce relationships, draw valid conclusions, and make inferences;
11. use a variety of techniques for presenting geographical information in an acceptable, effective
and appropriate way.

C JUDGEMENT AND DECISION-MAKING

Learners should be able to:
12. demonstrate an ability to make reasoned judgements;
13. suggest, justify and evaluate proposed solutions to environmental and socio-economic
challenges;
14. recognise how values and perceptions affect both individuals and groups in making decisions
within a geographical context.

D INVESTIGATION AND EVALUATION

Learners should be able to:
15. formulate the statement of a problem;
16. use different sources of gathering information including
(a) Documentary: books, magazines, journals, newspaper
(b) Audio-visuals: radio, television, films, pictures, photographs
(c) Statistics
(d) Maps and plans at a variety of scales
(e) Internet;
17. use suitable techniques for observing, collecting, classifying, presenting, analysing and
interpreting data;
18. depict information in a variety of effective ways.

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Specification Grid

The relationship between the assessment objectives and components of the scheme of assessment.

Assessment Objectives
Paper 1
AO A AO B AO C Total

Theme 2 10 8 7 25
8 7
Theme 3 10 25
8 7
Theme 4 10 25

Total 30(40%) 24(32%) 21(28%) 75

Paper 2 AO A AO B AO C AO D Total

Section A 0 25 0 0 25

Section B 5 15 5 0 25

Section C 4 3 4 14 25

Total 9(12%) 43(57%) 9(12%) 14(19%) 75

The assessment objectives are weighted to give an indication of their relative importance. The
percentages or number of marks are not intended to provide a precise statement of the number of marks
allocated to particular assessment objectives.

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 EGCSE GEOGRAPHY Syllabus 6890
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ASSESSMENT

Scheme of Assessment

All papers are compulsory. Candidates must enter for Papers 1 and 2 and are eligible for the award
of Grades A* to G. A description of each paper follows.

Paper 1 (1 hour 45 minutes) consisting of 75 marks

Candidates will be required to answer three questions (25 marks each), one question from each
theme.

Six questions will be set: two questions from Theme 2 (The Physical World), two questions from
Theme 3 (Economic Development, Utilisation and Management of Resources) and two questions from
Theme 4 (Population and Settlements).

Candidates will be required to answer one question from each Theme.

Questions will be structured with gradient of difficulty, will be resource-based and involve problem
solving and free response writing. This paper will mainly be concerned with Assessment Objectives
A, B, and C.

Candidates will answer on the spaces provided in the question paper.

See ‘Paper 1 Study Notes’ under Appendix: Study Notes.

This paper will be weighted at 50% of the final total available marks.

Paper 2 (2 hours) consisting of 75 marks

Candidates will be required to answer all questions in Section A and B each section is 25 marks. In
Section C candidates will answer either question 5 or 6 for 25 marks.

This paper will be mainly skills-based and will test a candidate’s ability to handle various ways of
depicting geographical information. The questions will be neutral in that they will not require specific
information of place. Candidates will be able to demonstrate skills of analysis and interpretation and
application of graphical, enquiry skills (questionnaires, observation, counts and measurements) and
other techniques as appropriate.

In Section A one question will be based on a map of a tropical area at (1: 25 000 or 1: 50 000) scale.
This may be in full colour or be a black and white simulated map. A key will be provided.

Candidates will answer on the spaces provided in the question paper.

See ‘Paper 2 Study Notes’ under Appendix: Study Notes.

This paper will be weighted at 50% of the final total available marks.

Section A is Map work. Section B Skills based data response questions and Section C is about
geographical investigations.

Weighting of Papers

Paper Weighting

1 50%

2 50%

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 EGCSE GEOGRAPHY Syllabus 6890
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CURRICULUM CONTENT

Learners will study all themes in the Curriculum Content outlined below. ‘Notes for Guidance’ on each
of the themes are provided as an Appendix.

Appropriate teaching time for the Geography syllabus should be equivalent to six (6) periods of forty (40)
minutes each over a period of sixty (60) weeks/cycles.

THEME 1 – MAP READING AND INFORMATION HANDLING

GENERAL OBJECTIVES Notes for guidance

1.1 Features of a map (to

be done in relation to
the World, Africa and
Eswatini): atlas type,
survey maps, large
scale plans

All learners should be

able to:
• Describe the different Describe and explain the principles of a map; title, scale, symbols, key, true
types of maps (physical, north and grid north.
population, weather) Identify and interpret symbols in maps using a key found at the bottom of maps,
etc; symbols such as river / watercourse, dam, lake, rapid / waterfall, cultivation,
• Identify and interpret road, built up area, church, dip tank, mine name etc.
symbols used in maps
by using a key; Differentiate between linear, aerial and point symbols
• Identify physical
features on a map; Identify physical features on a map;e.g river valleys, uplands, ridge, plateau,
• Orient a map. scarp, floodplains etc.
Design and construct a large-scale plan (2-dimensional map) of the school.

1.2 Measuring distance

and calculation of area.

All learners should be

able to:
• Identify the different Describe and explain the different types of scales; linear, representative fraction
types of map scale; and statement scale.
• Measure distance of Learners should measure straight and curved distances and convert it to actual
straight and curved distance on the ground in kilometres and metres.
lines; Learners should calculate area of regular and irregular shaped features.
• Calculate area of
regular and irregular
shaped features.

1.3 Location in maps

All learners should be

able to:
• Demonstrate the Demonstrate the principle used when reading four and six figure grid
principle used when references that is start with Easting’s then Northing’s.
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reading 4 and 6-figure Learners should locate features on a map using 4 and 6 figure grid
grid references reference.
Locate features on a
map using 4 and 6-
figure grid references.

1.4 Directions in maps

All learners should be

able to:
• Identify and explain Identify and explain features of a sixteen point compass.
features of a sixteen- Measure whole circle bearings using a protractor from the grid north.
point compass; Interpret whole circle bearings into compass direction.
• Measure whole circle
bearing using a
protractor;
• Interpret whole circle
bearings into compass
direction from grid
north.

1.5 Relief on maps

All learners should be

able to:
• Describe relief using
contour lines, spot Describe and explain relief on maps using contour lines, spot heights,
heights, trigonometrical trigonometrical stations, layer colouring, hachuring, and bench marks.
stations etc; Interpret relief from contour lines, spot height, and trigonometrical stations.
• Interpret the relief from Interpret and calculate gradient from maps.
contour lines, spot
heights, cross section
etc;
• Interpret and calculate
gradient from maps.

1.6 The relationship

between physical and
human features on
maps and photographs

All learners should be

able to:

• Describe and explain Describe patterns of vegetation, land-use and communication and infer human
the distribution of activity from map evidence. Practice in describing landforms, natural vegetation,
vegetation and infer land use and settlement shown on photographs is essential. Attention should be
human activity from given to drawing simple annotated sketches to illustrate the features recognised
map evidence and described from photographs. The varied size and scale of photographic
features should be noted. Simple descriptions only are required by the
examiners but candidates may be required to explain the features recognised,
for example the process present at work and those responsible for their
formation. It should be stressed that these processes have operated over a
considerable time scale and present landforms are often the product of the
processes in the past. Explain the effects of physical landscape on man-made
features and human activities, such as transport routes, farming, and settlement.
.
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1.7 Introduction to basic

research methods

All learners should be

able to:
Identify a problem area/ topic from all the themes.
• Identify a problem State the aims of the study that is reasons for investigating that particular topic.
area/topic; Formulate a hypothesis; which is the opinion based on evidence of what the
• State the aims of the outcome might be.
study; Identify and differentiate between different types of data i.e (primary and
• Formulate the secondary data) where you have; primary data which is information collected
hypotheses; from the field e.g observation, counts, measurements, interviews and
• Differentiate sampling questionnaires, and secondary data which are pieces of information obtained
techniques from other sources e.g information taken from websites, libraries, newspaper
(description, reports, television sets, travel agents, and estate agents.
advantages and
Describe and explain the different sampling techniques which are random,
limitations;
systematic, stratified etc.
• Types of data (primary
Explain advantages and limitations of each of the sampling methods.
and secondary data;
• Describe methods of
data collection:
- Observation
- Interview schedules
- Questionnaires
- Counts
- Measurements;
• Design the format of
data collection
instruments e.g.
questionnaire, survey
sheets etc;
• Describe the
advantages and
limitations of the
methods used.

1.8 Data presentation and

analysis
All learners should be
able to:

• Analyse data collected; Present data using tables, graphs, (line, bar, compound, triangular, histogram,
• Present data using: scatter, pie chart, pictograph, block bar graph etc).
- Maps,
- Graphs (line, bar, Maps (flow line, desire line, isoline, chloropleths, flow lines).
triangular, pie charts,
compound, Extract and interpret information from diagrams, graphs, tables of data and
comparative, flow lines) written material. Graphs recommended for interpretation and plotting should
- Tables, include two dimensional graphs to show a range of geographic information
- Photographs, .Candidates should also be familiar with the use and interpretation of pie charts,
- Labelled field they should be able to describe and analyse features and trends from tables of
sketches. data and suggest relationships. The production of sketch maps should be
encouraged as an integral part of the presentation of information. Draw effective
conclusion based on the hypothesis of the study. What is written matches the
aims of the investigation.

1.9 Data interpretation

and evaluation
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All learners should be Draw effective conclusion based on the hypothesis of the study by commenting
able to: on hypothesis; support using data; evaluate data collection method and make
recommendations.
• Draw effective
conclusions based on
the hypotheses of the
study,
• Suggest solutions
where possible and
make
recommendations.

THEME 2 – THE PHYSICAL WORLD

GENERAL OBJECTIVES Notes for guidance

2.1 Plate movements and

resulting landforms

All learners should be

able to:

• Describe the structure Describe and explain the structure of the earth e.g. air (atmosphere), water
of the earth; (hydrosphere) crust (lithosphere) mantle (mesosphere) core (barysphere).
• Describe the types of Describe and explain the causes of plates movement e.g. heat which causes
tectonic plate convention currents in the mantle.
boundaries; Describe the types of plate boundaries/margins e.g. constructive, destructive
• Describe and explain margins at subduction zones, destructive margin at collision zone, conservative
the processes involved boundary.
in plates movement;
• Describe the landforms Describe and explain the general processes involved in plates movement e.g.
that result from the earthquakes etc.
processes of plate Describe and explain the features and landforms that result from the processes
movement, such as of plate movement such as volcanoes,
volcanic mountains, Describe the general distribution of volcanoes and earthquakes and explain how
ocean trenches and these distribution is related to movements at plate boundaries.
ridges; Evaluate the impact of the landforms such as the, volcanoes, on people and
• Describe and explain environment, further describe possible strategies for solutions and mitigation
the formation and measures.
distribution of Describe and explain the general processes involved in plate movements
volcanoes and Show a basic understanding of plate tectonics, describing the global
earthquakes in relation patterns of plates, their structure, and be aware of plates and their effects.
to plate movements; Plates moving towards each other (sea floor spreading) plates moving
• Evaluate the impact of towards each other (subduction) and plates sliding past each other.
these processes and Describe and explain an understanding of the main features of volcanoes
landforms on people (and their eruption) and earthquakes.
and environment, Evaluate the impacts of these processes .i.e. destruction of infrastructure,
• Suggest efforts made loss of life, loss of scenic beauty and environmental pollution.
towards limiting the Suggest efforts made to reduce impacts. i.e. rubberised buildings, flexible
impact of these pipes, etc.
processes.

Case Studies required for

2.1
• An area affected by
earthquakes and
volcanoes.

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2.2 River processes and

Landforms
All learners should be
able to:
Reference to be made to the erosional processes of hydraulic action, corrasion,
• Describe and explain corrosion (solution) and attrition.
the work of a river in
eroding, transporting River transport should include the processes of traction, saltation, suspension,
and depositing; and solution and reasons why, when and where in a rivers course deposition
• Describe and explain takes place should be studied. It should be realised that the effectiveness of the
the river erosion and river processes concerned will vary according to the volume and velocity of the
transportation running water and the nature of the load (boulders, pebbles, sand and silt), which
processes; in turn will be affected by the bedrock along the course of the river.
• Describe forms of river
valleys (long profile and Describe and explain the landforms associated with these processes.
shape in cross section);
• Explain deposition in a A study should be made of the following: forms of river valleys (long profile and
river’s course; shape in cross section), rapids, waterfalls, potholes, meanders, ox-bow lakes,
• Describe the volume deltas, levees, and floodplains.
and velocity of running
water and how it affects Evaluate the impact of rivers to the people and the environment e.g. positive
river processes; impact include water supply, fertile flood plain, transport, production of hydro-
• Describe the nature of electric power, etc. negative impacts – flooding, harbouring dangerous animals,
the load (boulders, diseases, and communication breakdown etc.
pebbles, sand and silt)
and how they are Describe and explain the influence of people on rivers e.g. pollution.
affected as they are
transported along the Suggest preventive measures to flooding e.g. dam construction, raised banks,
course of the river; diversion of river channel, etc.
• Explain the formation
of the landforms
associated with river
processes;
• Evaluate the impact of
rivers/floods to the
people and the
environment;
• Suggest preventive
measures to flooding.

Case Study required for

2.2
• The opportunities
presented by a river or
rivers, the associated
hazards and their
management.

2.3 Weather and climate

All learners should be
able to:

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• Describe and explain Describe and explain how the following factors affect temperature; latitude,
factors affecting altitude, distance from the sea, ocean currents and winds.
weather and climate.
• Describe and explain
factors affecting Describe and explain the use and siting of the following instruments at a weather
weather and climate; station: rain gauge, maximum-minimum thermometer six’s, wet dry bulb
• Describe and explain thermometer (hygrometer), barometer, anemometer and wind vane, sunshine
the siting of a weather recorder etc.
station;
• Describe and explain Make calculations using information from these instruments.
the features of the
Stevenson screen box; Use and interpret graphs, and other diagrams showing weather data.
• Describe and explain
the siting of a Describe and explain characteristics, of siting and use of Stevenson Screen e.g.
Stevenson screen box; white louvered sides, away from trees and buildings, storing thermometers.
• Describe and explain
the siting and use of Describe and explain the main types of clouds, (cirrus, cumulonimbus, and
the following stratus).and estimate the extent of cloud cover (oktas).
instruments at a
weather station: rain Describe and the effects of rainfall on people, economies and environment. e.g.
gauge, maximum- destruction of crops, flooding ,soil erosion.
minimum thermometer,
six’s thermometer wet Describe and explain the responses of people to rainfall hazards in LEDCs and
and dry bulb MEDCs e.g. dam construction; evacuation, etc.
thermometer
(hygrometer), Assess the impact of drought and flooding to the people and the environment
barometer, e.g. crops destroyed, destruction of infrastructure.
anemometer, wind
vane, and sunshine
recorder;
• Make calculations
where appropriate
using information from
these instruments;
• Describe the main
types of cloud and be
able to estimate the
extent of cloud cover;
• Assess the impact of
rainfall on people and
the environment;
• Suggest the responses
of people to rainfall
hazards in LEDCs and
MEDCs.

Case Studies required for

2.3
• Make calculations
using data from
weather instruments;
• Use and interpret
graphs and other
diagrams showing
weather and climate.

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2.4 Climatic
regions/Biomes All
learners should be able
to:
Name and locate an example of each climatic region e.g. tropical rainforest, and
• For each of the hot deserts.
following climatic
regions: tropical
rainforest and hot Describe and explain the main characteristics of climate in the region:
desert. temperature – mean temperature of hottest month, mean temperature of coolest
- Name, locate and give month, therefore the annual range; rainfall – the amount and seasonal
an example; distribution; other climatic features – wind, cloud, humidity etc.
- Describe and explain
the main features of the Factors influencing these characteristics should be noted such as latitude,
climate: annual pressure systems, and the winds to which they give rise, distance from the sea,
temperature range, altitude and ocean currents.
rainfall, cloud, humidity,
pressure and winds; Candidates should be familiar with climatic graphs showing the main
- Describe the natural characteristics of temperatures and rainfall of the climates in the regions listed.
vegetation and explain
how it is adapted to the
Climate. For each of the following climatic types – tropical rainforest, and hot deserts.
• Evaluate the impact of
climatic regions to the Describe the natural vegetation and explain how it adapted to the climate .e.g.
people and the tropical rainforest e.g. tall trees due to high amount of rainfall etc.
environment.

Case Studies required for Describe and explain how human interference has affected the vegetation e.g.
2.4 deforestation, disappearance of some species etc.
• An area of tropical
rainforest.
• An area of hot desert.

2.5. Climate change

All learners should be
able to:

• Describe and explain Describe and explain the causes of climate change, e.g. fossil fuels,
causes of climate deforestation, cattle farming, etc.
change;
• Suggest mitigation Evaluate the impact of climate change( a rise in sea level, melting of ice
measures and adaptive caps and glaciers, flooding of low lying coastal areas).
responses to climate
change. Suggest mitigation measures and adaptive responses, e.g. use cleaner and
renewable energy sources (hydro-electricity), use public transport rather
Case Study required for than private cars, conserve green house sinks, etc.
2.5
An area of affected by
climate change.

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THEME 3 – ECONOMIC DEVELOPMENT, UTILISATION AND MANAGEMENT OF RESOURCES

Notes for guidance
GENERAL OBJECTIVES

3.1 AGRICULTURE

3.1.1 Preparing virgin

land for agriculture
All learners should be
able to:
• Describe and explain Describe and explain the steps in land preparation for agriculture i.e.
the steps in land removal of vegetation, uprooting of tree stumps, removal of crops,
preparation for terracing, irrigation, burning of vegetation, ploughing, harrowing,
agriculture; application of lime/fertiliser, insecticides, pesticides and herbicides.

• Explain problems Describe and explain problems encountered in preparing land for
encountered in agriculture i.e. lack of capital, lack of machinery, lack of technical
preparing land for knowhow/technology.
agriculture.

3.1.2 Subsistence
farming with
reference to
Eswatini
All learners should be
able to:

• Describe subsistence Describe and explain subsistence farming under natural inputs
farming under the (rainfall, sunlight, soil, and relief), human input (untreated seeds,
following headings: family labour, simple tools draught power, single ploughs, hoes, and
- Inputs (natural and crude tools.
human)
- Processes Describe and explain subsistence farming using an example of small
- Outputs (products); scale farming in Eswatini (maize growing)
• Assess the
problems/limitations of Assess the problems/limitations of subsistence farming i.e. lack of
subsistence farming; capital, lack of tools, drought etc.
• Suggest solutions to
the problems. Suggest solutions to the problems i.e. teaching farmers, construction
of dams and boreholes, provision of tractors and hybrid seeds.

.
3.1.3 Intensive cash crop
farming with
Describe and explain intensive cash crop farming under: natural
reference to
inputs (soil, sunlight, etc), human inputs (capital, hybrid seeds,
Eswatini, e.g.,
machinery, labour. etc.) outputs / products and their market.
Vuvulane, Tjaneni
irrigated farms
All learners should be
able to:

• Describe intensive
Describe and explain irrigation as an important input for farming in
cash crop farming
intensive farms,

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under the following Describe and explain the types of irrigation (sprinkler ,basin, micro jet,
headings: central pivot etc)
- Inputs (natural and
human)
- Processes
- Outputs (products); Describe and explain advantages and disadvantages of irrigation
• Describe the strategies (advantages are extends farming season, allow cultivation in dry
undertaken by the areas/ season, increase output etc) (disadvantages are soil erosion,
Eswatini Government soil compaction, etc.).
to promote intensive
farming;
• Evaluate strategies
undertaken by the Suggest the strategies undertaken by the Eswatini government to
Swazi government to promote intensive farming. Evaluate strategies undertaken by
promote intensive government to promote intensive farming.
farming.

3.1.4 Large scale

extensive
commercial farming
with reference to a
developing country
(LEDCs)
All learners should be
able to:
• Describe large scale Describe and explain large scale commercial farming under the
commercial farming following headings: inputs, processes, outputs.
under the following
headings:
- Inputs (natural and
human)
- Processes
- Outputs (products);
• Assess the impact of Assess the impact on the people and the environment i.e. positive
large scale impact to the people : employment, improve their home, get agriculture
commercial farming to experience etc. and disadvantages : low wages neglect of subsistence
the people and the farms and on the environment problems will be pollution i.e. solid and
environment. liquid waste, soil compaction, pesticides, herbicides, insecticides will
kill animals.

3.1.5 Pastoralism with

reference to
Eswatini
and South Africa
All learners should be
able to:
• Describe subsistence Describe and explain subsistence pastoral farming under inputs e.g.
pastoral farming and grass /vegetation, water, labour ,kraal., Describe pastoral farming
commercial pastoral under processes.
farming under the
following headings: Describe and explain outputs e.g. dairy products, and beef products.
- Inputs (natural and
human) Describe and explain the impact of pastoral farming to the people and
- Process the environment i.e. overgrazing, soil erosion, de-forestation, source
- Outputs (products); of income (enrich), supply milk, beef, as draught animals, dowry,
• Evaluate the impact of skins, kraal manure.
subsistence and large
scale commercial
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 EGCSE GEOGRAPHY Syllabus 6890
November 2021-2023 Examinations

pastoral farming on the

people and the
environment; Suggest solutions of the impacts i.e. reduce number of livestock,
• Suggest possible practise rotational grazing.
solutions to the
impacts.

3.1.6 Shortage of food

All learners should be
able to:

• Describe and explain Describe and explain the causes and effects of food shortages.
causes of food Shortages of food may be related to natural problems such as soil
shortage; exhaustion, drought, floods, tropical cyclones, pests, disease, etc.
• Explain the effects of
food shortage; Describe and explain an awareness of the effects of these natural
• Suggest solutions to problems on selected areas within LEDCs.
the problems e.g.
organic food, green Describe and explain economic ,political factors and their effects upon
revolution, etc. food shortages .e.g emphasis should be noted for example low capital,
investment, poor distribution/transport difficulties, wars, the effects of
Case Studies required food shortages is encouraging, food aid and measures such as those
for 3.1 of the ‘Green Revolution’ to produce more food should also be
considered.
• A farm or agricultural
system in Eswatini

• Sugar cane farming in

Eswatini
• An LEDC affected by
food shortages

3.2 INDUSTRY

3.2.1 Classification of
industries with
examples from
LEDCs and MEDCs
All learners should be
able to:
• Describe and give Define an industry as employment that involves using/ producing goods
examples of primary, or services.
secondary, tertiary and
quaternary industries; Describe and give examples of primary industries: fishing, mining,
• Describe and explain forestry.
the employment
structure of LEDC and Describe and give examples of secondary industries: oil refinery, pulp
MEDC; processing, fish processing.
• Describe and explain
the industrial structure Describe and give examples of tertiary industries: financial institutions,
of an LEDC and an transport services, legal services, and medical services.
MEDC. Describe and give examples quaternary industries: high technology
industries, high research industries/ concerned with research and
development.

Describe and explain the employment structure of LEDCs (more in

primary industry) and MEDCs (more in tertiary less in primary).
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 EGCSE GEOGRAPHY Syllabus 6890
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Assess the impact of Multi-national Companies on the people, economy

and environment e.g. advantages brings work to people and uses local
labour, local labour receives a guaranteed income, improves level of
education and technical skills of the people, brings foreign currency,
provides modern technology ,improve roads and airports, widens
economic base of the country Local people employed are small in
number, local labour poorly paid, most of wealth / profits goes overseas,
big schemes debts, firms can pull out anytime, environmental hazards.

3.2.2 Location and

development of
industries
All learners should be
able to:

• Describe and explain Describe and explain the physical and economic factors that
the factors that influence the location of industries e.g. physical (raw materials,
influence the location power / energy, natural routes, site, and land). Human / economic
of industries; are labour, capital, markets, transport, and government policies.
• Demonstrate an
understanding the
factors that influence
the location and
development of each Describe and explain the factors that influence the location and
of the following development of craft industries (Lesotho and Eswatini).motor
processing and vehicle assembly (Japan) High tech industry (Germany.)
manufacturing
industries:
- Craft industries
(Lesotho and
Eswatini), Describe and explain the location of science and business parks
- Motor vehicle e.g. where there is high skilled labour, near other firms, access to
assembly international transport systems.
(Japan),
- High
technology
industries
(Germany).
• Describe and explain
the location of science
and business parks;
• Assess the impact of
TNCs/MNCs to the
people, economy and
the environment in
LEDCs.
Case studies required for
3.2.2
A craft industry in Eswatini
A motor vehicle
assembly plant in
Japan

3.2.3 Leisure activities and

Tourism
All learners should be
able to:

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 EGCSE GEOGRAPHY Syllabus 6890
November 2021-2023 Examinations

Account for the growth of tourism in MEDCs and LEDCs e.g.

• Describe and explain beaches; climatic attractions; scenic attractions; attractions of
the following types of natural vegetation; cultural attractions; architectural attractions;
tourism – coastal historical attractions; recently built attractions/theme parks, etc.
tourism, inland tourism
and eco-tourism;
• Describe and account
for the growth of
tourism in LEDCs and
MEDCs;
• Describe and explain Describe and explain the major promotion and marketing factors of
the major promotion tourism in Eswatini such as advertisement, package holidays,
and marketing factors investment of transportation routes (air and roads), and
of tourism in Eswatini; improvement of hotel facilities.
• Evaluate the impact of
tourism on the people
and the environment;
• Suggest possible
strategies and
mitigation measures for Assess the impact of tourism to the people and the environment.
sustainable tourism.
Case study for 3.2.3 Suggest strategies for sustainable tourism such as diversity, honey
pot sites and wilderness areas, interdependence (people, economy
a tourist attraction and the environment).
area e.g. Ezulwini

3.3 ENERGY RESOURCES

3.3.1 Renewable and

non-renewable
resources
All learners should be
able to:

• Describe sources of Describe renewable and non-renewable resources e.g. renewal include
renewable resources tidal, solar, wind, geothermal, biogas, non-renewable fuel-wood, coal,
(hydro-electric power, nuclear, natural gas, oil etc.
solar, wind,
geothermal, tidal and
biogas) and non- Explain differences between renewable and non- renewable resources.
renew able resources
(fuel wood, coal,
nuclear, natural gas,
and oil);
• Describe power Describe and explain the distribution and quantities of the world energy
generation by solar resources using world energy map.
and wind;
• Describe and account Describe and explain the uses and competition of water resources e.g.
for the distribution and agricultural use, domestic use, industrial use. etc.
quantity of the world
energy resources;
• Describe and explain Explain how different countries use water for industries, agriculture etc.
the uses of and
competition for water
resources –
agricultural, domestic
and industrial demand;

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• Account for the energy

crisis in Africa with
special reference to
Eswatini and other
LEDCs;
• Evaluate the impact of
renewable and non
renewable resources
to the people and the
environment;
• Suggest possible
solutions to the
negative impacts of
renewable and non-
renewable resources.

Case Studies required

for 3.3.1

Energy supply in Eswatini

and any other country.

THEME 4 – POPULATION AND SETTLEMENTS

Notes for guidance
GENERAL OBJECTIVES

4.1 Rural settlements with

reference to selected
examples from LEDCs.

All learners should be

able to:
• Describe and explain Describe and explain the patterns of rural settlements – dispersed,
the settlement patterns: linear, and nucleated.
(dispersed, linear and
nucleated);
• Describe and explain Explain the functions of rural settlements.
the functions of rural
settlements;
• Describe and explain Describe and explain how physical factors (relief, soil, water supply) and
factors, which influence other factors such as accessibility, agricultural land use, influence the
the location and sites and patterns of rural settlements. Use named examples of rural
development of rural villages from Eswatini e.g. Mahlanya, Siphofaneni, etc.
settlements (relief, soil,
water supply and other
factors such as
accessibility,
agricultural use).

Case study required

for 4.1
A rural area

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 EGCSE GEOGRAPHY Syllabus 6890
November 2021-2023 Examinations

.
4.2 Urban settlements with -
reference to selected
examples from LEDCs
and MEDCs.

All learners should be

able to:

• Define terms Describe and explain terms of urban settlements such as hierarchy,
associated with urban sphere of influence, threshold population etc.
settlements; hierarchy
sphere of influence,
threshold population;
• Describe the landscape Describe the landscape of an urban settlement i.e. types of buildings,
of an urban settlement; road, sheet network, layout of buildings etc
• Describe and explain
factors affecting Describe and explain the factors, which may influence the size, growth
location and growth of and functions of urban settlements
urban settlement;
• Classify urban Classify urban settlements according to size function.
settlements according Describe and explain the different types of urban morphology ( sector
to size, function; model, multiple nuclei, concentric )
• Describe and explain
the structure of urban Describe internal structure of urban settlements e.g. CBD, industrial
settlements according zone and residential zone.
to the different models
in LEDCs and MEDCs Describe and explain the factors affecting the location and growth of
(urban morphology); urban settlements.
• Describe and
explain the sphere of Describe and explain the influence of urban settlements on surrounding
influence of urban areas i.e. sphere of influence.
settlements on
surrounding areas; Describe and explain problems associated with the growth of urban
• Describe and explain areas e.g. traffic congestion , housing shortages squatter settlements
problems associated etc
with urbanisation such
as congestion in the Suggest solutions to overcome problems associated with the growth of
Central Business urban areas e.g. traffic congestion (pedestrianisation etc), pollution
District (CBD), housing (litter collection etc) high crime rate (security etc)
shortages, and
squatter settlements; Evaluate the impact of urbanisation to the people and environment;
• Suggest solutions to pollution, urban sprawl, satellite towns etc.
overcome problems
associated the growth Assess the influence of urban settlements on surrounding areas i.e.,
of urban areas; informal settlements.
• Assess the impact of
the growth of urban Describe and explain problems associated with the growth of urban
areas to the people areas such as congestion in the CBD, housing shortages, and traffic
and the environment: congestion.
- Pollution (air, water, Suggest solutions to overcome these problems should be illustrated
visual, noise) by reference to example (sic) LEDC and MEDC.
- Urban sprawl
- Satellite towns Evaluate the effects of urbanisation on the environment – pollution (air,
Informal settlements. water, visual, noise).

Case study required

for 4.2
an urban area

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4.3 Population dynamics

All learners should be

able to:
• Explain terms Explain terms associated with population (life expectancy, population
associated with explosion, population pressure, infant mortality, fertility rates, population
population; pyramid, population census, population density, migration, etc.)
• Describe and explain Describe characteristics of overpopulation, under population and
characteristics of optimum population.
overpopulation, under
population, and Describe and explain factors influencing population distribution and
optimum population; density with reference to Eswatini e.g physical factors(soil type, relief,
• Describe and explain water supply, vegetation etc) economic factors (transport, industry etc)
the factors influencing social factors (defence, relatives etc) political (peace ,security etc)
population growth and
structures: Draw, label and interpret a progressive, regressive and stationery
- Birth rates, population pyramid.
- Death rates,
- Natural increase, Draw and interpret the demographic transition model
- Migration;
• Describe and explain Account for the reasons of migration e.g. international, regional,
factors influencing seasonal, internal rural urban, urban rural, permanent, forced, voluntary
population distribution etc.
and density with Explain push and pull factors in all types of migration.
reference to Eswatini
(physical, economic, Explain how immigrants and emigrants will affect population structures
social, and political); in sending and receiving countries.
• Describe and explain
population structure for Assess the impacts caused by influx of population into receiving and
both MEDCs and country of origin.
LEDCs;
• Describe and explain Suggest strategies /mitigation measures on how to best reduce
the concept of the migratory problems e.g. government. Policy, employment, incentives,
Demographic etc.
Transition Model;
• Describe and explain Describe population distribution and density with reference to Eswatini.
the different types of
migration; Describe and explain the factors affecting population growth structures
• Describe the influence (birth rate, death rate, natural increase, migration).
of migration on
population structures, Describe urbanisation and its causes with reference to MEDC/types of
on the environment and migration in LEDC’s/MEDCs.
economy of both
sending and receiving Describe the relationship between population growth and resources and
countries; explain why problems may result in some areas such as overpopulation
• Suggest ways of and under population.
reducing the rate
of migration Explain the Demographic Transition Model.
(Government
policy, Suggest reasons for different types of population structure as shown by
decentralisation, age-sex pyramids. Candidates should be able to describe population
satellite towns, pyramids and relate them to different stages of the demographic
etc.). transition model.

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4.4 HIV and AIDS

All learners should be
able to:

• Demonstrate an
understanding of HIV Demonstrate your understanding of HIV and AIDS.
and AIDS;
• Describe and explain
the three modes of HIV Describe and explain the three modes of HIV transmission – unsafe
transmission; sex, mother to child transmission, blood transfusion/contact with
contaminated blood.
• Account for the general
causes of the spread Account for the causes of the spread of HIV and AIDS e.g. multiple
of HIV and AIDS; partners, lack of condoms, lack of education, polygamy, etc.
• Assess the social and
economic impact of Assess the social and economic impact of HIV and AIDS in Eswatini.
HIV and AIDS in i.e. (social- child headed families, grief,) economic – (reduction of
Eswatini; country’s labour force, death of bread winner, etc).
• Explain efforts being
made to minimise the Suggest efforts being made to address/minimise impact of HIV and
HIV and AIDS AIDS by the governments, Non-Governmental Organisations etc.
pandemic by (abstaining, education, NCPs, VCTs, circumcision, etc).
governments, N.G.O
etc.

Case studies for 4.3 and

4.4
An LEDC and MEDC

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 EGCSE GEOGRAPHY Syllabus 6890
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GRADE DESCRIPTIONS

The scheme of assessment is intended to encourage positive achievement by all candidates. Grade
descriptions are provided to give a general indication of the standards of achievement likely to have been
shown by candidates awarded particular grades. The grade awarded will depend on the extent to which
the candidate has met the assessment objectives overall, and may conceal weakness in one aspect of
the examination that is balances by above-average performance on some other.

Criteria for the standard of achievement likely to have been shown by candidates awarded Grades A, C
and F are shown below.

A Grade A candidate should be able to:

A Knowledge with understanding

• demonstrate a wide knowledge and comprehension of physical and human geography, and a
clear understanding of their inter-relationship

B Analysis and Interpretation

• analyse inter-relationships between people and their environment
• recognise the dynamic nature of these relationships and how and why they may change through
time and space

C Judgement and decision-making

• make balanced judgements and to show an awareness of the different attitudes and priorities
of individuals and groups, and hence the problematical nature of the interaction of people with
the environment

D Investigation and evaluation

• (given a minimum amount of guidance) carry out independently, geographical enquiry in which
appropriate methodology is applied
• communicate effectively the gathering, processing and analysis of the information
• recognise that solutions or conclusions may not readily be drawn from the enquiry.

A Grade C candidate should be able to:

A Knowledge with understanding

• demonstrate a knowledge of physical and human geographical phenomena and demonstrate a
comprehension of important geographical ideas, concepts, generalisation and process

B Analysis and Interpretation

• analyse inter-relationships between people and their environment
• recognise the dynamic nature of changes in these relationships

C Judgement and decision-making

• make balanced judgement on economic, political, environmental and social issues which have
a geographical dimension through a recognition of conflicting viewpoints and solutions

D Investigation and evaluation

• (given general guidance) plan and carry out effectively a geographical enquiry using relevant
data from a variety of primary and/or secondary sources
• apply geographical techniques, map interpretation at different scales, and a range of graphical,
numerical and pictorial information such as flow-line diagrams, simple census extracts and
photographs.

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 EGCSE GEOGRAPHY Syllabus 6890
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A Grade F candidate should be able to:

A Knowledge with understanding

• demonstrate an elementary level of knowledge of physical and human geography
• demonstrate a comprehension of simple geographical ideas and simple geographical
relationships

B Analysis and interpretation

• describe inter-relationships between people and their environment and analyse them in simple
terms

C Judgement and decision-making

• recognise at an elementary level, the existence of differing systems of values which influence
economic, environmental, political and social issues which have a geographical dimension

D Investigation and evaluation

• (given specific guidance at all stages) observe, record and attempt to classify geographical data
• draw simple sketch maps and construct diagrams such as a information by brief statements.

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 EGCSE GEOGRAPHY Syllabus 6890
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STUDY NOTES

The Curriculum Content outlined in the syllabus booklet and described in these notes is to be pursued
by all candidates.

Paper 1
Questions are resource based. The resources presented are for analysis and interpretation in answering
a part question or part questions. Most of the information required to answer these part questions is
contained within the resource itself. Previous knowledge is needed of the particular illustration presented.
It is required is that candidates use the data provided to illustrate their understanding of the particular
concept being assessed.

The resources offered may be photographic, map extracts, sketch maps, drawings, diagrams, graphs,
text extracts, statistics, and tables of data. Resource materials are selected from various world areas.
As a result candidates may be dealing with world areas which they are not familiar. The resources used
do not require specific regional knowledge. This should be stressed to the candidates as they may be
influenced in their question selection by the nature/location of the resource included.

Throughout a study of the curriculum content it is stressed that for Paper 1, reference should be made
to appropriate case studies to illustrate the individual themes. It is suggested that much of the preparation
of themes could be undertaken through case studies. Some case studies could incorporate a number of
concepts and assessment objectives and present candidates with an integrated approach to the study
of curriculum content.

A case study may be selected because it relates to:

the local school area;
a contemporary development such as the occurrence of a natural hazard in part of the world;
a particular illustration with which the teacher is familiar;
a presentation in a newspaper, on video, film, a well documented illustration in a textbook, etc.

The essence of a good case study is that it provides candidates with details of a particular illustration,
which can be profitably used in answers to certain questions on Paper 1. Some part questions on the
paper request that reference is made to information from specific case studies made by candidates and
opportunity is also provided for candidates to volunteer such details in answering other questions.

It is important that candidates comply with the rubric. Three questions only are to be selected, one from
each theme. It is very important that candidates make the correct choice and do not answer more than
is required. Candidates are also advised to heed closely the sub marks on the question paper. These
are included in order to guide candidates to the amount of detail and length of response anticipated.

Paper 2
Candidates must answer all questions in sections A and B but choose one question in section C,
between question 6 and 7. The paper will be mainly skills based and will test a candidate’s ability to
handle various ways of depicting geographical information, e.g., topographical maps, other maps,
diagrams, graphs, tables of data, written material, photographs and pictorial material. The questions in
Paper 2 will be neutral in that they will not require specific information of place. Candidates will be able
to demonstrate skills of analysis and interpretation and application of graphical and other techniques as
appropriate.

EQUIPMENT
It is essential that candidates have the following equipment with them in the examination room: a pencil,
ruler, set square and a protractor. It is also advisable that they should have access to a straight edged
piece of paper for measuring distance on large-scale topographic map or simulated map.

• One question, worth 25 marks, will be based on a large-scale (either 1: 25 000 or 1: 50 000)
topographical map or simulated map. A key will be provided. The topographical map will be of a
tropical area. Simulated maps will show information of any place. It is essential that candidates
become proficient in map reading and interpretation skills to enable them to describe and analyse
maps.

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 EGCSE GEOGRAPHY Syllabus 6890
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Candidates should also be able to use a co-ordinate reference system and be able to give and to
read 4-figure and 6-figure grid references to locate places. For example, the 4-figure reference for
the dot in the diagram below is 4665 whilst the 6-figure grid reference for the dot would be 463654.
To give the 6-figure grid reference, first of all identify the grid square, in this case 4665. The third
figure is obtained by dividing the space between grid lines 46 and 47 into ten equal parts. Similarly
the sixth figure is obtained by a similar division of the gap between 65 and 66. This would result
in a grid reference of 463654 for the dot. It should be noted that the first tenth is 0 and the last
tenth is 9 in the divided grid square.

Candidates should be able to give directions, both as a point of the compass, such as north,
northeast, etc., and as a bearing from grid north of one place from another. It is, therefore,
important that candidates have protractors in the examination room with them.

Candidates should be able to measure horizontal distances. This is most accurately done by using
a straight edged piece of paper and the scale line. If the line to be measured is curved, divide the
curve into straight sections and rotate the paper after each straight section to follow the next
straight section. Finally place the completed straight edged piece of paper along the linear scale
line on the map extract and read off the distance in kilometres/metres. This method avoids
complicated mathematical calculations which can arise when rulers are used.

Contour reading, which enables candidates to calculate differences in height, should be practiced.
The information gained from measuring horizontal and vertical distances should enable
candidates to calculate gradients using the formula:

Vertical Interval (Differenc e in height)

Horizontal Equivalent (Horizontal distance)

It should be noted that both measurements must be made in the same units before the calculation
can be made.

Cross sections may be set for interpretation but candidates will not be asked to construct them.

Candidates should be able to draw inferences about the physical and human landscape by
interpretation of map evidence such as patterns of relief, drainage, settlement, communication and
land use.

Candidates are advised to practice identifying basic landscape features such as river valleys and
uplands and to give brief descriptions of them using appropriate geographical terms (such as
ridges, plateau, scarp, flood plain) and simple adjectives showing an appreciation of their nature
(such as broad, flat, steep sides, deeply cut, gently sloping). To interpret these maps candidates
should be able to recognise essential differences in density of drainage, streams, patterns,
gradients, or size of streams in relation to the relief. They should be able to describe the physical
features of rivers and the shape and form of river channels as they are shown on large scale and
simulated maps

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 EGCSE GEOGRAPHY Syllabus 6890
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Practice in describing variations in land use should be part of the preparation for the examination
especially with topographic amps. The interpretation of human features would also require
candidates to recognise and analyse patterns of settlement (dispersed, nucleated, linear),
Candidates should be able to interpret and describe features of urban morphology as represented
on large scale and simulated maps. They will be asked to describe the functions of and services
provided by settlements. They should also be able to give reasons for the site and growth of
individual settlements. Communication networks should be recognised in terms of their type and
density in relation to physical and human features.

Explanations should be based entirely on map evidence showing the interaction between humans
and their physical environment, e.g., differences in land use between upland and lowland,
differences in land use within a town, differences between dense settlement on river plains and
sparse settlement on river plains and sparse settlement on steep upland slopes.

NOTE: It must be stressed that all answers to this question must be based on map evidence only.

Other questions on the paper will be set using some or all of the following resources: maps,
pictorial, diagrams, graphs, tables of data, written material. They should be regarded as important
ways of representing geographical data. They may be used to illustrate a basic principle and it is
essential that candidates should be directed towards their interpretation. For example, a
population pyramid may be used to illustrate the age sex structure of a country. With such a
resource a candidates may be required to describe the broad features of the population structure
to show comparisons and contrasts between the male and the female populations, the working
and non-working population and the young and old age groups.

Maps based on global and other small scales may be used and candidates may be asked to
identify and describe significant features of the human and physical landscape on them, e.g.,
population distribution, population movements, transport networks, settlements layout, relief and
drainage, etc. Candidates may be asked to recognise patterns and deduce relationships.

Candidates will be expected to be able to extract specified geographical information from graphs,
pictorial, diagrams, tables of data and written material. Pie graphs, line graphs, triangular graphs,
radial graphs, bar graphs, and scatter graphs may be used and candidates may be asked to
describe variations and identify trends in information. Graphs may show, for example,
temperature, birth rate, death rate, energy, rainfall distribution, river discharge, etc. Candidates
may be required to plot information on graphs when axes and scales are provided. Data tables
may provide information on physical landscapes (landforms, natural vegetation, land use, and
settlement) and geographical phenomena from photographs. Simple descriptions only will be
required. Candidates may be expected to add specified detail on maps or other material provided,
thereby applying geographical knowledge and understanding. Field sketches of physical and
human landscapes may be used to stimulate geographical description and annotation. Cartoons
illustrating a geographical theme may be set for interpretation and analysis.

Candidates may also be asked to use supporting material in conjunction with large-scale maps to
identify, describe and analyse features and thereby recognise patterns and deduce trends.

Candidates should be aware of the general requirements for the investigative questions. Some
practical experience, however limited, of research methodology is preferable in preparation for
these questions. One approach is to introduce the appropriate enquiry skills and techniques. For
example after the river topic time could be spent discussing how rivers could be measured, the
plotting of depth data and the calculation of cross sectional area and discharge. The skill required
for questionnaires, counts and observations might be introduced in a variety of topics.

References should be made to the range of aspects involved in research or investigative methods
such as (i) formulating aims and hypotheses, (ii) using enquiry skills to collect data, (iii)
presentation techniques to display data, (iv) making analyses of data, and (v) the formulation of
conclusions.

The research or investigative skills are as follows:

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 EGCSE GEOGRAPHY Syllabus 6890
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(i) Formulating aims and hypotheses

Candidates should be familiar with hypotheses as statements that form the basis of
coursework assignments. The hypotheses may investigate a geographical concept, e.g., a
CBD has the highest concentration of comparison shops, collecting relevant data, analysis
and drawing conclusions using the data as evidence can test these.

(ii) Research or investigative skills to collect data

Questions on these will test knowledge and application of the methodology used in the
following range of data collection enquiry skills.
Questionnaires
Questionnaires can be oral or written to gain information from an individual or a group of
individuals. Suitable themes in the syllabus where questionnaires may be appropriately
studied include spheres of influence, use of services, shopping habits, a farm study, a
factory or industrial study, leisure activities, tourism or attitudes of public to developments
associated with resource development. Considerations of conducting a questionnaire, e.g.,
the sampling methods, pilot survey, and location of survey should also be discussed.
Observation
Examples of using observations as a research or investigative skill, collect data include the
recording of land use in an urban area or observation of river features. Maps, recording
sheets, field sketches, and annotated photographs may all be used to record student
observations.
Counts
Pedestrian and traffic counts are two significant examples of this research or investigative
skill. Appropriate methods for recording counts should be discussed including the layout of
recording sheets; instructions and the necessary information required identifying the sheet
following the count (i.e., time, date, location and name of recorder).
Measurement
When recording measurements, due consideration should be given to planning the layout
of the recording sheet, the location of instruments and the sampling methods adopted to
provide reliable data. Knowledge of the equipment used in measurement is required such
as the quadrant and the clinometers, etc. Candidates should be familiar with river
measurements of channel, width, depth, speed flow and the size and shape of bedload, and
weather study instruments.

(iii) Data presentation techniques

Knowledge of the illustrative techniques to present research data is required. This should
include various types of graphs, maps, and diagrams, e.g., line graphs, bar graphs,
histograms, flow diagrams, wind rose graphs, isoline maps, and scatter graphs.

(iv) Analysis

Candidates should be able to describe the patterns in data presented in graphs and tables
of results. Reference to relevant geographical knowledge and understanding is often
required in the interpretation of the data. Practice of this skill will improve success in
research or investigative questions.

(v) Formation of conclusions

Using the evidence from the data should be able to make judgments on the validity of the
original hypothesis or aims of the assignment. Reference is also required of the reliability of
collected data and a critical evaluation of the chosen data collection method.

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 EGCSE GEOGRAPHY Syllabus 6890
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GLOSSARY OF TERMS

It is hoped that the glossary will prove helpful as a guide, i.e., it is neither exhaustive nor definitive. The
glossary has been deliberately kept brief not only with respect to the number of terms included but also
to the descriptions of their meanings. Candidates should appreciate that the meaning of a term must
depend in part on its context.

In all questions, the number of marks allocated is shown on the examination paper, and should be used
as a guide by candidates to how much detail to give or time to spend in answering. In describing a
process the mark allocation should guide the candidate about how many steps to include. In explaining
why something happens, it guides the candidate on how many reasons to give, or how much detail to
give for each reason.

ANNOTATE Add labels of notes or short comments, usually to a diagram, map or

photograph to describe or explain.

CALCULATE Work out a numerical answer. In general, working should be shown,

especially where two or more steps are involved.

COMPARE Write about what is similar and different about two things. For a
comparison, two elements or themes are required. Two separate
descriptions do not make a comparison.

COMPLETE To add the remaining detail or details required.

CONTRAST Write about the differences between two things.

DEFINE
STATE THE MEANING
OF MEANT BY Give the meaning or definition of a word or phrase.

DESCRIBE Write what something is like or where it is. Describe may be used for
questions about resources in the question paper (describe the trend of a
graph, the location of a settlement on a map, etc.). It may also be used
when you need to describe something from memory (describe a meander,
etc.).

It is often coupled with other command words such as Name and describe
(name the feature and say what it is like), Describe and explain (say what
it is like and give reasons for),

DEVISE OR PLAN Presentation of a particular feature such as a form or questionnaire to meet

a specific requirement or requirements.

DRAW Make a sketch of. Often coupled with a labelled diagram (draw a
diagram/illustration with written notes to identify its features).

EXPLAIN
ACCOUNT FOR
GIVE REASONS FOR Write about why something occurs or happens.

GIVING YOUR VIEWS

COMMENT ON Say what you think about something.

HOW In what way? To what extent? By what means/method? May be coupled

with show how (prove how, demonstrate how).

IDENTIFY Pick out something from information you have been given.

ILLUSTRATING Account for by using specific examples or diagrams. Often coupled with by
a labelled diagram.
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INSERT LABEL Placing specific names or details to an illustrative technique in response to

a particular requirement.

JUSTIFY Say why you chose something or why you think in a certain way.

LIST Identify and name a number of features to meet a particular purpose.

LOCATE Find where something is placed or state where something is found or mark
it on a map or diagram.

MEASURE Implies that the quantity concerned can be directly obtained from a suitable
measuring instrument.

NAME To state or specify or identify. To give the word or words by which a specific
feature is known or to give examples which illustrate a particular feature.

PREDICT Use your own knowledge and understanding, probably along with
information provided to state what might happen next.

REFER TO WITH
REFERENCE TO Write and answer which uses some of the ideas provided in
map/photograph/diagram, etc., or other additional material such as a case
study.

STATE Set down in brief detail. To refer to an aspect of a particular feature by a

short statement or by words or by a single word.

STUDY Look carefully at (usually one of the figures in the question paper).
SUGGEST Set down your ideas on or knowledge of. Often coupled with why [requires
a statement or an explanatory statement referring to a particular feature or
features].

USE
USING Base your answer on the information provided.

WITH THE HELP OF Write an answer that uses some of the information provided as well as
additional material.

WHAT Used to form a question concerned with selective ideas/details/factors.

WHAT DIFFERENCES What differences are shown between…. Use comparative statements to
describe the changes involved as A changes to B.

EVALUATE/ASSESS To judge the value or condition of something

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REFERENCES (TO BE INCLUDED IN SYLLABUS) 2019 – 2020

1. Macmillan Geography for Southern Africa

ISBN 978 999 124 0817
www.macmillan.co.sz

2. H/IGCSE Geography CIE Module 1 – 4

ISBN – 13 978-0-521-78708-6
www.cambridge.org

3. Macmillan School Atlas for Southern Africa

ISBN 9781 8522 2028 0
www.macmillan.co.za

4. Oxford Modern Geography

ISBN 978 019 599 571 8
www.oup.com

5. Africa in Focus
ISBN 0333 598 660
www.macmillan.africa.com
Richard White

6. The New Wider World (Second Edition)

ISBN 0-7487-7376-2
www.elsonthornes.com
David Waugh

7. Certificate Map reading for Southern Africa

8. The Human Planet: Geography for Junior Certificate

ISBN 0-7171-3331-1
www.gillmacmillan.ie
Patric EF O’Dwyer

9. Geography in Place (Second Edition)

ISBN 0-00-711648-9
www.collinseducation.com

10. The New Wider World (Second Edition)

ISBN 07487 7377 0
www.nelsonthornes.com
David Waugh

11. Geography in Place

ISBN 0-00-711647-0
www.collinseducation.com
Michael Raw

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