Year 12 – Population Change

Content Outline / Key Concepts / Case Studies
Population indicators – vital rates (birth rate, death rate, fertility rate, infant mortality rate, changes over time, life expectancy, migration rate and population density) for countries at different stages of development. /
  • Be able to define all these indicators.
  • Recognise that these indicators will be different for countries at different stages of economic development.
  • Be prepared to comment on these differences and interpret a table, choropleth map or graph about them.

Population change: the demographic transition model (5 stages), its validity and applicability in countries at different stages of development. /
  • Know that the Demographic Transition Model shows how the population of a country changes over time.
  • Be able to describe the changes in birth, death rate and total population across all 5 stages.
  • Be able to explain (give reasons) for these changes.
  • Be able to give named countries that would fit with each of the stages.
  • Be able to apply the model to the UK and MEDCS and LEDCS.
  • Be able to list why the model is useful but also the limitations of the model.
/ You have an annotated graph on the UK in the text book.
You have a geofile and table with countries in different stages of the model. (Afghanistan Stage 2, Bangladesh and Brazil stage 3, USA stage 4 and Germany Stage 5.)
Population structures at different stages of the demographic transition.
The impact of migration in population structure. The implications of different structures for the balance between population and resources. /
  • To know that population structure is about how the population is made up. E.g. % of males and females in different age groups within a population. This is shown in a population pyramid.
  • To be able to identify what the population structure (pyramids) would look like in each of the different stages of the DTM.
  • Some countries have a youthful population (e.g. high % in the younger age groups)
  • Some countries have an ageing population.
  • Know that migration can have an impact on population structure. E.g. immigration of Eastern Europeans into the UK has increased the economically active population. (15-65) and the reproductive age groups > increase in birth rates.
  • Know that emigration could lead to a loss of elderly people in the population.
  • Migration can also occur between rural and urban areas within the same country, affecting the population structure.
  • Know briefly the different theories on the balance between population and resources. (e.g. Malthus and Boesrup)
  • Be able to recognise the implications of a youthful and an ageing population (using case studies) and how these affect the balance between population and resources. (e.g. increased pressure on public services or changes to national pensions / taxes)
/ The Gambia, Uganda
UK
Eastern Europeans into the UK
UK – Canning Town and Shenley.
Did this at GCSE.
The Gambia (Youthful)
East Devon (UK - Elderly)
Social, economic and political implications of population change.
Attempts to manage population
change to achieve sustainable development with reference to case studies of countries at different
stages of development. /
  • Be able to describe and explain the social, economic and political implications of ageing and youthful populations (change) Refer to case studies here.
  • Know the social, economic and political effects of migration.
  • Know what the dependency ratio is and how to work it out.
  • Be aware that population change can be viewed as either an increase or a decline and can result from natural (birth / death rates) or migration change.
  • Know TWO case studies of managing population change at different stages of development. This could also include strategies for managing an ageing or youthful population.
  • Understand that these management strategies should aim to be sustainable. (see revision guide p.69 here)
/ UK – and esp. East Devon DVD (Ageing Population)
The Gambia (Youthful population) or Uganda (in the revision guide)
UK, Dubai, USA, Germany
TWO FROM THESE
Gambia managing its youthful population. (LIC)
China’s one child policy (reducing birth rates) (NIC)
UK Ageing population management. (HIC)
The way population change and migration affects the character of rural and urban areas. /
  • Know that urban (city) and rural (countryside) have different characteristics. (see revision guide p.72)
  • Know how the welfare of people living in each area can vary. Generally social welfare (access to services, crime rates, environment, levels of employment) improves as you move away from the inner city.
  • Rural-urban migration in LEDCS has led to shanty towns developing.
  • In MEDCS urban-rural migration or counterurbanisation has led to villages becoming more like towns. This changes their character.
  • Be able to explain the affect of migration on their character (e.g. housing, ethnicity, age structure, wealth, employment and services.) (see revision guide p.73)

Settlement case studies – comparing two (or more) of the following areas – an inner city area, a suburban area, an area of rural/urban fringe and an area of rural settlement. To include reference to characteristics such as: housing, ethnicity, age structure, wealth and employment and the provision of services. /
  • To be able to describe and explain in detail how the character of twodifferent areas have been affected by population change. E.g. Canning Town v Shenley
  • (These will be the 15 mark questions!)
/ Canning Town, Newham (inner city London) – an example of population decline (but recent growth in last 10 years – Olympic effect)
Shenley (rural urban fringe) – an example of population growth BUT commuters moved in, changing its character. (change in services. Some changes are for the worse, (e.g. loss of traditional village character / community) some for the better, e.g. better shops and services – e.g doctors and more frequent buses.)
The implications of the above for social welfare. /
  • Social welfare is worse in the inner city (Canning Town) – e.g. environment in disrepair, neglected. Health problems from living conditions, more crime, lower education levels, less skilled workers, more people living on benefits
  • Social welfare is better in rural areas if the population is wealthier and own cars. BUT some people do live in rural poverty. E.g. unemployed farmers, young people who can’t afford housing, the elderly; with lack of access to public transport and declining services.