preface - Lehrpersonen.ch

Curriculum content: Theme 2.2 Natural vegetation (tropical grassland- savanna).
Scheme of Assessment: (paper 1; question 3 or 4); possibly questions in paper 2 and
paper 4.
Students should be able to identify the main features of savanna vegetation during the
walk from Ubiri to Lutindi hilltop (see trail 5 on page 5 and map 6). The local guides may
assist in providing information about the common grass/shrub/scrub species covering the
hills and the escarpments. Students should try to suggest reasons for the presence of
savanna vegetation in the area (see worksheet on page 37; fig. 9 on page 38; fig. 38, 39,
40, 41, and 42 on pages 71 and 72).
Relevant IGCSE Questions
Paper 1: core/2 extended (designated as paper 1 from 2004)
. 2 Nov. 1999; question 4
Curriculum content: Theme 2.3 The inter-relationship of physical and human
geography.
Scheme of Assessment: ( paper 1: question 3 or 4); possibly questions in paper 2 and paper 4).
Students to recognise the links between the natural landscape in Amani (relief features, the
rainforest etc) and human activities being carried out (types of farming, scientific researches,
eco-tourism etc). Furthermore, students to recognise the effect of the growing population on
the landscape leading to problems such as deforestation, soil erosion and land degradation.
Relevant IGCSE Questions
. Incorporated with questions for theme 2.1 and 2.2.
Curriculum content: Theme 3.1 Agricultural systems (a large scale system of
commercial farming; small-scale subsistence farming and
small-scale cash-crop farming).
Scheme of Assessment: (paper 1:Question 5 or 6);
possibly questions in paper 2 and paper 4.
During the visit to tea estates(Kwamkoro / Monga / Mgambo / Derema / Marvera / Bulwa
/ Ndola), students should look at the influence of natural inputs such as climate, relief, soil
and human inputs such as labour and capital. Students should also look for information
about the various processes such as planting, plucking (even see tea pickers) and
pruning. Furthermore, they should describe the outputs from the estates. Students should
do the same for cassava and maize (small-scale subsistence farming) and, cloves and
black pepper (small-scale cash crops farming). (see worksheets on pages 55 and 57; fig.
58 and 59 on page 74).
Relevant IGCSE Questions
Paper 1:core/2:extended (designated as paper 1 from 2004)
. 3rd Nov. 1998; question 5
. 2nd Nov. 1999; question 6
. 31st Oct. 2000; question 5
. Oct./Nov. 2003; question 5
21
2006 © Laureate International School