The Changing Economic World

    OCR
    GCSE

    This study area examines the dynamic nature of global economic development and the complexities of the development gap. Candidates must analyse the spatial variations in economic wealth and quality of life, contrasting High Income Countries (HICs), Newly Emerging Economies (NEEs), and Low Income Countries (LICs). The scope extends to the changing economic landscape of the UK, specifically the shift from an industrial to a post-industrial economy, the impacts of globalisation, and strategies to resolve regional disparities such as the North-South divide. Mastery requires the application of development indicators and the evaluation of strategies to reduce the development gap.

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    Objectives
    4
    Exam Tips
    4
    Pitfalls
    3
    Key Terms
    4
    Mark Points

    What You Need to Demonstrate

    Key skills and knowledge for this topic

    • Award marks for the correct application of the Clark-Fisher model when describing economic shifts
    • Credit specific case study detail (e.g., Zambia or Ethiopia) over generic descriptions of poverty
    • Responses must link TNC investment to the multiplier effect and infrastructure development
    • High-level answers must evaluate the sustainability of aid strategies, not just describe them

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have described the pattern well, now use the data in the graph to calculate the difference between the two regions"
    • "Specific place detail is missing; replace 'the country' with 'Zambia' and provide specific export data"
    • "You explained the benefit of the aid, but to access higher marks, you must assess its dependency risks"
    • "Your evaluation of the UK economy needs to explicitly mention the transition from secondary to tertiary/quaternary sectors"

    Marking Points

    Key points examiners look for in your answers

    • Award marks for the correct application of the Clark-Fisher model when describing economic shifts
    • Credit specific case study detail (e.g., Zambia or Ethiopia) over generic descriptions of poverty
    • Responses must link TNC investment to the multiplier effect and infrastructure development
    • High-level answers must evaluate the sustainability of aid strategies, not just describe them

    Examiner Tips

    Expert advice for maximising your marks

    • 💡In 8-mark case study questions, you must name a specific LIDC and use concrete data (e.g., GNI per capita, literacy rates)
    • 💡When assessing aid, structure your answer with 'On the one hand... On the other hand...' before reaching a judgment
    • 💡Use the 'PEEL' structure (Point, Evidence, Explain, Link) for 'Explain' questions to ensure AO2 marks are secured
    • 💡For 'To what extent' questions, the conclusion is vital; ensure your judgment is consistent with the evidence provided

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Using banned terminology such as 'Third World', 'LEDC', or 'MEDC' instead of LIDC/EDC/AC
    • Confusing 'trade deficit' with 'national debt' when analysing economic data
    • Describing the 'North-South divide' in the UK without referencing specific infrastructure projects (e.g., HS2) or regional data
    • Failing to manipulate data in 'Calculate' questions, merely copying figures from the resource

    Study Guide Available

    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Calculate
    Describe
    Explain
    Assess
    Evaluate
    To what extent

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