1. Practicing Examination Technique

2. Learning so far:
Hazards 9 mark questions are likely to be on case studies or effects/ responses OR may be on effects/ responding to climate change/ global warming Approaching a ‘Evaluation’ question

3. Approaching a ‘Evaluative’ question
What does ‘Evaluation’ mean?
Questions which are Evaluative do not always need to start with the command word: Evaluate

4. Evaluative Questions may include the command word:

5. So how do we ‘evaluate’?
A very simple example: Evaluate the suitability of these people’s clothing for a skiing trip.
Good things about their outfit for skiiing
Bad things about their outfit for skiiing
Weighing up- Is their attire suitable?
Is there anything better you could suggest?

6. How would we approach a geography question?
Choose either an earthquake or a volcanic eruption. Assess the extent to which primary effects are more significant than secondary effects. Use Figure 5a or 5b and an example you have studied.

7. Choose either an earthquake or a volcanic eruption
Choose either an earthquake or a volcanic eruption. Assess the extent to which primary effects are more significant than secondary effects. Use Figure 5a or 5b and an example you have studied.
Where is the evaluation?

8. The examiner suggests there is…’an attempt to assess
The examiner suggests there is…’an attempt to assess..’ It is not strong enough to reach Level 3 and gain full marks

9. Choose either an earthquake or a volcanic eruption
Choose either an earthquake or a volcanic eruption. Assess the extent to which primary effects are more significant than secondary effects
Identify the ‘evaluative’ elements of this answer.
What language has been used?
Does it answer the question?

10. So what does a ‘good evaluative’ answer look like?
Choose either an earthquake or a volcanic eruption. Assess the extent to which primary effects are more significant than secondary effects.
A 7.9 earthquake hit Nepal in April 2015 and caused damage spreading hundreds of kilometres away from the epicentre near Kathmandu. The very shallow (15km) quake caused significant primary effects which caused the greatest amount of damage and death than the following secondary effects.
In the first paragraph, identify the sentence which shows an ‘evaluative’ comment

11. As buildings collapsed, often as the Nepalese had few/ little earthquake building controls, they trapped and killed and injured many people. Estimates suggest up to 9,000 people died and 20,000 were injured. The greatest proportion of deaths occurred during the collapse of houses, hospitals and workplaces. Most deaths were therefore attributable to primary effects of the earthquake.
2) In the second paragraph, identify the P.E.E.L- highlight these
3) In the second paragraph, identify the phrase which suggests that the primary effects were worse than secondary effects

12. However, the collapse of people’s homes left 3 million people homeless
However, the collapse of people’s homes left 3 million people homeless. As many roads and routes had been destroyed in the earthquake it meant that up to 315,000 people in remote areas did not have access to shelter and food or clean water for an extended period after the earthquake. Therefore, although they survived the initial primary effects of the earthquake the resulting in lack of food, water and shelter made them vulnerable to diseases and exposure. There were further deaths as a result of these secondary effects, although this number was lower than the deaths from the primary effects.
4) Within the third paragraph, highlight the ‘evaluative’ comments

13. In addition, the earthquake struck just before the start of the monsoon season which is when rice would be planted. As two thirds of the Nepalese population are farmers many rice stores were lost under rubble and could not be planted at the correct time. This delay and reduction in planting created significant secondary effects as many farmers experienced food shortages and loss of income the following year. This pushed many families closer into poverty and contributed to increased death rates in the farming communities in the years following the earthquake.
5) In the fourth paragraph, identify the P.E.E.L- highlight these
6) Look at the fourth paragraph, highlight the ‘evaluative’ comments

14. Therefore, the primary effects of the Nepalese earthquake caused the greatest number of deaths and injuries and therefore appeared more severe, whereas the secondary effects of the disaster were less immediate. However, these effects continued to be felt and experienced longer term creating considerable economic problems and exacerbating the poverty of the very low income country of Nepal.
7) Conclusion: Identify and highlight the comparative vocabulary
8) Conclusion: Identify the ‘evaluative’ comments
9) In what way does this conclusion do more than just repeat the opening or previous paragraphs?

15. Over to you….
Assess the extent to which prediction is the most important factor in reducing the effects of tropical storms. (9 marks plus 3 SPaG) What is it asking us? Is prediction more important than any other factor in reducing the effects of tropical storms?

16. Reducing the Effects of Tropical Storms
Prediction (and monitoring)
Protection
Planning
Hurricane Watch
Can track and predict where a hurricane may affect and predicts how strong it may be
It allows people to take immediate action e.g evacuate
Buildings can be built to protect people from the hazards of tropical storms
Windows and doors can be reinforced
Storm drains constructed to reduce flood risk
Sa Walls to prevent storm surge damage
Houses built on stilts
Cyclone shelters built
Planning involves raising individual and community awareness. People need to understand the potential dangers and be able to response. In the USA there is a National Hurricane Preparedness Week educating people about hurricanes. Families plan their own emergency plans in case of a hurricane warning

17. Assess the extent to which prediction is the
most important factor in reducing the effects of
tropical storms. (9 marks plus 3 SPaG)
Do you think it is the most important? If so why? If not why?
Do you think your answer needs to include the others ways of reducing effects of tropical storms?
Would you include references to places/ case studies?
Prediction is: the least important factor
Prediction is equally important
Prediction is: Most important factor

18. Evaluative Vocabulary …is most important as. Similarly. insignificant
Evaluative Vocabulary …is most important as.. Similarly.. ..insignificant.. of little impact .. Is not as important as… to an extent.. Significantly.. Of minimal importance Importantly… ..of equal importance.. Of less importance ..fundamental.. ..Crucial.. ..vital.. ..of critical importance..

19. Intro- do you agree/ disagree with the question statement
Intro- do you agree/ disagree with the question statement? What is your view? Can you assign ‘value’ to the importance of the 3 ways of reducing effects of a tropical storm?
Paragraph 1: discuss the importance of prediction. What does it allow to happen? Where has it been effective? Does it depend on place/ money available or any other factor for it to be most effective? Is it the most effective way of reducing the effects?
Paragraph 2: discuss another of the ways of reducing effects. Is this better? Where has it been most effective? Does it depend on place/ money available etc? Is it a more or less effective way of reducing effects in comparison to prediction?
Paragraph 3: discuss the final way of reducing effects. Is this better? Where has it been most effective? Does it depend on place/ money available etc? Is it a more or less effective way of reducing effects in comparison to prediction?
Conclusion: summarise which is the best way of reducing effects and why? Does it depend if you are in a HIC or LIC?