Central School Home School Package - Year : SPFSC 13 GEOGRAPHY
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Central School Home School Package Year : SPFSC 13 GEOGRAPHY
HOME SCHOOL PACKAGE CONTENT
TOPIC : - CULTURAL PROCESSES IN DIFFERENT
ENVIRONMENT(MIGRATION PROCESSES IN NEW ZEALAND).
WEEK LESSON SPECIFIC LEARNING OUTCOME PAGE
1 Define cultural processes 4-6
Identify/name a cultural process that operates in a
chosen geographic environment
2 Identify/name the elements of the cultural 7-12
processes that operate in a chosen geographic
4 environment
3-5 Name an overseas setting 13-21
Locate an overseas setting
List the elements of the cultural processes within a
chosen geographic environment.
Describe in detail the elements of the cultural
processes within your geographic environment.
5 1-5 Explain how the elements have interacted in 22-28
migration process
1-3 Draw a sketch map to show the cultural processes 29-35
that operate in a chosen geographic environment.
Draw a sketch map to show the cultural processes
6
that operate within a different part of a chosen
environment.
4-5 Explain how your chosen cultural process operates 36-37
within your Overseas setting.
1-2 Describe the local spatial and/or temporal 38-42
variations in this cultural process within a choosen
geographic environment.
Explain why there are local spatial and/or
temporal variations in this cultural process.
7 3-5 Describe the local spatial and/or temporal 43-53
variations in this migration process within New
Central School Home Package Page 2
Zealand.
Explain why there are local spatial and/or
temporal variations in this migration process in
New Zealand.
1-2 Describe how does the process of migration 54-56
encourage concentration and dispersal.
3-4 Describe how the cultural process has affected the 57-59
8 distribution of phenomena within a chosen
geographic environment.
5 Evaluate the impact of the cultural process on people 60-65
and/or the environment
Central School Home Package Page 3
LESSON Plan
Name : Nerol Namak
Subject : SPFSC 13 Geography
Teacher
8 /06/2020
Date
Topic : Introduction to Cultural Process
Lesson number : 1 - ( Week 4)
SLO Specific Learning Outcome (SLO) Skill SLO Code
# Level
Learning 5 Define cultural processes 1 Geo2.1.1.5
outcomes
6 Identify/name a cultural process that operates in a 1 Geo2.1.1.6
chosen geographic environment
Intro Geography seen as having two dimensions: the natural and the cultural. The
natural are those features of the Earth that existed before people and will
ducti continue to exist if humanity ceased to exist. The cultural are those features
on that are associated with human activity (usually economic, social and
political) reflecting the decisions made by people over history.
The cultural process involves cultural activities and patterns that studied at
one point in time or a changing, developing series of stages.
Chosen Cultural Processes - Migration Processes
There are two case studies to focus on for this topic;
Pacific setting - Vanuatu migration
Overseas setting - New Zealand migration
Learners notes
Central School Home Package Page 4
WHAT ARE CULTURAL PROCESSES?
The natural and cultural dimensions
Geography is has two dimensions: the natural and the cultural. The natural
are those features of the Earth that existed before people and will continue
to exist if humanity ceased to exist. The cultural are those features that are
associated with human activity (usually economic, social and political)
reflecting the decisions made by people over history. There is a high level of
interaction between the two dimensions with few natural or cultural
environments not influenced by the other.
Some cultural phenomena are visible (e.g. towns, created parks, roads), while
some are invisible (internet banking, societal rules and customs).
The cultural process involves cultural activities and patterns that studied at
one point in time or a changing, developing series of stages. Geography
studies the Earth and the events that take place on it – both natural and
cultural. Natural processes above, on, and below the Earth create the
environment in which humans live. Humans modify these processes and
result in the formation of cultural phenomena. Cultural activities are a
sequence of related actions or activities that can vary in time, space,
magnitude, frequency and location.
A cultural process can be easily confused with an economic activity but the
two are quite different. For example, industrialization is a process, whereas
industry alone would not qualify, as it is just an economic activity. Migration,
Tourism, Agricultural Change and Changing Land use are also examples of a
Cultural Process apart from Industrialization.
Because people are geographic agents of change, physical and cultural
environments always altered by them. People are able to change the
features of an environment and the processes that create change. Tourism
development as another example is a process as it made up of related
activities, which modify or maintain the environment. Tourism is a cultural
process because these activities involve people. Tourism development
therefore describes how the tourism process changes over a period of time
and space and changing patterns that result from their interactions with
different environments. One includes a variety of social, economic and
political phenomena.
No video
Central School Home Package Page 5
Questions
1) Define “Cultural Processes”. (Level 1) (Geo2.1.1.5)
2) Identify by circling your chosen Cultural Process from this list below:
(Level 1) Geo2.1.1.6
a. Migration
b. Tourism Development
c. Industrialisation
d. Agricultural Change
e. Changing Land use
Assignment
-Question will be given later.
Assessment
Refe NCEA Level 3
renc
es
Central School Home Package Page 6
LESSON Plan
Name : Nerol Namak
Subject : SPFSC 13 Geography
Teacher
10/06/2020
Date
Topic : Migration
Lesson number : 2- (week 4)
SLO Specific Learning Outcome (SLO) Skill SLO Code
# Level
7 Identify/name the elements of the 1 Geo2.1.1.7
Learning cultural processes that operate in a
chosen geographic environment
outcomes
Intro
ducti Migration Is a permanent or semi-permanent change of residence of
an individual or group of people, from place of origin (source) to place
on of destination. There are elements whether from the source and/or
the destination that cause the migration process to occur.
Cultural Process: Migration
Defining Migration
Migration is a permanent or semi-permanent change of residence of
Learners notes an individual or group of people, from place of origin (source) to place
of destination. Migration, together with fertility and mortality, are
fundamental processes determining population growth and structure
Central School Home Package Page 7
in an area.
Gross migration includes all flows while net migration represents the
balance of flows into and out of an area. Mobility is a rather more
general terms than migration, covering all kinds of territorial
movements of whatever distance, duration or degree of permanence.
A distinction is always between migration and circulation, a term
given to short-term, repetitive or cyclical movements.
MIGRATION
LOCATION A (Source)
Individual or group migrate from source to destination
Location B (Destination)
The Cultural Processes of Migration
The migration of people is a cultural process that involves people
moving their place of residence permanently or semi-permanently.
Some of these movements of people involve the
migration of people within a country from city to city or
rural areas to city or city to rural areas. This movement
can be referring to as internal migration.
Another type of migration is external migration,
involving the movement of people between countries.
Central School Home Package Page 8THE CHARACTERISTICS OF MIGRATION
Migration is the movement of people from one place to another.
This involves a series of steps or related actions (processes)
These steps change the patterns of population distribution and
population flow.
Migration varies in duration sometimes happening quickly,
sometimes over long period, but always involving interaction
between elements
Migration occur in various scales, from international to regional to
specific places.
Sometimes migration occurs in certain locations only once or
twice. In order locations, it can occur regularly, leading to patterns
of flow and the establishment of migration systems.
The process of migration can cause changes to people, places and
patterns at the source, en-route and destination
How people view migration is determined by their culture and
perception.
ELEMENTS AND INTERACTIONS INVOLVE IN THE PROCESS
OF MIGRATION
Elements are an essential feature/ factors of any process.
Central School Home Package Page 9The migration occurs because of elements with migrant,
origin (Source), en-route (obstacles), destination and
receiving environment (host). To be more precise these
elements can be categories under the six main categories
- social, economic, political, natural/environmental,
historical and cultural. For example, the migrant might
decide to migrate the countries simply because he/she
has enough money to travel. This is an economic
element, which is from the migrant. The elements in the
process of migration also known as factors for an
individual and /or group to involve in migration process.
Many of the elements are abstract (you cannot ‘touch’ or
‘see’ the element), such as the social element of personal
freedom. Some elements are concrete (you can touch
and/or see the element), such as a warm climate or
democratically elected government.
Social elements- crime rates, personal freedom,
social services, health services, education.
Economic elements- employment opportunities,
wages/salaries, available market to sell items produced.
Political elements – war, type of government ruling, taxes,
human rights, political agreement between countries, etc.
Natural (environmental) elements – climate, coastal location,
natural hazards, topography of land, pollution, land availability,
etc.
Historical elements – colonial heritage and link to other
countries.
Cultural elements – religious freedom, language, technological
advances.
The elements interact or operate simultaneously to create the process
of migration. Within an individual element, some aspect are
encouraging a migrant to leave an area (push factors) and some to
motivating a migrant to move into an area (pull factors).
Central School Home Package Page 10Some examples of ‘push’ factors and ‘pull’ factors
Push and pull factors in migration
Element Push Pull
Social Lack of amenities Availability of
and attractions entertainment
opportunities
Economic Low wages/salaries High wages/salaries
Political Lack of political Democratic
freedom government
Natural/Environment Unfavorable, cold Pleasant, warm
climate climate
Historical Transfer of Historical links such
sovereignty as colonial heritage
Cultural Inability to buy food Same language
products for own
culture
No video
Questions
1) Define what migration means.
2) Name the elements of migration process.
3) What is the difference between external migration and internal
migration?
4) Give two examples of pull factors in migration.
5) Give one example of each of the following;
a. An economical pull factor.
b. A political push factor.
c. An environmental pull factor.
Central School Home Package Page 11d. A social push factor.
Assignment
Test will be base on this topic later.
Assessment
Refe NCEA level 3
renc
es
Central School Home Package Page 12LESSON Plan
Name : Nerol Namak
Subject : SPFSC 13 Geography
Teacher
10/06/2020 -12 /06/2020
Date
Topic : migration
Lesson number : 3-5 (week 4)
SLO Specific Learning Outcome (SLO) Skill SLO Code
# Level
3 Name an overseas setting 1 Geo2.1.1.3
Learning 4 Locate an overseas setting 1 Geo2.1.1.4
12 List the elements of the cultural processes 2 Geo2.1.2.3
outcomes
within a chosen geographic environment.
15 Describe in detail the elements of the 2 Geo2.1.2.5
cultural processes within your geographic
environment.
Introd
uctio Migration process in New Zealand involve several elements interacting.
n These elements affects the decision that the migrants take to migrate
because it affect the destination for which the migrant will choose.
Central School Home Package Page 13Case Study # 1: The Migration Process that operates in New
Zealand.
Cultural Processes: - Migration Process
Overseas Setting: - New Zealand
Key Ideas
Learners notes The elements interact to create the process of migration.
Migration process involves various locations or settings, the source, en-
route and at the destination.
It is the elements operating and interacting within these settings, which
determine whether people will migrate or stay.
LESSON NOTES
New Zealand
Central School Home Package Page 14The Sixteen Regions of New Zealand
A. The Elements of Migration process in New Zealand
There are common trends of migration that occur in New Zealand and
they are the drift north and the drift south.
1. The Drift to North Island of New Zealand:
In 1900, the percentages of people who lived in the North or
South Islands were about equal (50:50). Since that time, the North
Island has gained a larger and larger share of New Zealand’s total
population. In 2006 the North Island had 75% of the total, while
Central School Home Package Page 15the Auckland region alone, with 33%, had more than the entire
South Island share.
The change in population growth between the South Island and
the North Islands of New Zealand is the result of two factors;
The drift north of internal migrants ( New Zealanders)
The much higher percentage of external migrants or
immigrants who settle in the North Island, especially
Auckland (over the last 20 years Auckland has been the
destination of 57% of all immigrants to New Zealand).
The migration of people from the South Island of New Zealand to
the North Island of NZ is due to the following reasons;
Early reasons for the northward drift relate to North Island
becoming available for settlement due to the
Large-scale confiscation of Maori land following the Land
Wars of the 1860s. Dairy farming grew in importance, and
this led to much higher rural densities than the more
extensive pastoral farming of the South Island. North
Island urban areas were also growing during the latter part
of the 19th century and early 20th century- and now came a
growth in industry and commercial opportunities.
Climate. The warmer average temperatures of the north
have exerted a constant pull on migrants.
The North Island especially Auckland is closer to world
trade route and this has fostered trade, commerce and
then industrial growth in the north. These in turn provide
more employment opportunities.
The North Island rural industries also grew more rapidly,
especially from 1950 onwards. The forest industry of the
central North Island grew as the forest matured, sourcing
large-scale processing and export industries (eg at Kinleith-
Tokoroa and Tauranga). The oil and natural gas industry of
Taranaki (Maui and the associated Synfuel plant at
Motonui attracted their share of jobs and workers.
By contrast, South Island rural industries have been
decline, especially the timber industry of Westland and the
coal mining industries of Westland and Southland.
Since the northward drift started, the process accelerated
because of the cumulative causation or multiplier effect.
Central School Home Package Page 16This effect begins to operate once one area of a country
gains an advantage over another in terms of size of
population and economic activity.
2. The Drift to South Island of New Zealand.
During the 1991-1996 periods, there is an increase in the population of
the South Island. A number of reasons put forward for this reversal of a
long-established inter-island trend. The ‘pull’ factors exerted by the
South Island from areas such as Nelson, Marlborough and Canterbury on
North Islanders are including;
the cheaper housing in the South Island
lower crime rates
more space
less traffic and pollution
less racial tension and more relaxed pace of life
3. Among the retired people:
A lot of retired New Zealander decides upon relocating to a new place
due to various elements such as;
Earlier retirement- more people retired before 60/65 years
and so upon receiving their retirement they migrate to a new
location.
Pensions- When the state pension has introduced, and the
increase of pensions, pensioners have been able to afford to
re-locate and maintain a reasonable standard of living.
Attitude towards the elderly- In this twentieth century,
elderly have tended to live less with their children may be due
to the breakdown of the extended family, the children
themselves will have left the area of the family home or the
improved health of the aged and a changing attitude towards
age. As a result, the elderly tend to be more mobile.
Health- Many people move for health reasons, especially to
areas of milder climate or clearer air such as North Island of
New Zealand.
Central School Home Package Page 17Elements that have encouraged migration to Auckland City
Social Auckland provides a wide range of educational
Elements institutions to cater for the majority of forms of
academic or technical training.
The City also offers advanced health services,
including a range of specialized health-care facilities.
Auckland offers a wide range of recreational
opportunities.
Cultural pursuits are well catered for, such as, In the
performing arts, for example, one can choose from
cinema, theatre, opera, ballet, orchestras, while there
is also a variety of libraries, museums, restaurants,
arts and sculptures galleries.
Auckland also provides an exciting ‘night life’,
nightclubs, bars, a casino.
Economics For entrepreneurs, Auckland provides the greatest
Elements number and range of skilled workers, an excellent
infrastructure, and the largest affluent market in New
Zealand.
Business set up in Auckland attracts workers seeking
jobs and opportunities for advancement.
Industries set up in Auckland attract other industries,
which attract associated products, eg the
Telecommunication Company and computer shop,
internet café, etc. This is the industrial agglomeration
effect, which provides more jobs and attracts more
workers.
The numerous services associated with industrial and
commercial growth also increase further employment
opportunities, eg. roading, telecommunication,
repairs, advertising, trade facilities, banking, retailing
etc.
The construction industry associated with all these
aspects of commercial and industrial growth also
provides jobs. Housing construction for the growing
population is another source of employment.
Auckland provides the greatest number and range of
employment opportunities of any place in New
Zealand, and certainly far greater than any other New
Central School Home Package Page 18Zealand city.
Natural Auckland’s position in New Zealand means it is closer
Elements to the world trade and air routes. This attracts more
services to evolve within the area, which in return
provide more employment opportunities for people.
Warm climate, winter particularly mild, which may
attract more migrant to Auckland to enjoy the warm
climate than the cold winter in the south island.
Long, attractive coastline means that maritime
recreational opportunities are available.
Elements that discourage migration to Auckland City
High house price (eg price rises of 15% or greater, annually 2000-
207)
High crime rates
Higher levels of pollution
Overstretched services, especially in health and education.
Problems of providing adequate water supplies and sewage
services
Ethnic conflicts
Increasing congestion, especially of vehicle traffic on the main
arterial routes into the city.
As Auckland continues to expand, commuter times and distance
lengthen.
As Auckland’s population grows, so does the need for space.
Auckland continues to spread over valuable farming land, taking it
out of production and converting the farmland into suburb.
No video
Questions
1) Name the chosen cultural processes studied.
2) Name the overseas setting.
Central School Home Package Page 193) On the world map below, locate and name the overseas setting.
4) Define what social elements means in relation to migration
process from your chosen overseas setting.
5) For your chosen cultural process, identify two specific elements
(reasons) of your chosen cultural process within your chosen
overseas setting.
6) Describe in detail how each of the TWO specific element identify
in qtn #4, involve in the migration process for your oversea
setting.
7) Draw a sketch map to show any two elements of migration
process that operate in your overseas setting. Add title, key and
approximate scale to your map.
Assignment question be given later.
Assignment
Central School Home Package Page 20Assessment
Refe
renc NCEA Level 3
es
Central School Home Package Page 21LESSON Plan
Name : Nerol Namak
Subject : SPFSC 13 Geography
Teacher
15/06 – 19/06
Date
Topic : Elements and Interaction
Lesson number : 1-5 (week 5)
SLO Specific Learning Outcome (SLO) Skill SLO Code
# Level
Explain how the elements have interacted in
Learning migration process
outcomes
Intro
ducti This lesson will focus more on the elements that have involve in a specific migration
Process. These elements can either encourage or discourage a person to migrate.
on
LESSON NOTES
The Interactions of Elements of the migration process
Learners notes In New Zealand.
The elements of migration do not produce the process of migration
Unless, they interact. It is the interaction of elements that causes the migration
Central School Home Package Page 22Process to occur.
Some examples of elements & Interactions
o A person might decide to move to a place where there are better
employment prospects such as Auckland (an economic element),
but is also attracted to a location such as Auckland from Dunedin
by a warmer climate (a natural or environmental element).
ELEMENTS ELEMENTS
(Source, Migrants) INTERACTION ( Destination, Host)
Natural (Climate) The retire Person of New Natural (Climate)
Zealand that are before
e.g: The cold climate of e.g. the warmer
60/65 years have decided to
the South Island of New climate of the North
relocate permanently to
Zealand. Island of New
cleaner and warm climate
Zealand.
area. They choose the North
island such as Bay of Plenty
over the Nelson regions due
to it warmer climate.
Social Due to lack of higher Social
educational opportunities in
Eg. Lack of educational Eg. Education at
Pacific island countries
opportunity in the school, polytechnics
shows that many young
Pacific. and university
Pacific islanders migrate to
New Zealand in search of
better high educational
institution such as
polytechnic and universities.
Social The Pacific island countries Political
have certain foreign aid
e.g. Education e.g. Foreign Aid
given to them in the form of
scholarship. Pacific
islanders who wanted to
further their education in
those high educational
institutions in New Zealand
have the opportunity to do
so since their country may
lack to offer the
qualification and tertiary
institution such as Auckland
University, Waikato
Central School Home Package Page 23University and others more.
Economic Auckland provides the Economic
greatest number and range
e.g. lack of job in the e.g. Job promotion
of employment
South Island
opportunities of any place in
New Zealand, and certainly
far greater than any other
New Zealand city. A migrant
from the South Island has
been promoted to work to a
large firm headquarters
located in Auckland city.
Economic The migrant requires a new Environment
job. Auckland provides
e.g job e.g. coastline
many jobs opportunities.
Not only that but with a
good climate and sporting
activities as well. With Long,
attractive coastline means
that maritime recreational
opportunities are available.
However, some elements assist interaction while others hinder the interaction.
Example 1:
A migrant might choose to go to destination B rather than destination A.
Destination A might lack employment opportunities despite its closeness to the migra
(source). Destination B is farther but has more job opportunities
with good income package. Lack of employment opportunity at destination A
hinders the migrant to migrate to, however destination B assist the migrant to
choose this destination and migrate to it.
Destination A
Source
Destination B
The migration of migrants to destination depends entirely on the elements
whether it hinders or encourage the migrant to the destination.
Central School Home Package Page 24Example 2:
Similar Language
Source Destination
(Migrant)
T
The similarity of their language assists the interactions of the two elements
from the Source and Destination. Therefore, the migration is likely to take
place.
Example 3:
No means of Transport
Source Destination
(Migrant)
Since there lack of transport route to the new destination, this interaction is not
supported but hindered and not likely to take place.
Example #1
Central School Home Package Page 25Example #2
Map showing some elements that contribute to the migration process in
New Zealand.
Elemensts : Employment and Climate.
Central School Home Package Page 26No Video
Questions
1) Identify TWO social element that might encourage migration process in
New Zealand.
2) Describe in detail how each of the social elements mention in qtn#1
might encourage migration in New Zealand.
3) Identify TWO economic elements that might hinder migration process
in New Zealand.
4) Describe in detail how each of the economic elements mention in qtn#3
might hinder migration in New Zealand.
Central School Home Package Page 275) Name any FOUR specific elements that operate with migration process
in New Zealand.
6) Explain how ONE of the elements mentioned in q#5 operate with the migration
process in New Zealand. Use example from your New Zealand case study.
Assignment
Questions to be assessed
Assessment 1. Describe in detail ONE element of the cultural process for your chosen overseas
setting.
2. Draw a sketch map to show how the TWO elements of the cultural process operate
in your overseas setting.. Add a title, key and approximate scale to your
map.
Refe
NCEA Level
rence SPFSC past paper
s
Central School Home Package Page 28Lesson Plan
Name : Nerol Namak
Subject : SPFSC 13 Geography
Teacher
22nd /06/2020 - 24/04/2020
Date
Topic : Migration in operation
Lesson number : 1-3 (week 6)
SLO Specific Learning Outcome (SLO) Skill SLO Code
# Level
10 Draw a sketch map to show the cultural processes 2 Geo2.1.2.1
Learning
that operate in a chosen geographic environment.
outcomes
11 Draw a sketch map to show the cultural processes 2 Geo2.1.2.2
that operate within a different part of a chosen
environment.
Intro
For this lesson, student will look at how migration process operates. There
ducti are six stages which a migrant does go through in this process. Those six
on stages are as follows: motivation, decision, arrangement, journey, Arrival
and adjustment, and Establishment and settlement.
LESSON NOTES
How does the process of migration operate?
Migration process operate through sequence of events and there are six
Learners notes clearly identified stages. The process of migration operates through six
Central School Home Package Page 29clearly identifiable stages such as Motivation, Decision, Arrangement,
Departure, Journey and Arrival, Establishment and Settlement. The
migrant involve in the migration processes in any geographical setting must
follow the steps/ stages.
Six stages of migration process
Motivation Decision Arrangement
Journey Arrival and adjustment Establishment
and Settlement.
1) Motivation
Migrants are attracted to move (voluntary) or forced to move (such as
fleeing from a war zone). They must overcome inertia (it is always easier to
stay put) and intervening obstacles such as cost, distance from their home
or legal part of travelling.
2) Decision
Migrant must constantly make decision- should they migrate, and if they
do, how do they evaluate their move ? The number involved is usually
determined by the strength of the elements motivating the move. When
people migrate because they are forced to (e.g. natural disaster or war)
they generally move quickly and in high numbers. When people move
because they are, attracted to another area they usually take time to think
about their proposed journey and plan its execution thus it takes time.
3) Arrangement
Once the decision to migrate has been made, a series of logistical
consideration have to be made. The move needs to be planned, for
example;
Central School Home Package Page 30At the source (origin)
-the number of assets such as house needs to put out for sold or rent
-arrange for families or relatives to care for families or farms that will be
left behind.
En-route
-the distance to travel
-the transport option
-the likely cost
-the accommodation needs
Destination
-the availability of accommodation
-the transport to take to where to stay
-etc
4) Departure
Migration occurs over varying periods and usually involves overcoming
obstacles. The more quickly obstacles are overcome, the more quickly the
migration process occurs. The shorter the distance of migration the more
likely less obstacles to overcome.
5) Journey
Departure can be traumatic, as the migrants may be leaving behind friends,
family and the security of a way of life that they know well. All this
especially true when the language and society of the destination country
are different.
Migration usually occurs in a series of step where the migrant reaches the
final destination after a series of moves.
For example, a migrant leaves his village to the main town where he/she
board a plane to his/her final destination. This migrant involves in series of
moves from village to town and to the final destination.
Distance decay Model reveals an inverse pattern, which means larger
numbers of migrants, will travel shorter distance while relatively few
people will travel longer distances.
Distance decay Model reveals an inverse pattern, which means larger
numbers of migrants, will travel shorter distance while relatively few
people will travel longer distances.
Central School Home Package Page 316) Arrival, Establishment and Settlement
Similar requirements are evident at all three stages although they take on
different priorities. Some examples of those priorities such as;
Stages of Establishment in Host Community
Priorities Arrival Establishment Settled
Housing Rental Improved rental Purchase
house/land
Employment Unskilled Improved job or Owned business
job security
school Local Local May go to ‘better’
schools out of the
local area.
Mastery of Speak mainly Speak some of
host source host language
language language
Food Prefer food Experiment Eat mainly host
often eat and with some host foods
prepared in foods
the source
(origin)
Arrival - the securing of accommodation and employment are the
first priorities.
Establishment - the migrant will have settled accommodation and
employment and begin expanding social horizons.
Settled - if opportunities for upward mobility present themselves,
the migrant may seek further higher accommodation and
employment opportunities.
Social change is most likely to occur at this stage as the migrant becomes a
part of the host community.
New Zealand
The process of migration in New Zealand has operated as a series of
overlapping phases from 1850 to the 1990s.
Central School Home Package Page 32These four phases mentioned above identified the period of time when
the wave of migration process took place in the migration history of New
Zealand. The migrants do involve in those sequence of event of the
migration process due to the elements, which encourage them to migrate.
An example below explain how migration operate in New Zealand.
Central School Home Package Page 33A migrant move during Phase 4, might have migrate from
Wellington to the Bay of Plenty, Resource 2.17 (pg 166), due to the
warmer climate up North of North Island.
The Migrants is motivated to migrate out of Wellington due to the
cold climate down south of North Island. After certain consultation
Decision was made and arrangement done to secure necessary
things such as accommodation at Bay of Plenty. The journey to
Bay of Plenty might be via Auckland. The Migrant might took a
private transport via Auckland and then to Bay of Plenty. When
the migrant arrived at Bay of Plenty the migrant check for priorities
such as the accommodation that has been arrange prior to
travelling. For few months, the migrant have to rent an
accommodation such as a hotel but later moved into a more
improved rental apartment. After several years of hard working
and commitment, the migrant has settled with better salary,
improved lifestyle, and finally decided to purchase a new home
where the family later moved in.
Example #1
Central School Home Package Page 34No video
1) Draw a sketch map to show the migration process that operate
within New Zealand. Add a title, key and an appropriate scale for
your map. (Hint: draw a sketch map of New Zealand and use arrows
to show the migration pattern.
Assignment
Question 1 for the ‘exercises’ will be assessed.
Assessment
Refe NCEA Level 3
renc
es
Central School Home Package Page 35LESSON Plan
Name : Nerol Namak
Subject : SPFSC 13 Geography
Teacher
24/06-26/06
Date
Topic : Migration process in operation in New Zealand.
Lesson number : 4-5 (week 6)
SLO Specific Learning Outcome (SLO) Skill SLO Code
# Level
19 Explain how your chosen cultural process 3 Geo2.1.3.3
Learning operates within your Overseas setting.
outcomes
Intro
ducti This lesson will continue to focus on how migration process operates in New
Zealand which is our overseas setting.
on
(Refer to notes on lesson 1-3)
Learners notes
No Video
Central School Home Package Page 36Questions
1) Explain how your chosen cultural process operates for your chosen
overseas setting. You can explain the sequence of events that happen
(six stages). Use specific case study as evidence. (See the example in
lesson 1-3 to help you attempt this question).
Assignment
Assessment question given in your ‘exercise’ will be assessed.
Assessment
Refe NCEA Level 3
renc
es
Central School Home Package Page 37LESSON Plan
Name : Nerol Namak
Subject : SPFSC 13 Geography
Teacher
29/06 – 01/07
Date
Topic : : Spatial Variation and/or Temporal Variation in
Migration Process.
Lesson number : 1-2 (Week 7)
SLO Specific Learning Outcome (SLO) Skill SLO Code
# Level
Learning 13 Describe the local spatial and/or temporal 2 Geo2.1.2.4
variations in this cultural process within a
outcomes choosen geographic environment
20 Explain why there are local spatial and/or 3 Geo2.1.3.4
temporal variations in this cultural process.
Intro
ducti This lesson is focus on the spatial variation of migration process and the
reasons why these variation might occur.
on
LESSON NOTES
Spatial Variation refers to the process been different within different
settings, e.g. concentrations in the village, dispersal to outlying islands,
radial patterns within an area, nodes within a country, linear pattern
Learners notes globally.
Central School Home Package Page 38Temporal variations refer to how things change over a period. Examples of
temporal variations include even, uneven, fluctuating, cyclic, regular and
irregular. Temporal variations is the result of changes in transport,
fluctuating currency rates, shortage of labour, among others.
Concentration means grouping together and dispersal means spreading
out.
SPATIAL VARIATION IN MIGRATION
Some places and regions experience more migration than others do. This
creates spatial variations. The general pattern of these variations is reflected
in the core-periphery model where movement of migration tends to be
from periphery to core and usually rural or small urban to large urban core.
Rural CITY CORE Small Urban
Core
As a result, the core grows larger or land use becomes more intense while
the periphery may diminish slightly or land use become less intense. The
core-periphery model can be sub-divided into smaller local spatial units.
a) Regional spatial Variations
A common arrangement or pattern of migration across the region
with their own local population movement.
b) Inter-urban and rural-urban spatial variation
Spatial variations in migration can be observed when people move
from rural to urban areas (and vice-versa) and from one urban area
to another (usually smaller to larger)
c) Intra-urban spatial variations
Spatial variations in migration also occur within urban centres.
REASONS FOR LOCAL SPATIAL VARIATIONS
As certain area develops, perhaps owing to the exploitation of mineral
resources or industrial development or the building of a new port, people
from other areas with slow growth migrate to these growth points. The
initial movement is in search of work but a number of the push and full
Central School Home Package Page 39factors can be contributory causes. In variably such migration results in vast
growth at the growth points, but a decline in the periphery regions.
For whatever reasons people leave a location, if they forced to leave against
their will, where possible, choose an alternative location based on the
perceived advantages of that location.
Local spatial variations in migration largely determined by the relative
strength of the pull factors operating within that particular area and the
barriers, which might hinder migration in some parts of that local area. To
explain the spatial variations, we return to the en-route elements and the
destination elements.
En-route elements
En-route elements affect the spatial variations of migration in that they are
either helpful to migration or they hinder migration.
Central School Home Package Page 40No Video
Questions
1) Define the term spatial variation.
2) Define the term temporal variation
3) Describe the three common types of spatial variation in migration
process.
Central School Home Package Page 414) Discus any an element that might have encourage migrants to involve
in any of the migration variation and that might hinder the migration.
Assignment
No assessment
Assessment
Refe NCEA Level 3
renc
es
Central School Home Package Page 42LESSON Plan
Name : Nerol Namak
Subject : SPFSC 13 Geography
Teacher
2/07 – 03/07
Date
Topic : Spatial Variation and/or Temporal Variation in Migration
Process in New Zealand.
Lesson number : 3-5 (Week 7)
SLO Specific Learning Outcome (SLO) Skill SLO Code
# Level
Learning 13 Describe the local spatial and/or temporal 2 Geo2.1.2.4
variations in this migration process within New
outcomes Zealand.
20 Explain why there are local spatial and/or 3
temporal variations in this migration process in
New Zealand.
Intro Migration process from one place to another in New Zealand reflects a spatial
variation in this process. There are also changes in migration over period of
ducti time in the migration process of New Zealand. This is known as the temporal
on varition.
LESSON NOTES
New Zealand Case Study
SPATIAL AND TEMPORAL VARIATIONS FOUND IN THE CULTURAL PROCESS
Central School Home Package Page 43Learners notes OF MIGRATION
Differences in the migration process from one place to another in New
Zealand are spatial variations; changes in migration over time are temporal
variations.
Rural-Urban Migration
The process of rural-urban migration probably started soon after the
Europeans first settled in New Zealand, and has been continuing ever since.
The process probably became most marked in the 1950s and 1960s, when
urban and industrial growth was most rapid and farming areas were
undergoing structural changes (such as amalgamation and increasing
mechanization). Since that time, the process has probably declined in
intensity, but has continued at a slower pace. Today, New Zealand is one of
the most urbanized societies in the world, with between 80% and 85% of the
population living in urban areas. However, the percentage living in the larger
urban centres continues to increase. The 15 largest cities of New Zealand now
account for nearly 56 % of the total population. Auckland dominates this
urban growth. Auckland continues to grow faster than any other urban areas.
The Auckland Region has 32.4% of New Zealand’s population, the biggest
proportion of any region in New Zealand.
The reasons for the Rural-Urban drift in New Zealand over the last
100 or so years.
These reasons are relate to push and pull factors (elements) and the
increasing attraction of urban centres as they increase in their social,
economic and political dominance of the country. This is the urbanization
process, which is part of the greatest social and economic change in human
lifestyles in recent history.
a) Rural –urban drift
Push factors that have operated in rural New Zealand are follows;
Many sectors of farming (especially extensive pastoralism, such as
sheep and cattle farming) have become less profitable. Increases in
farm costs have added to this problem.
In circumstances of low-income returns, farmers may reduce their
workers and reduce costs, such as those involved in the application of
fertilizers. This reduce rural job opportunities.
Central School Home Package Page 44 Increasing mechanization reduce the demand for labor on farms, as
does the increasing use of contractors to carry out work- many of
these contractors are based in urban settlements.
In order to increase efficiency and profitability, amalgamation of
farms has occurred (one farmer buys up a neighboring property and
the two properties become one larger farm). This process has been
occurring for the last 20 years and has resulted in families leaving the
land-most for urban destination.
Rural industries such as freezing works, dairy and cheese factories
have shown similar trends in their search for the greater profitability
of economies of scale. In Waikato, the giant Te Rapa dairy factory has
replaced numerous smaller factories, which formerly served the area.
This process results in lost jobs and migration of workers.
Although lack of employment opportunities is probably the greatest
single factor involved in rural-urban drift, social service factors also
play their part. Rural areas seen as offering fewer education
opportunities, especially at tertiary level. Health services are not so
readily available. Entertainment, cultural and sporting facilities are
often rather limited. For young people in particular, rural areas may
lack excitement.
Other services, which rural people may require on a regular or periodic
basis, also tend to be urban-based. Shopping facilities, supermarkets,
lawyers, banks and loan facilities, travel agents, vehicle and machinery
dealerships and so on are all more likely to be located in urban areas.
Many services formerly located in small rural townships have been
close down. In particular, numerous post offices and smaller hospitals
have closed. These closures displace jobs, then people.
Women have always been more likely to move from rural to urban
areas because employment opportunities in rural are more restricted
for them than they are for men. An increasing number of women are
seeking career opportunities in urban areas.
All these processes of decline operating together cause a downward spiral
in rural areas. The migration of people and services cause further decline
as retail shops no longer have a large enough number of buyers. As young
people leave, so do their families. This leads to a school closure. Then mail
and transport services are no longer economic. More jobs are lost as
businesses and services close. All of these factors accelerate migration,
especially of the younger and more active members of the rural
community. This cumulative causation process in reverse has helped to
Central School Home Package Page 45deplete many rural areas of New Zealand.
On the other hand, pull factors operate to attract people to the towns and
cities.
Pull factors that have operated to attract people to the towns and cities in
New Zealand are follows;
Rapid economic growth of urban areas, especially Auckland, has
provided a greatly expanded number and variety of employment
opportunities.
The larger, more affluent urban markets encourage entrepreneurs
to start business ventures. Successful business ventures expand
and create more employment opportunities.
The excitement of city life and its recreational and cultural
opportunities are a powerful attraction, especially to the young.
Higher education facilities are more in urban areas. Modern
society demands higher levels of education to fill the increase
sophisticated job market. The urban universities and technical
institutes attract school leavers to the urban areas.
Other social needs, such as health services, sports etc, in urban
areas. The economies of scale dictate where the increasingly
expensive medical facilities are to be located, and cities are the
obvious choice. Doctors, nurses, physiotherapists, dentists and an
increasing range of specialized health services concentrate in cities.
Other services are also concentrated in urban areas, eg retailing,
banks, law services, insurance, libraries, restaurants and finance
institutions. These services also create jobs.
Internationally, the tertiary (or service) sectors of economies have
grown more rapidly in recent years than primary (agricultural) or
secondary (manufacturing) sectors. These tend to be urban-based,
and are especially likely to be found in the largest cities, eg
Auckland.
b) Urban –rural drift – a counter –migration process
This spatial variation of migration is happening in most developed
countries. People are moving out of the major cities to smaller
settlements in rural areas. The causes of this movement are complex, but
Central School Home Package Page 46movement tends to be age and occupation selective. That is, it is usually
confined to certain age groups and/or certain employment situations.
Reasons (elements) that causes people to live the urban areas and move to
rural areas in New Zealand;
The most obvious movement is of retired people (retirees) moving
away from urban areas to the main retirement areas of New Zealand-
east coast of Northland (especially the Bay of Islands), Coromandel
Coast, the Bay of Plenty (especially Taranga), and the Kapiti cost north
of Wellington, and the North of South Island (the Nelson and
Marlborough areas). There are some evidence that the Taupo and
Queenstown areas are also popular retiree destination. The larger
number of over-60s in these areas compared with New Zealand
average is evidence of this process operating.
Rural fringe areas around cities have grown very rapidly since 1991.
The districts near Auckland- Rodney in the north and Franklin the
south- have shown rapid growth in the last 10 years. The areas west
of Christchurch have also grown rapidly. The attractions of ‘lifestyle
blocks’ have lured many people away from city suburban life (as long
as rural subdivisions are allowed to proceed), while cheaper housing
has attracted others. Many commute long distances to work in the
city.
Sectors of the agricultural economy, which have expanded recently,
such as horticulture and the wine industry, are concentrated in areas
such as Nelson-Marlborough and Napier-Hastings. These have
concentrated declines in other parts of the rural economy.
The economic downtown of the late 1980s and early 1990s also
caused some urban-to-rural movements. Many Maori people returned
to their tribal areas, especially in Northland, where their extended
family (Whanau) gave them greater emotional and economic support.
A movement of another was caused by the growth of tourism. Large
increase in Taupo area, the Bay of plenty, Nelson- Marlborough,
Queenstown Lakes and the Mackenzie District. The migration appears
to be mainly younger people seeking jobs in tourism and attracted by
the outdoor recreational opportunities available.
These counter-migration urban-rural movements are small in terms of the
total New Zealand internal migration picture, but they have had very
significant effects on certain areas of the country.
Central School Home Package Page 47c) Inter-regional migration
The inter-regional migration patterns in New Zealand are very
complex, with many movements between regions of New Zealand. The
reasons for the inter-regional migration is related to other migration
types.
Setting # 2: Spatial Variation in Migration process in
Auckland (New Zealand)
Elements that have encouraged migration to Auckland
Elements
Social -Auckland provides a wide range of educational
Elements institutions to cater for the majority of forms of
academic or technical training.
-the city also offers advanced health services,
including a range of specialized health-care
facilities.
-Auckland offers a wide range of recreational
opportunities.
-Cultural; pursuits are well catered for. In the
performing arts, for example, one can choose from
cinema, theatre, opera, etc.
-Auckland also provides an exciting ‘night life’,
nightclubs, bars, a casino.
Economic -For entrepreneurs, Auckland provides the greatest
Elements number and range of skilled workers and excellent
infrastructure, and the largest affluent market in
New Zealand.
-Businesses set up in Auckland attract workers
seeking jobs and opportunities for advancement.
-Industries set up in Auckland attract other
industries, which fabricate associated products, eg.
the foodstuffs and chemical industries. This is the
industrial agglomeration effect, which provides
more jobs and attracts more workers.
-The numerous services associated with industrial
and commercial growth also increase and provide
Central School Home Package Page 48further employment opportunities, eg roading,
telecommunications, repairs, advertising, trade
facilities, the stock market, commercial law,
banking, retailing.
-The construction industry associated with all these
aspects of commercial and industrial growth also
provide jobs. Housing construction for the growing
population is another source of employment.
-Auckland provides the greatest number and range
of employment opportunities of any place in New
Zealand, and certainly far greater than any other
New Zealand city.
Natural -Warm climate; winter are particularly mild.
Elements
-long, attractive coastline means that maritime
recreational opportunities are available.
-Auckland’s position in New Zealand means it is
closer to world trade and air routes. This advantage
translated into trade and transport facilities and
processes that in turn attract people for the
employment generated.
d) Intra-urban Migrations
The movements of people within cities. This is usually cause by
changing economic or family circumstances or changes in life cycles.
Young adults have different housing requirements from young
families, who are different again from mature, older families and the
elderly. In fact, the most common migration movement in New
Zealand is the movement of people within urban areas.
Reasons why people change their place of residence in
urban areas;
Leaving home- when students leave school, it is natural for
many to seek independence from their parents. Increasingly,
students go on to tertiary education, which in many cases may
Central School Home Package Page 49involve living in student accommodation areas- flats and
houses in or near the CBD.
Partnerships, marriage, young family formation- young
couples usually rent or buy a lower cost house in keeping with
their income at the time. New houses in new outer suburbs
were the usual means of first home ownership, especially
during the 1960s and 1970s. More recently, this process of
family and home formation has become more complex, but the
first house/home phase remains in sequences.
Dinkies, Sinkies and yuppies -Young couples may earn high
incomes and move to houses or apartments, which are more
suited to their more affluent lifestyles. These people are known
as double-income-no-kids (dinkies), and the single-income-no-
kids (sinkies), or collectively known as ‘yuppies’ (young
upwardly mobile urban professionals).
Older families with teenage children- as family incomes rise,
so do aspirations. Families may move to larger houses in
‘better’ suburbs- both to accommodate the larger space
demands of older children and /or to be near to what they
perceive as ‘good’ schools.
Some families may move from ‘lifestyle block’ to hectares in
the rural-urban. In Auckland, such places include Albany and
Rodney District in the north and Frankline, Papakura and
Clevedon in the south.
The elderly- When their children have left home, the older
generation may re-evaluate their housing options. Such people
may move to a smaller house –perhaps one of the higher-
priced infill houses on a subdivided older section, or they may
decide on an inner-city apartment.
If the older people retire they may move out of the city
altogether and join other retirees at one of the coastal
settlements on the Coromandel or in the Bay of Plenty (from
Auckland), the Kapiti coastal settlements (from Wellington) or
the northern South Island ( from Christchurch).
Central School Home Package Page 50Central School Home Package Page 51
Example :
No Video
Questions
1. Identify the spatial variation of migration process in New Zealand.
2. Give two reasons why there was a ‘drift north’ in New Zealand.
3. Explain how the process of rural-urban drift can be the result of both
Central School Home Package Page 52push and pull factors.
Assignment
Question to be assessed
Assessment
1. Explain why there are local spatial variations in the cultural process for
your chosen overseas setting. Support your explanation with case
study evidence.
2. Draw an annotated sketch map of New Zealand to show spatial
variation of the migration process in New Zealand. (Hint: You can
shade with color to show places where a lot of migrants go to, e.g.
Auckland area, Bay of plenty).
Refe
renc NCEA Level 3
es
Central School Home Package Page 53LESSON Plan
Name : Nerol Namak
Subject : SPFSC 13 Geography
Teacher
6/07/2020 - 8/07/2020
Date
Topic : The Concentration and Dispersal of
migration process in New Zealand.
Lesson number : 1-2 (week 8)
SLO Specific Learning Outcome (SLO) Skill SLO Code
# Level
Learnin Describe how does the process of 2
migration encourage concentration and
g outcomes dispersal.
Intro
This lesson is focus on how the migration process encourage
ducti concentration and dispersal in New Zealand. As people leave
on their place of origin, they disperse out and to a new destination
they concentrate in there.
LESSON NOTES
The Concentration and/or dispersal of migrants.
Migration concentrations in areas that have strong push or pull
factors operating. The concentration of migration processes in
Learners notes particular locations creates other concentrations.
Central School Home Package Page 54There are three ways in which migration encourages
concentration and/or dispersal :
The push and pull factors – push factors cause
dispersal of people and pull factors create
concentration.
Cummulative causation – migrants concentrates
in areas where economies of scale and
agglomeration are occurring, producing an
upward cumulative causation.
Economies and diseconomies of scale – Migrant
concentrate in areas that are experiencing
economies of scale which make it more efficient
for activities to be located close to other
activities.
As the process of migration occurs people move. Some areas
experience a greater degrees of migration than others either
with a higher number of people moving in (concentration) or a
high number of people moving out (dispersal).
The concentration and/or dispersal of associated activities.
Because of cumulative causation, the arrival or departure of
migrants results in a concentration and/or dispersal of
economic activities.
Concentration and dispersal of migration processes in
New Zealand.
As people migrate, they disperse and as people move in they
concentrate;
Retirees have both dispersed and concentrated- they
have dispersed from many urban areas and have
become concentrated in locations such as eastern
Northland and Coromandel, the Bay of plenty,
Horowhenua and Nelson-Marlborough.
There has been some dispersal of migrant groups from
other countries. We can assume that English-speaking
immigrants will probably become more widely dispersed
throughout New Zealand than other groups, but will still
be mainly urban dwellers.
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