A-level Geography Mark scheme Unit 03 - Contemporary

A-Level

Geography GEOG3 – Contemporary Geographical Issues Final Mark scheme 2030 June 2017 Version/Stage: v1.0

Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from aqa.org.uk

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MARK SCHEME – A-LEVEL GEOGRAPHY – GEOG3 – JUNE 2017

GEOG3 General Guidance for GCE Geography Assistant Examiners The mark scheme for this unit includes an overall assessment of quality of written communication. There are no discrete marks for the assessment of written communication but where questions are ‘Level' marked, written communication will be assessed as one of the criteria within each level. Level 1: Language is basic, descriptions and explanations are over simplified and lack clarity. Level 2: Generally accurate use of language; descriptions and explanations can be easily followed,

but are not clearly expressed throughout. Level 3: Accurate and appropriate use of language; descriptions and explanations are expressed

with clarity throughout. Level 4: Accurate and mature use of language; descriptions and explanations are expressed

coherently and confidently. Marking – the philosophy Marking is positive and not negative. Mark schemes – layout and style The mark scheme for each question will have the following format: a) Notes for answers (nfa) – exemplars of the material that might be offered by candidates. b) Mark scheme containing advice on the awarding of credit and levels indicators. Point marking and levels marking a) Questions with a mark range of 1-4 marks will be point marked. b) Levels will be used for all questions with a tariff of 5 marks and over. c) Two levels only for questions with a tariff of 5 to 8 marks. d) Three levels to be used for questions of 9 to 15 marks. e) Four levels to be used for questions of 40 marks. Levels Marking – General Criteria Everyone involved in the levels marking process (examiners, teachers, students) should understand the criteria for moving from one level to the next – the ‘triggers’. The following general criteria are designed to assist all involved in determining into which band the quality of response should be placed. It is anticipated that candidates’ performances under the various elements will be broadly inter-related. Further development of these principles will be discussed during the standardisation process. In broad terms the levels will operate as follows:


Level 1: attempts the question to some extent (basic) An answer at this level is likely to:

• display a basic understanding of the topic • make one or two points without support of appropriate exemplification or application of

principle • give a basic list of characteristics, reasons and attitudes • provide a basic account of a case study, or provide no case study evidence • give a response to one command of a question where two (or more) commands are stated eg

“describe and suggest reasons” • demonstrate a simplistic style of writing perhaps lacking close relation to the terms of the

question and unlikely to communicate complexity of subject matter • lack organisation, relevance and specialist vocabulary • demonstrate deficiencies in legibility, spelling, grammar and punctuation which detract from

the clarity of meaning.

Level 2: answers the question (well/clearly) An answer at this level is likely to:

• display a clear understanding of the topic • make one or two points with support of appropriate exemplification and/or application of

principle • give a number of characteristics, reasons, attitudes • provide clear use of case studies • give responses to more than one command eg “describe and explain...” • demonstrate a style of writing which matches the requirements of the question and

acknowledges the potential complexity of the subject matter • demonstrate relevance and coherence with appropriate use of specialist vocabulary • demonstrate legibility of text, and qualities of spelling, grammar and punctuation which do not

detract from the clarity of meaning. Level 3: answers the question very well (detailed) An answer at this level is likely to:

• display a detailed understanding of the topic • make several points with support of appropriate exemplification and/or application of principle • give a wide range of characteristics, reasons, attitudes • provide detailed accounts of a range of case studies • respond well to more than one command • demonstrate evidence of discussion, evaluation, assessment and synthesis depending on the

requirements of the assessment • demonstrate a sophisticated style of writing incorporating measured and qualified explanation

and comment as required by the question and reflecting awareness of the complexity of subject matter and incompleteness/tentativeness of explanation

• demonstrate a clear sense of purpose so that the responses are seen to closely relate to the requirements of the question with confident use of specialist vocabulary

• demonstrate legibility of text, and qualities of spelling, grammar and punctuation which contribute to complete clarity of meaning.


Level 4: answers the question with depth, flair, creativity and insight In addition to the requirements of Level 3, an answer at this level is likely to:

• provide strong evidence of thorough, detailed and accurate knowledge and critical understanding of concepts and principles and of specialist vocabulary

• give explanations, arguments and assessments or evaluations that are direct, logical, perceptive, purposeful, and show both balance and flair

• demonstrate a high level of insight, and an ability to identify, interpret and synthesise a wide range of material with creativity

• demonstrate evidence of maturity in understanding the role of values, attitudes and decision-making processes.

Annotation of Scripts It is most important that examiners mark clearly, according to the procedures set out below. • All marking should be done in red (except online marking). • The right hand margin should be used for marks only. • The overall mark for a question must be ringed at the end of the answer. • The total mark for the question must be transferred to the front of the script. • Where an answer is marked using a levels response scheme, the examiner should annotate the

scripts with ‘L1’, ‘L2’, ‘L3’ or ‘L4’ at the point where that level has been reached in the left hand margin. In addition, examiners may want to indicate strong material by annotating the script as ‘Good Level…’. Further commentary may also be given at the end of the answer. The consequent mark should then appear in the right-hand column. Where an answer fails to achieve Level 1, zero marks should be given.

Other mechanics of marking • All errors and contradictions should be underlined. • Various codes may be used such as: ‘rep’ (repeated material), ‘va’ (vague), ‘NAQ’ (not answering

question), ‘seen’, etc. • Use a wavy line to indicate weak dubious material (avoiding crossing out). • If the rubric is contravened, then all answers should be marked, but with the best answer being

counted and the mark transferred to the front of the script. Then cross out the material which has been discounted.

• Unless indicated otherwise, always mark text before marking maps and diagrams. Do not give double credit for the same point in text and diagrams.


Section A

Option 1 – Plate Tectonics and Associated Hazards 01 Notes for answers:

Sea floor spreading is one aspect of plate tectonics which accounts for major geological features and tectonic activity across the planet. There are two pieces of evidence in the sources which support the concept of sea floor spreading. Figure 1a suggests that the oldest rocks are found furthest away from the Mid-Atlantic Ridge. Some rocks are 180 million years old, compared to new rock at the ridge itself. Comment may suggest that there is a constructive plate margin present with tectonic plates forced apart by convectional processes, creating the ridge. Some may refer to theories associated with ‘ridge push’ and ‘slab pull’ which is a legitimate approach. Some may also refer to the ‘jigsaw fit’ idea which provides further evidence of sea floor spreading. Figure 1b shows aspects of palaeomagnetism. As the plates pull apart, new lava erupts through to the surface and is aligned to the existing polarity at that time. With repeated movement and eruptions, the rock continues to align to that existing polarity. When polarity reverses, any new rock will align to that new polarity. Comment may suggest that by studying polarity reversals in conjunction with the age of Atlantic sea floor, considerable evidence in support of sea floor spreading emerges. Mark scheme Level 1 (1-4 marks) Basic (mid point 3) Basic understanding of sea floor spreading and evidence provided in Figure 1a and Figure 1b to support this. Limited reference to palaeomagnetism and link between age of rock and polarity reversals. Level 2 (5-7 marks) Clear (mid-point 6) Clear understanding of sea floor spreading and evidence provided in Figure 1a and Figure 1b to support this. Clear awareness of the link between the age of the rock and the polarity reversals which have occurred. May show understanding of the limitations of the resources due to the differential timescales involved in both.

[7 marks]

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02 Notes for answers:

Expect to see reference to trenches, fold mountains and volcanic landforms. The Marianas Trench is found in the deepest part of world’s oceans. It is around 2,300 km long and is found in the Western Pacific Ocean. It has a width of around 70 kilometres. It has a maximum depth of 11,000 metres. Trenches are formed where one tectonic plate subducts beneath another. In this case it is the Pacific Plate which is subducted beneath the Marianas Plate. The Pacific Plate is comprised of older and denser rocks; it is also moving more quickly. As it is forced beneath the Marianas plate the folding of the Marianas Plate has occurred. Added to this there is significant volcanic activity which has contributed to the emergence of the volcanic islands. Some may refer to the concept of the island arc at this point. In the subduction zone there is partial melting of the overriding mantle. The resulting volcanic landscape has the shape of an arc parallel to the convergent plate boundary and convex toward the subducting plate. The Japanese archipelago is one example of such an island arc. The Andes are a good example of a fold mountain range formed as a result of tectonic activity. They are the longest continental mountain range in the world at around 7000km. They are approximately 200-700km in width and are found along the western edge of South America. The average height is around 4000m. They are split into several ranges with depressions and plateaus along the length. The highest peak is Acongagua at over 6000m. The main cause of the rise of the Andes is the compression of the western rim of the South American Plate due to the subduction of the Nazca Plate. This process has also been responsible for the creation of the Peru-Chile trench at this destructive plate margin. Mount Etna is a good example of a volcano found at a convergent plate margin. It is found at the convergence of the Eurasian and African Plates and has produced the largest and most active volcano in Europe. It is over 3,300m high, covering an area of approximately 1,200km2. The circumference of the volcano is around 140km. It is a cone shaped volcano. Composed of alternate layers of rock and ash which relate to pyroclastic flows and lava eruptions. As the Eurasian Plate is forced beneath the African Plate the rocks become molten and, under intense pressure, are forced back to the surface through weaknesses in the rock. Dramatic eruptions and pyroclastic flows have taken place over the last 500,000 years.

[8 marks]

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Mark scheme

Level 1 (1-4 marks) Basic (mid-point 3) Basic description which is likely to be partial and may only offer basic features of the landforms at destructive margins. Explanation is also basic and partial. Unlikely to refer to examples. May be unbalanced or only describe or explain. Level 2 (5-8 marks) Clear (mid-point 6) Clear description with clarity on characteristics – at least two landforms. May still be unbalanced at the bottom end. Both description and explanation must be present for Level 2. Explanation is clear with appropriate clarity. May refer to named examples.

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The Mount Pinatubo Eruption occurred June 15 1991. It produced a high-speed avalanche of hot ash and poisonous sulphur gas, giant mudflows, and a cloud of volcanic ash hundreds of miles across. The impacts of the eruption were still being felt up to five years after the event. Scientists forecast Pinatubo's 1991 eruption, saving at least 5,000 lives. Commercial aircraft were warned about the hazard of the ash cloud from the June 15 eruption and many avoided it. However a number of jets flying far to the west of the Philippines encountered ash and sustained about $100 million in damage. Structures on the two largest U.S. military bases in the Philippines--Clark Air Base and Subic Bay Naval Station--were heavily damaged by ash from the volcano's climactic eruption. Nearly 20 million tonnes of sulphur dioxide were injected into the stratosphere in Pinatubo's 1991 eruptions, and dispersal of this gas cloud around the world caused global temperatures to drop temporarily (1991 through 1993) by about 1°F (0.5°C). The eruptions have dramatically changed the face of central Luzon, home to about 3 million people. About 20,000 indigenous Aeta highlanders, who had lived on the slopes of the volcano, were completely displaced, many yet to return. About 200,000 people who evacuated from the lowlands surrounding Pinatubo before and during the eruptions have returned home, but still face threats from lahars that have already buried numerous towns and villages. Rice paddies and sugar-cane fields that have not been buried by lahars have recovered; those buried by lahars will be out of use for years to come. In contrast, the Eyjafjallajökull eruption in April 19 2010 caused a number of different impacts. Locally 700 people were evacuated, a lot less than in Pinatubo, partly because the eruption was smaller but also because it occurred in a less densely populated area. The evacuation was in response to flooding risk caused by melting ice, whereas in Pinatubo it was as a result of the risks posed by pyroclastic flows. Rather than the considerable impacts upon local people, the main damage was to the Icelandic infrastructure caused by the flash floods. Impacts upon local people were kept to a minimum due to the early warning system and advance notice given for evacuation. Local people received text messages giving them time to evacuate. The major regional and global effect related to air travel and substantial economic impacts. The fine grain ash was carried high up into the atmosphere and caused the grounding of air travel over Europe for six days. Whilst Pinatubo also affected air travel, this was on a completely different scale; 17,000 flights per day were cancelled, costing the industry over £2 billion. There were numerous other knock on effects to various industries connected to air travel. It is important to note that contrasts should feature strongly in the Level 2 and Level 3 responses ie what was different about the impact of the two volcanic events. Weaker responses will simply describe learned case studies with limited detail.

[10 marks]

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Mark scheme Level 1 (1-4 marks) Basic (mid-point 3) Basic understanding of the impact of two volcanoes. Basic description. Little if any contrast, perhaps referring to only one event. Narrow range of impacts. Limited or no discussion. Level 2 (5-8 marks) Clear (mid-point 6) Clear understanding of the impacts which offers appropriate breadth and detail, specific to the chosen volcanoes. Clear contrast of impacts which is relevant and appropriate. Emerging discussion. Level 3 (9-10 marks) Detailed (mid-point 9) Detailed understanding the nature of the impact with specific location information and other factual information. A detailed range of contrasts which are appropriate and specific to the chosen location. Detailed discussion.

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Option 2 – Weather and Climate and Associated Hazards


The Tri-cellular model shows how energy is transferred polewards and impacts inter alia on basic climate elements of temperature, precipitation and wind patterns. The Hadley Cell: The meeting of the trade winds in the Equatorial region forms the Inter Tropical Convergence Zone (ITCZ). The trade winds are relatively warm and are forced to rise by powerful convection currents. The unstable, warm, moist air is rapidly cooled to produce towering cumulonimbus clouds, frequent late-afternoon thunderstorms and low- pressure, characteristic of the Equatorial climate. It is these strong upward currents which form the ‘powerhouse of the general global circulation’. At ground level, the ITCZ experiences only very gentle, variable winds known as the doldrums. As rising air cools to the temperature of the surrounding environmental air, uplift ceases and the air begins to move away from the equator. Further cooling, increasing density and diversion by the Coriolis Force cause the air to slow down and subside, forming the descending limb of the Hadley Cell. In the Northern hemisphere, the air subsides at about 30°N of the Equator to create the subtropical high pressure belt with its clear skies and dry, stable conditions. On reaching the Earth’s surface, the cell is completed as some of the air is returned to the Equator as the North East Trade Winds. Ferrel and Polar Cells: The remaining air is diverted polewards, forming the warm south westerlies, which collect moisture when they cross sea areas. These warm winds meet cold Arctic air at the Polar front (about 60°N) and are uplifted to form an area of low pressure and the rising limb of the Ferrel and Polar cells. The resultant unstable conditions produce the heavy cyclonic rainfall associated with mid latitude depressions. Depressions are another mechanism by which surplus heat is transferred. While some of this rising air eventually returns to the tropics, some travels towards the Poles, where, having lost its heat, it descends to form another stable area of high pressure. Air returning to the polar front does so as the cold polar north easterlies. This overall pattern is affected by the movement of the overhead sun to the north and south of the Equator. Any variation in the characteristics of the ITCZ, ie its location or width, can have disastrous consequences for the surrounding climates. For example, the Sahel droughts of the early 1970s and most of the 1980s are a product of this variation.

[7 marks]

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Mark scheme Level 1 (1-4 marks) Basic (mid-point 3) Basic awareness evident of how the tri-cellular model influences global climate and transfers of energy. Error and/or omission at the bottom end. Limited awareness evident of the dynamic and complex interactions which drive climate. Level 2 (5-7 marks) Clear (mid-point 6) Clear awareness of the role of the tri-cellular model in driving global atmospheric circulation, energy transfer and resultant climatic impacts. Clearly aware of the dynamic complex interactions which drive climate.

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Most students will be able to point towards basic evidence for climate change. The key to the highest marks here lies in the detailed subject knowledge. Much evidence for climate change has been obtained more recently. With improved technology and recording equipment it has been possible to identify a global increase in temperature of around 0.8oC. Arctic sea ice and Antarctic ice is retreating. Alpine snow lines/glacier snouts are receding and sea levels are rising as well as average sea temperatures increasing. Expect to see a range of evidence in support of this. Much of this evidence only covers the latter part of the twentieth century. Coral analysis can provide evidence of historical sea level change. Coral grows in depths not exceeding 25 metres below the surface in tropical waters. Analysing coral records can indicate sea temperatures and sea levels historically. Similarly, the relic features from coastal glacial activity, such as fjords, provide clear evidence that sea levels were lower and are now rising. Ice cores provide a window into the past. CO2 levels can be measured in microscopic air bubbles trapped at the time that the ice formed. Pollen found in ice cores also gives an indication of the prevailing vegetation at the time. Dendrochronology may also be used to indicate any changes in tree growth, which may in turn give clues to the prevailing climate at that time. Radiocarbon dating has allowed scientists to accurately identify plants and organic matter existing thousands of years ago. By using current knowledge of the biology of flora and fauna it is possible to identify the climate at any time over the last 20,000 years. Post-glacial landscapes give clear evidence that climates were very different in the past. Studying the Cumbrian landscape for example shows many relic features of Britain’s glacial past. Oxygen isotope records stored in sea bed sediments also provide a clear indication of atmospheric temperature. The key point with all of this evidence is that it should be used to build a cumulative picture ie lots of evidence used together builds a much clearer picture of how the climate of past must have been changing. Responses should note that this evidence points toward significant changes in climate over the period in question.

[8 marks]

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Mark scheme Level 1 (1-4 marks) Basic (mid-point 3) Basic awareness of one or more pieces of evidence. Listing with little attempt to relate any of the major pieces of evidence. There may be error or significant omission at the bottom end. Likely to only focus in generic terms upon the evidence generated over the last century or so. Level 2 (5-8 marks) Clear (mid-point 6) Clearly aware of the main evidence. Aware how the evidence supports a broad picture of climate change over the last 20,000 years eg link between ice cores, carbon dating, pollen records and climate/sea level change.

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06 Notes for answers

For example: The Maldives is a tropical region under threat from the impact of climate change. It is an archipelago of around 1200 small islands, many of which are not populated. The land area is only around 1.5 - 2 metres above current sea levels. The islands which make up the Maldives are extremely sensitive to climate change and sea level rise. Any sea level change and any associated sea warming will have potentially catastrophic impacts upon the Maldives and the people who live there. In physical terms the coral and beaches around the islands will become very susceptible to degradation by both sea level increase and increased warming of the oceans. This will impact upon the two most important industries in the Maldives, tourism and fishing. Tourism accounts for around 30% of the country’s GDP and around 60% of its foreign exchange receipts. Coral and various species of fish inhabiting the area are highly susceptible to sea level change and sea warming. There is clear evidence of degradation of the coral which in turn will affect a number of industries dependent upon this natural resource. Similarly the beaches surrounding the islands are already showing signs of deterioration and submergence. This will render some of the coastal areas (with dense populations) vulnerable to erosion and flooding, with the obvious impact upon the fishing industry. Tuna, are highly attuned to the biophysical conditions of the environment. The decline in the tuna fishery will also impact the food security of the country. The capital, Malé is 1.7 km long and 0.7 km wide with a population of over 100,000 people. This makes it particularly vulnerable according to various projections. According to the government, 42% of the population and 47% of all housing structures are within 100m of coastline. Human health may also be under threat. The increase in water and air borne diseases can be associated with climate change. The health risk is increased and can be associated with characteristics like malnutrition of children, accessibility and quality of health care and low income levels. Beyond these immediate impacts there is set to be considerable impact on the environment as a result of changing weather patterns. Access to fresh water is an increasing challenge for the people as a result of changing weather patterns associated with climate change. Whilst precipitation may be forecast to increase, so too is salt water inundation. The cost of coastal defence is another issue arising out of the expected sea level rise.

[10 marks]

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Some responses may further consider the impact of forced migration and concept of ‘climate refugees’. This approach may consider the challenges faced in countries such as Australia, India and Sri Lanka in accommodating large numbers of migrants in the coming decades. Mark schemes Level 1 (1-4 marks) Basic (mid-point 3) Basic awareness of the impacts which are largely generic, offering basic information. Little or no sense of place. Limited or no discussion. Level 2 (5-8 marks) Clear (mid-point 6) Clear awareness of the impacts of climate change with an emerging sense of place. Shows an understanding of the complexity of inter-related impacts. Emerging discussion. Level 3 (9-10 marks) Detailed (mid-point 9) Detailed awareness of the impacts with information which is accurate, specific and has a strong sense of place. Discussion of the complexity of the inter-related factors is a strong feature.

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Option 3 – Ecosystems: Change and Challenge 07 Notes for answers:

Figure 3 shows a typical temperate deciduous woodland, at or approaching climatic climax. Trees are large, mature and appear fully grown, evidenced by the height and girth of the trunk in the foreground. There is quite dense coverage of trees, but the canopy is not thick. This suggests that the image was taken in early spring. There is little evidence of layering, with few smaller shrubs and an absence of an under-canopy. This suggests that in full summer the canopy will shade out the lower forest. There is plenty of leaf litter at the ground level, but this is not rapidly decomposing as it relates to the previous autumn. Some may suggest human management. For instance, there is a lack of vegetation in the foreground, to the left. This may suggest forest clearance and/or management. It also appears that a path has been cleared through the forest. Some may consider soil quality. The exposed roots may suggest some erosion has occurred. Similarly though, the fairly dense coverage in the distance suggests a healthy soil which is able to sustain a relatively large number of trees in close proximity to each other. Mark scheme Level 1 (1-4 marks) Basic (mid-point 3) Basic comment on some of the obvious characteristics of the vegetation shown in Figure 3 such as the vegetation type, size and density. Level 2 (5-7 marks) Clear (mid-point 6) Clear comment on a broad range of characteristics of the woodland shown in Figure 3 including that which can reasonably be inferred from the image.

[7 marks]

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This question relates to the routeway ecological development. These are unique environments which are created as a result of human activity and the construction of transport routes. Expect to see responses considering roads/motorways, railways and canals. Some may also consider cycle ways. These routeways will have been cleared of all vegetation at the time of construction. As a result a plagio-climax will develop. This is because the resultant vegetation is a product of ongoing intentional and unintentional human activity. In terms of unintended activity, passing trains and cars will cause alien species seeds to be brought into the linear routeway on the wind and on the vehicles. Intended human activity relates to the ongoing management of the routeway to make it clear for traffic. This will affect the habitat and development of the ecology of the routeway. Railways: Grasses and shrubs such as gorse, hawthorn and bramble will be an early coloniser in these areas. Unchecked, this will lead to the development of woodland. However, this is often restricted by maintenance staff in order to keep the railway and any overhead power lines clear. These areas are also often fenced off from access to the public, making them safe places for colonisation by nesting birds and other wildlife such as rabbits, badgers and foxes. However, this is often interrupted by ongoing maintenance as vegetation is continually cut back. Use of pesticides will also affect the natural vegetation colonising the routeway. Drainage work undertaken by the railway authorities often results in the creation of wetlands to the sides of embankments. These create artificial hydroseres which follow expected patterns of hydrosere succession including colonisation by fauna associated with such conditions. Mark scheme Level 1 (1-4 marks) Basic (mid-point 3) Basic understanding of the development of the unique ecological niche found along the chosen routeway. May be unbalanced with error or omission at the bottom end. Level 2 (5-8 marks) Clear (mid-point 6) Clear understanding of the development of the unique ecological niche along the chosen routeway. Explanation is clear and specific to the chosen routeway.

[8 marks]

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For example Savanna grassland: The major developmental pressure on savanna grassland is the development of agricultural practices in order to support growing local subsistence populations as well as commercial practices. For example, agriculture is the backbone of the economy of Swaziland with over 80% of Swaziland dedicated to agriculture. The main commercial crops grown in Swaziland are sugar cane grown by both large-scale companies as well as by medium/small-scale growers, cotton, citrus – grapefruits, oranges and lemons, pineapples and tobacco and maize – both as a commercial and subsistence crop. Another major threat to this ecosystem is the unsustainable harvesting of wood for timber and fuel. The economic value of the annual consumption of savanna flora (for foods and drinks, household items, medicinal plants and fuel wood) is estimated at between £129 million and £514 million. These goods can contribute up to 7% of the GDP of the country. In the savanna, there are over 70 species of threatened plants. The savanna biome is highly diverse. On Swazi National Land, biological resources are used extensively. Wildlife resources, especially antelopes and their predators have been decimated in this ecosystem. With the exception of protected areas, and areas under commercial cultivation, the remainder of the savanna ecosystem is heavily utilised for livestock grazing. On Swazi National Land, grazing pressure is considerable and there are no mechanisms in place to prevent overgrazing. Fauna and flora are utilised both for the preparation of natural medicine and for food. This has led to the destruction of wildlife, and is now contributing to the demise of medicinal plants. The effects of bush encroachment (as a result of the declining incidence of natural wildfire) often include a loss of biodiversity. Areas suffering from bush encroachment have a smaller diversity of birds. Alien plant invasion is a problem in parts of this ecosystem, especially along waterways. Some may consider approaches to conservation as another aspect of development within their chosen biome. Eg The Swaziland Biodiversity Strategy and Action Plan (BSAP) was initiated with the following intentions: • To reinforce awareness of the importance of conservation of biological

diversity. • To prepare the ground and identify needs for activities to be

undertaken by further biodiversity conservation projects. • To draw upon local perceptions about environmental management

and to explore alternatives to resource based livelihoods. The impact of such strategies may also be considered as valid consideration of the impact of development upon the chosen biome.

[10 marks]

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Mark scheme Level 1 (1-4 marks) Basic (mid-point 3) Basic understanding of the development issues in the chosen biome. Sense of place is basic. Limited awareness of the impact of development upon biodiversity. Level 2 (5-8 marks) Clear (mid-point 6) Clear understanding of the development issues/pressures. Clear link between development pressure and the impact upon biodiversity. Sense of place evident. Discussion emerges which may consider the impact of sustainable development or conservation practices upon biodiversity. Level 3 (9-10 marks) Detailed (mid-point 9) Detailed understanding of the development pressures/activities within the chosen biome. Strong sense of place and detailed impacts upon the biodiversity are considered. Discussion is strong and well linked to the complexity of pressures to develop such areas sustainably.

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Section B Option 4 – World Cities 10 Notes for answers:

There are a number of characteristics evident in the resource to suggest that Lymm is a counter-urbanised settlement. Expect to see strong and detailed use of map evidence to support points made. There is a physical break in the development between Warrington and Lymm. The land use in the rural urban fringe is a combination of farmland, golf courses and woodland. Expect to see reference to named farmhouses with grid references. This is typical of a counter-urbanised settlement ie that it is surrounded by semi-rural/rural land-uses associated with the rural urban fringe and that it lies in close proximity to a larger settlement. Another feature of such settlements is good transport access for commuters – expect to see reference to the M6 motorway and A Road network which runs through Lymm (A56 and A6144). Some may suggest that the road layout and development shows more modern housing layout with cul-de-sacs and crescent layouts evident. A reasonable suggestion may be that this was once a linear settlement with a large amount of infilling of development having occurred more recently. Some may point to the limited evidence of employment or industry, again a typical feature of a counter-urbanised settlement. This would suggest that the area is predominantly residential with services such as public houses and churches and little evidence of anything else. There is evidence of a railway line being turned into a footpath, as well as canal walks. These are typical recreational facilities provided and maintained in such areas. Mark scheme Level 1 (1-4 marks) Basic (mid-point 3) Basic interpretation and use of the map evidence. Describes only basic characteristics of the area without a clear link to counter-urbanisation. Comment superficial, basic or absent. Level 2 (5-7 marks) Clear (mid-point 6) Clear interpretation and use of map evidence. Clearly understands counter-urbanisation. Shows the link between counter-urbanisation and the evidence on the map. Comment on the extent is clear, reasonable, appropriate and relevant.

[7 marks]

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Any partnership scheme is acceptable. There should be clear explanation of how the partnership operated in order to support urban regeneration ie the scheme should not merely be described.

For example City Challenge (eg in Hulme, Manchester) :

The City Challenge initiative was introduced as a competition for government funds in the early 1990s. It was a bidding process designed to fund physical, social and economic action in a more integrated approach than had been previously attempted. The basic idea was to bring together all stakeholders in local affairs in order to secure more sustainability in urban regeneration. The partnership was between the public, private and voluntary/community sectors - each partnership made a bid for a long term grant used to fund improvements with defined objectives and success criteria.

The Hulme project was concerned with long term regeneration, involving the Local Authority; local residents; the private sector; Government and a range of agencies, to create a community and business mix which is sufficiently diverse to be self-sustaining and which will have strategic significance for the city as a whole.

It involved the following measures:

Economic development, training and employment: As well as sustaining and expanding existing business employment, the plan was to encourage new industrial and commercial development as well as build entrepreneurial potential within the local community. This linked to a plan designed to expand and improve the quality of training provision.

Transport: The plan also included the development of the transport infrastructure including public transport.

The overall aim was to increase employment and the employability of the local people.

Housing: Poor quality housing was demolished and/or modernised. New affordable housing association housing was developed for sale and/or rent, including low cost home ownership initiatives.

Environment: The plan was to develop an environmental improvement strategy and provide new local public open space for recreational uses.

Social improvements: This involved support community safety and crime prevention initiatives. It also involved building new schools and health services in the area.

The key idea was that the plan was integrated, with various stakeholders playing their part in a broad range of initiatives designed to sustainably

[8 marks]

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improve the whole environment for the people living in Hulme.

Allow other partnership schemes such as Urban Splash in Park Hill in Sheffield.

The Park Hill project, involved a £146 million transformation of the Park Hill estate in Sheffield. Expect reference to the specific partnerships, including Sheffield City Council, English Partnerships, and developer Urban Splash.

The funding involved over £9 million for affordable housing for rent and shared equity properties. English Partnerships put in a £15 million grant towards redeveloping the wider estate. An additional £5.5 million from Transform South Yorkshire was also input into the project. Urban Splash plans to modernise the total estate along with Manchester Methodist Housing Association. The aim has been to support the development of the whole community and improve the lives of the residents through improvements to housing stock and the provision of local services. Urban Splash has input more than £100 million investment in order to achieve this purpose and transform the community.

The key element of the partnership scheme is that it involves public and private ventures aimed at regenerating the physical structures, the environment and people’s quality of life.

Mark scheme Level 1 (1-4 marks) Basic (mid-point 3) Basic explanation of the partnership strategy with some confusion at the bottom end related to other city regeneration strategies. Explanation shows only limited understanding of the strategy in supporting urban regeneration. Level 2 (5-8 marks) Clear (mid-point 6) Clear explanation of the partnership strategy in supporting urban regeneration.

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There should be a clear assessment of the success of the chosen strategy. Where a candidate choses a city case study, the overall strategy may have a range of elements. This is an acceptable approach. For example, some may consider London’s overall transport strategy which includes a variety of elements including congestion charging, public bicycles, subsidised public transport and also improvement to underground networks. Others may focus on one particular element of a wider strategy eg Boris’s Bike’s scheme in London. This is also acceptable and allows access to the full range of marks. One example might be Curitiba: Curitiba, south east Brazil, has become a world leader in sustainable transportation systems. The work has been co-ordinated by one organisation, the Urban Planning Authority. Curitiba has arterial routes which run east to west. Development along these routes has been encouraged and facilitated by the central planning authority. This has diverted traffic from the city centre, allowing it to become a pedestrian friendly area. The bus service has been designed to function like a subway system, transporting large numbers of people along numerous routes with regular services every few minutes in some cases. In terms of assessment, this has proved more reliable and easier to use than the private car. The old, noisy and polluting buses have been replaced with cleaner and more efficient versions. These are locally assembled by Volvo, reducing transport costs for the city that would have been vastly inflated had the buses been imported. There is an economic gain as a result of this action as well as the environmental gain with the new low sulphur buses. Passengers board and alight via a special tube on Curitiba's central transit routes so that boarding is not delayed by fare collection. The glass tube stations provide citizens with a clean, protected area in which to wait for the bus. The platform of the tube station is parallel to the platforms of the buses, so there are no awkward steps to climb and the bus is ‘handicap accessible’. This has all encouraged people to use the service and made it an attractive alternative to the car. Some may go further and consider wider development planning which has helped to achieve the transport revolution. By meeting the needs of the poorest, the city has also saved money and energy. Low-income neighbourhoods have been provided with all the necessary local services. This has reduced the need for travel, easing pressure on the public transport system. The overall assessment is that Curitiba’s transport system has been an overwhelming success but has required major capital investment and has continued maintenance costs.

[10 marks]

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Mark scheme Level 1 Basic (1-4 marks) (mid-point 3) Limited understanding of the chosen transport strategy. Limited information on strategy provided and little assessment. Level 2 Clear (5-8 marks) (mid-point 6) Clear understanding of the chosen transport strategy. Assessment is clear. Level 3 Detailed (9-10 marks) (mid-point 9) A fully developed answer with detailed elaboration and clear depth of detail of the chosen strategy. Assessment is detailed.

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Option 5 – Development and Globalisation 13 Notes for answers:

There are a variety of ways of approaching this question. Comment relates to what can be reasonably inferred/interpreted from the image. The main issues are the contrasts in terms of wealth and with hints at potential social and/or cultural differences. Some may also consider issues associated with rapid development and the problems when groups of traditional inhabitants of an area are effectively left behind. Wealth contrasts – the image suggests that there are great contrasts in wealth. The towering skyscrapers behind are likely to be offices but may also be expensive new apartments. Construction of these is likely to have led to substantial clearance of the dwellings, such as those in the foreground. These are clearly run down and likely to be inhabited by people who are poorer and have lower skills; traditional inhabitants of the community. They may well have a history of being employed in primary or lower paid unskilled secondary industries. Social contrasts – It is likely that the local traditional families in the foreground have lived in the community for some time and pre-date the large new development in the background. They will be seeing their traditional ways of life change rapidly with the western style contrasting lifestyles likely to be present in the populations who inhabit the developments in the background. This, combined with the wealth difference, is likely to lead to social polarisation and inevitable tensions between the ‘older’ and ‘newer’ inhabitants of this community. There may also be negativity and mistrust between the groups, with one group feeling left behind and not obtaining a share of the new wealth in their own areas. Mark scheme Level 1 (1-4 marks) Basic (mid-point 3) Describes the information in Figure 5 with limited critical engagement. A basic understanding demonstrated of the contrasts with limited comment. Level 2 (5-7 marks) Clear (mid-point 6) Clear understanding demonstrated of the contrasts and the interpretation which lies beyond the image. Critical engagement is evident. Clear use of Figure 5 to provide additional comment beyond the obvious contrasts.

[7 marks]

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Often referred to as the ‘economic miracle’, the Asian Tigers of Hong Kong, Singapore, Taiwan and South Korea have experienced rapid economic development which has transformed the lives of the people and the economic standing of these countries in the globalised economic system. Prior to the 1960s, all economies were based around primary industries with some low technology manufacturing and basic services. From around the 1960s the development process was accelerated by policies which promoted import substitution. Taxes were placed on imports to discourage their purchase and hence allowing their own industries to flourish. Rapid Industrialisation occurred which targeted exports at highly industrialised nations of Europe and North America. The basis of this export strategy was around highly competitive pricing which undercut western costs. The countries had political systems, which allowed this approach to economic management. Trade unions were not encouraged. They also all pursued education as a way of ensuring a labour force, as all students were required to attend primary and secondary school. They further invested in universities and making foreign universities accessible to their own students. The government also offered security of tenure to land owners, encouraging people to invest in their land. Once the new industries had developed, these new companies themselves became transnational corporations opening operations in Europe and the USA. Lucky Goldstar is an example of one such organisation. This further increased the development as these TNCs brought wealth back to the Tigers. Mark scheme: Level 1 (1-4 marks) (mid-point 3) Explanation is basic and may be largely generic. Factors explaining growth are limited and basic with limited breadth and depth. May only consider one factor. Level 2 (5-8 marks) (mid-point 6) Clear explanation of the major factors. Explanations are clear with appropriate clarity which also show the breadth and interconnectedness of the strategies for rapid growth.

[8 marks]

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Expect to see reference to grouping of nations such as the EU or NAFTA. eg The North America Free Trade Agreement was introduced in 1994 and was designed to allow trade to flourish between the US, Canada and Mexico. It essentially involves the removal of tariffs on all traded goods between the three countries. Whilst it has had many positive impacts, there have been some unintended negative impacts. Trade flows have increased significantly over the treaty's first two decades, from roughly $290 billion in 1993 to more than $1.1 trillion in 2012. Cross-border investment and travel have also increased dramatically. The United States trades more in goods and services with Mexico and Canada than it does with many other global trading nations such as Japan, South Korea, Brazil, Russia, India, and China. Much of the growth in trade has been due to increased trade between the United States and Mexico, where the trade balance swung from a $1.7 billion USA surplus in 1993 to a $61.4 billion deficit in 2012. However, compared to the US overall trade in global markets, this is still a small figure. One cost in particular has been the transfer of labour from USA to Mexico. Wage rates are considerably lower and US firms have benefitted from lower costs and therefore greater profits as well as increased global competitiveness. It should be noted that US wages have not kept pace with productivity and that income inequality in the United States has risen in recent years, in part due to pressures on the US manufacturing base. However, it is not clear whether this is due to global competition or as a direct impact of the NAFTA trade agreement. For Mexico, there appears to be limited evidence that wages have in fact increased. In fact, GDP growth was slower in Mexico compared to many similar sized South American countries, however, prices have fallen for most manufactured goods, offsetting the slow growth in wages. There is no evidence that NAFTA has reduced the migration of Mexicans into the US. Canada has also seen benefits. It is the leading exporter of goods to the United States. Also, U.S. and Mexican investments in Canada have tripled, and Canada has added 4.7 million new jobs since 1993.

[10 marks]

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Mark scheme Level 1 (1-4 marks) Basic (mid-point 3) Basic awareness of the impact of the specific grouping of nations on the countries involved as well as the wider impacts. Limited breadth and depth and may offer only a basic structure. Example chosen offers only basic information. Assessment is partial, implicit or absent. Level 2 (5-8 marks) Clear (mid-point 6) Clearly aware of the impact of grouping of nations on the countries involved and wider regional/global impacts. Appropriate range of impacts with clear information pertinent to the named example. Assessment is clear. Level 3 (9-10 marks) Detailed (mid-point 9) Detailed awareness of the impact of the grouping of nations on the countries involved as well wider regional/global impacts. Assessment is detailed and may show understanding of the difficulty in directly attributing impact to the policy itself.

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Option 6 – Contemporary Conflicts and Challenges


Description: The pattern shows that the majority of conflicts are focused upon very specific regions. There are some small anomalies to these trends. North and west Columbia had strong concentrations of terrorist attacks in 2014. Apart from a very small number of isolated attacks such as in those in the US and other parts of South America, there are no other concentrations. It could be argued that these incidences in Columbia were, in themselves, an anomaly given the fact that there are no other multiple incidents in North and South America. Using the scale, it would suggest that there were relatively high fatalities and/or casualties in these incidents in 2014. The incidences of terrorist attacks in Africa were high, as were the casualties. However this only occurred largely in the belt across central Africa from Cameroon to Somalia. There were some sporadic incidents to the north. The Middle East experienced the highest concentrations and frequency of attacks in 2014 according to the data. The area extending to the east of the Mediterranean (Israel, Syria, across to Afghanistan and Pakistan) experienced the worst incidences and intensity of terrorist attacks on the planet. Beyond this, the only other major region of terrorist attacks was around the north of the Bay of Bengal, affecting eastern India and Bangladesh. These were less intense than those in the Middle East. The only other significant area was the Philippines, though these attacks were generally less intense apart from the south of the archipelago. Some may suggest that terrorist attacks were concentrated in relatively few places around the world and most places remained free of attack. Isolated incidents with small intensity could be found in many places. Comment: Comment is likely to focus upon the possible reasons for these attacks. Expect responses to offer reasons/origins for some of these conflicts. Expect identity, culture, religion and resources to feature as the origin of the conflicts. Long drift explanation of learned case studies which drifts from the resource is not creditable. Mark scheme Level 1 (1-4 marks) Basic (mid-point 3) Describes the main patterns and shows a basic understanding of the geographical basis of the conflict. Comment is basic.

[7 marks]

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Level 2 (5-7 marks) Clear (mid-point 6) Clear description of the data shown. Aware of patterns and is able to distinguish between distribution and intensity. Clearly synthesising the information provided with appropriate, clear comment.

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Resolving conflict locally: This is likely to focus upon the planning process. Expect to see reference to a local issue which was dealt with through the planning process. Some may consider major issues such as the building of a new runway at Heathrow. Others may look at something more small scale such as a new housing development or a wind farm in the local vicinity. Whatever the approach, there should be a clear explanation of the managing of the process which shows consideration of a variety of views of stakeholders. The conflict may still be ongoing, for example some may consider the ongoing battle against HS2 (the new plans for rail travel from London to the north of England). This can be argued to be local where there is a clear focus upon a local group challenging the plans. Processes are likely to revolve around the planning rules and regulations. This is likely to include the submission of formal plans, the opportunity to challenge the plans by affected parties, and legal processes involved in mediating and addressing the objections. Whilst many such issues involve winners and losers, some may consider the concept of compromise, explaining how this has been achieved. Mark scheme Level 1 (1-4 marks) Basic (mid-point 3) Explanation is basic. Limited sense of place emerges. Response may be vague in terms of a clear understanding of the processes designed to manage and resolve the conflict. Narrow response which is generic in nature. Level 2 (5-8 marks) Clear (mid-point 6) Clear explanation of processes involved in conflict resolution. Clear sense of place and appropriate breadth of processes. Processes are specific to example chosen.

[8 marks]

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Many are likely to focus upon the work of the United Nations and specifically, the Millennium Development Goals (MDGs). These goals were not solely aimed at alleviating global poverty, so it is important that responses acknowledge this. The target to halve extreme poverty and hunger was beaten ahead of the 2015 deadline. The world reached the poverty reduction target five years ahead of schedule. In developing regions, the proportion of people living on less than $1.25 a day fell from 47 per cent in 1990 to 22 per cent in 2010. About 700 million fewer people lived in conditions of extreme poverty in 2010 than in 1990. This could legitimately be considered a major success though there is clearly more work to do, largely because the baseline measure is so low. Remarkable gains have been made in the fight against malaria and tuberculosis. Between 2000 and 2010, mortality rates from malaria fell by more than 25 per cent globally. An estimated 1.1 million deaths from malaria were averted over this period. Death rates from tuberculosis at the global level and in several regions are likely to be halved by 2015, compared to 1990 levels. Between 1995 and 2011, a cumulative total of 51 million tuberculosis patients were successfully treated, saving 20 million lives. This can only be considered as an enormous success given the eradication of disease for so many people and the investment by government in basic treatments for these preventable diseases. In terms of universal primary education, in 2011, 57 million children of primary school age were out of school, down from 102 million in 2000. This has been achieved by governments creating more school places for primary children as well as supporting parents in order to allow their children to travel to school. More than half of these out of school children live in sub-Saharan Africa. Globally, 123 million youth (aged 15 to 24) lack basic reading and writing skills; 61 per cent of them are young women. Clearly progress has been made from the inception of the MDG’s but again more work needs to be done as it is education that provides the best opportunity to escape poverty for most. There is much more evidence on which students may wish to draw. It is vital that the measures are clearly understood and that there is some explicit assessment in relation to reducing global poverty. Mark scheme Level 1 (1-4 marks) Basic (mid-point 3) Basic coverage of strategies such as Millennium Development Goals. Likely to be descriptive with less focus upon the actual measures to reduce poverty. Assessment is absent or largely implicit.

[10 marks]

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Level 2 (5-8 marks) Clear (mid-point 6) Clear awareness of specific measures to reduce global poverty. Clear assessment and awareness of the complexity of the issue. Support, where used, is clear. Level 3 (9-10 marks) Detailed (mid-point 9) Detailed awareness of the strategies designed to reduce poverty. Well balanced. Detailed assessment and full awareness of the complexity. Support where used is detailed and appropriate. Note: Responses which simply describe each goal without fully engaging with the theme and demands of the question should be held to Level 1.

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Section C - Mark scheme for the essay questions Assessment criteria Level 1

1-10 (midpoint 6)

Level 2 11-20

(midpoint 16)

Level 3 21-30

(midpoint 26)

Level 4 31-40

(midpoint 36) Knowledge of content, ideas and concepts

Basic grasp of concepts and ideas; points lack development or depth.

The answer is relevant and accurate. Reasonable knowledge. Imbalanced theories.

Sound and frequent evidence of thorough, detailed and accurate knowledge.

Strong evidence of thorough, detailed and accurate knowledge.

Critical understanding of the above

Incomplete, basic. Reasonable critical understanding of concepts and principles with some use of specialist vocabulary.

Sound and frequent evidence of critical understanding of concepts and principles, and of specialist vocabulary.

Strong evidence of critical understanding of concepts and principles and of specialist vocabulary.

Use of examples/case studies to support argument Maps/Diagrams (when used)

Superficial. None.

Examples show imbalances and/or lack detail and depth. Ineffective.

Examples are developed, balanced and support the argument. Effective.

Examples are well developed and integrated. Fully integrated.

Evidence of synopticity: Connections between different aspects of the subject ‘Thinking like a geographer’

No evidence. Limited. Some ability to identify, interpret and synthesise some of the material. Limited ability to understand the roles of values, attitudes and decision-making processes.

Strong. Some ability to identify, interpret and synthesise a range of material. Some ability to understand the roles of values, attitudes and decision-making processes.

Full There is a high level of insight, and an ability to identify, interpret and synthesise a wide range of material with creativity. Evidence of maturity in understanding the role of values, attitudes and decision-making processes.

Quality of argument – the degree to which an argument is constructed, developed and concluded

Language is basic; arguments are partial, over simplified and lacking clarity. Little or no sense of focus of task.

Arguments are not fully developed nor expressed clearly, and the organisation of ideas is simple and shows imbalances. Some sense of focus of task.

Explanations, arguments and assessments or evaluations are accurate, direct, logical, purposeful, expressed with clarity and generally balanced. Clear sense of focus of task.

Explanations, arguments and assessments or evaluations are direct, focused, logical, perceptive, mature, purposeful, and are expressed coherently and confidently, and show both balance and flair.

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19 Appropriate content for a response to this question should include:

• a clear awareness of the impacts of both volcanoes and earthquakes (which may include tsunamis)

• evidence that management strategies may reduce the impact of the earthquake

• other techniques to assist in managing the impact of volcanoes may be considered, such as controlling the direction of lava flows and lahars as well as techniques to manage the impact of air pollution caused by eruptions

• case studies are likely to feature, most notably contrasting examples, where impacts have been minimised and places where impacts have been severe and unmanageable

• some explicit assessment in relation to the theme and demands of the question.

Synopticity may therefore be achieved by:

• a critical understanding of the processes that produce seismic and volcanic events and the context in which they are produced

• an understanding of the context of varying timescales and spatial variations

• a critical understanding of the varying impacts of volcanic and seismic events

• an understanding of the vulnerability of different populations to these events

• an understanding of the capacity for resilience to these events • a critical understanding of the vulnerability of different regions,

particularly an understanding of the differences between richer and poorer areas and the contrast between urban and rural environments

• an understanding of the capacity and willingness of people to deal with these hazards.

The question requires an assessment approach. The response should come to a view based upon preceding content. Any conclusion is creditable as long as it is reasonable and related to the preceding content and argument.

[40 marks]

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• an exploration of the hazards specifically associated with urban climates such as a heat wave, fog, smog and wind channelling

• an exploration of other climatic hazards such as tropical storms, tornadoes, deep temperate depressions or those associated with global warming

• an understanding of the cause of these hazards • an exploration of measures to mitigate against the impact of

hazards in urban areas as well as in general at local national and international scales

• evaluation of the impact of these hazards and a comparison between climatic hazards in urban areas compared to general climatic hazards.


• consideration of wide range of viewpoints and perspectives • critical appraisal of the available evidence • synthesis of human and physical geographies • investigations at a range of scales and a range of time periods • contrasting references to examples in different parts of the world

and with countries at different levels of development.


[40 marks]

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• a definition of fragile environments, sustainability and other key terms associated with the question such as ecosystem and biome. This may be implicit

• an exploration of the vulnerability of ecosystems and biomes encompassing concepts associated with fragile environments

• a discussion of a range of human activities which may be considered more and less sustainable which are contributing to or reducing the fragility within the chosen environments

• case studies which contrast wilderness areas which may be considered fragile

• an evaluation of attempts to manage these environments.


• contrasting examples of human activity • contrasting different ecosystems and biomes around the world • considering change over time • critically engaging with the question by challenging notions of

unsustainable human activity – activities which encourage sustainable management of fragile environments

• synthesising human activity with the environmental impact.


[40 marks]

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• a range of strategies aimed at regenerating retailing in towns and cities; decentralisation of retailing and its impact; redevelopment of retailing in cities and its impact; increase in shopping online and its impact

• an evaluation of such strategies • an awareness of other approaches to improving cities such as

property led schemes or partnerships • a comparison between contrasting urban areas in countries along

the development continuum, and/or within the same level of economic development

• case study material/exemplars to support the above.

Synopticity emerges from some of the following:

• evidence in the breadth/depth of case-study material • detailed critical understanding of the development issues identified • detailed critical understanding of the responses to the issues above • detailed critical understanding of the management, where

applicable, of the development issues identified • a recognition of the importance of values and attitudes, and of the

role of decision makers at a variety of levels • evaluative comments as to whether retail or other strategies are the

best way to improve cities.

This question requires an assessment approach and the response should come to a view. Any conclusion is creditable as long as it is reasonable and related to the preceding content and argument.

[40 marks]

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• an understanding of the reasons for and importance of development

• characteristics of countries at different levels of development • factors affecting the advantages supporting the development of an

area, either natural or human (economic, political, social, environmental and historical)

• specific case studies of countries at different levels of development, their reasons for development (or lack of development)

• an evaluation of measures to stimulate development by governments and other agencies

• an understanding of the impact of development upon the environment

• an awareness of measures to ensure development is more sustainable with reduced environmental impact.


• awareness of a range of scales and change over time in the development of countries

• contrasting case studies at different levels of development • a consideration of physical and human geography in relation to

factors affecting development • discussion of the role of stakeholders and decision makers in the

development process • an awareness of the concept of sustainable development.

This question requires an assessment approach and the response should come to a view. Any conclusion is creditable as long as it is reasonable and related to the preceding content and argument.

[40 marks]

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• an understanding of the origin and expression of conflict • some consideration of pattern and extent of conflict • a case study or case studies which exemplifies the range of

impacts associated with international conflict • impacts should consider social, economic and environmental

issues • an awareness of conflict resolution or the ongoing issues

associated with the conflict ie reasons for lack of resolution.


• consideration of a range of scales • awareness of change in patterns of conflict over time • awareness of social, economic and environmental issues

associated with chosen conflict • an understanding of the role of decision makers, attitudes and

values in relation to the chosen international conflict.

This question requires a discursive approach and the response should come to a view. Any conclusion is creditable as long as it is reasonable and related to the preceding content and argument.

[40 marks]

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Documents

A-level Geography Mark scheme Unit 03 - Contemporary