General Certificate of Secondary Education
Geography
Unit 1
Understanding Our Natural World
[GGY11]
Assessment
MARK
SCHEME
12385.01
General Marking Instructions
Introduction
Mark schemes are intended to ensure that the GCSE examinations are marked consistently and fairly.
The mark schemes provide markers with an indication of the nature and range of candidates’ responses
likely to be worthy of credit. They also set out the criteria which they should apply in allocating marks to
candidates’ responses.
Assessment objectives
Below are the assessment objectives for GCSE Geography.
Candidates must show they are able to:
AO1
Demonstrate geographical knowledge and understanding of:
•
•
Places, environments, processes and concepts; and
The inter-relationships between places, environments and processes;
AO2
Apply knowledge and understanding to analyse, interpret and evaluate geographical
information and issues and to make judgements; and
AO3
Select, adapt and use a variety of skills and techniques to investigate questions and issues and
communicate findings.
Quality of candidates’ responses
In marking the examination papers, examiners should be looking for a quality of response reflecting
the level of maturity which may reasonably be expected of a 16-year-old which is the age at which the
majority of candidates sit their GCSE examinations.
Flexibility in marking
Mark schemes are not intended to be totally prescriptive. No mark scheme can cover all the responses
which candidates may produce. In the event of unanticipated answers, examiners are expected to use
their professional judgement to assess the validity of answers. If the answer is particularly problematic,
then examiners should seek the guidance of the Supervising Examiner.
Positive marking
Examiners are encouraged to be positive in their marking, giving appropriate credit for what candidates
know, understand and can do rather than penalising candidates for errors or omissions. Examiners
should make use of the whole of the available mark range of any particular question and be prepared
to award full marks for a response which is as good as might reasonably be expected of a 16-year-old
GCSE candidate.
Awarding zero marks
Marks should only be awarded for valid responses and no marks should be awarded for an answer
which is completely incorrect or inappropriate.
Marking calculations
In marking answers involving calculations, examiners should apply the ‘own figure rule’ so that
candidates are not penalised more than once for a computational error.
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Types of mark schemes
Mark schemes for tasks or questions which require candidates to respond in extended written form are
marked on the basis of levels of response which take account of the quality of written communication.
Other questions which require only short answers are marked on a point for point basis with marks
awarded for each valid piece of information provided.
Levels of response
Tasks and questions requiring candidates to respond in extended writing are marked in terms of levels of
response. In deciding which level of response to award, examiners should look for the ‘best fit’ bearing
in mind that weakness in one area may be compensated for by strength in another. In deciding which
mark within a particular level to award to any response, examiners are expected to use their professional
judgement. The following guidance is provided to assist examiners.
•
•
•
Threshold performance: Response which just merits inclusion in the level and should be
awarded a mark at or near the bottom of the range.
Intermediate performance: Response which clearly merits inclusion in the level and should be
awarded a mark at or near the middle of the range.
High performance: Response which fully satisfies the level description and should be awarded
a mark at or near the top of the range.
Quality of written communication
Quality of written communication is taken into account in assessing candidates’ responses to all tasks
and questions that require them to respond in extended written form. These tasks and questions are
marked on the basis of levels of response. The description for each level of response includes reference
to the quality of written communication.
For conciseness, quality of written communication is distinguished within levels of response as follows:
Level 1: Quality of written communication is basic.
Level 2: Quality of written communication is good.
Level 3: Quality of written communication is excellent.
In interpreting these level descriptions, examiners should refer to the more detailed guidance provided
below.
Level 1
Candidates present some relevant information in a form and using a style of writing which suits its
purpose. The text is reasonably legible. Spelling, punctuation and the rules of grammar are used
with some accuracy so that meaning is reasonably clear. A limited range of specialist terms is used
appropriately.
Level 2
Candidates present relevant information in a form and using a style of writing which suits its purpose.
The text is legible. Spelling, punctuation and the rules of grammar are used with considerable accuracy
so that meaning is clear. A good range of specialist terms is used appropriately.
Level 3
Candidates present and organise effectively, relevant information in a form and using a style of writing
which suits its purpose. The text is fluent and legible. Spelling, punctuation and the rules of grammar are
used with almost faultless accuracy so that meaning is clear. A wide range of specialist terms is used
skilfully and with precision.
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Theme A: River Environments
1
(a) (i)
AVAILABLE
MARKS
Complete Table 1 by inserting the correct key term for each definition.
Award [1] for each correct answer
Table 1
Key term
Definition
TRIBUTARY
A small river or stream
WATERSHED
The outer edge of the drainage basin
CONFLUENCE
The place where two rivers meet
(3 × [1])
[3]
(ii) Complete Table 2 by writing the word INCREASE or DECREASE to
describe how each river characteristic usually changes between the
source and the mouth of the river. One has been completed for you.
Award [1] for each correct answer.
Table 2
River characteristic
Change between the source and
the mouth of the river
Discharge
Increase (given)
Gradient
Decrease
Depth
Increase
Width
Increase
(3 × [1])
[3]
(b) State the meaning of the term levee.
Award [1] for a basic definition,
e.g. a ridge or mound of sediment found on a river bank. [1]
e.g. a raised embankment along a river. [1]
Award [2] for a detailed definition which elaborates on either purpose,
formation or composition,
e.g. a raised mound or embankment which can help prevent flooding. [2]
e.g. a ridge or mound of sediment found on the river bank. These raised
embankments can help prevent flooding on the floodplain. [2]
e.g. a ridge or mound of sediment deposited onto a river bank when a
river overflows
[2]
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(c) Explain the processes and features in meander formation.
AVAILABLE
MARKS
Award [0] for an answer not worthy of credit.
Level 1 ([1]–[2])
A basic statement:
e.g. A meander is a bend [1] in the river formed by erosion. [2]
Candidates present some relevant information in a form and using a style
of writing which suits its purpose. The text is reasonably legible. Spelling,
punctuation and the rules of grammar are used with some accuracy so that
meaning is reasonably clear. A limited range of specialist terms is used
appropriately.
Level 2 ([3]–[4])
A limited explanation that acknowledges the role of both erosion and
deposition in the formation of a meander. At this level the answer may be
unbalanced with one process covered in more detail than the other. Both
erosion and deposition are needed to access top Level 2:
e.g. Water flows fastest on the outside of the bend/meander where the
channel is deeper and there is less friction. This causes greater erosion
which deepens the channel. [3]
e.g. Water flows fastest on the outside of the bend (meander) where the
channel is deeper and there is less friction. This causes erosion which
deepens the channel. On the inside of the bend (meander) the water is
shallower, therefore there is more friction so the water is slow-flowing and
deposition occurs. [4]
Candidates present relevant information in a form and using a style of writing
which suits its purpose. The text is legible. Spelling, punctuation and the
rules of grammar are used with considerable accuracy so that meaning is
clear. A good range of specialist terms is used appropriately.
Level 3 ([5]–[6])
A detailed explanation detailing how a meander forms, making reference to
both erosion and deposition and which includes relevant features such as a
river cliff, slip-off slope:
e.g. Water flows fastest on the outside of the river bend (meander) where
the channel is deeper and there is less friction. This is due to water being
directed towards the outside of the bend as it flows around the meander.
This causes erosion which deepens the channel. This erosion results in the
formation of a steep-sided river cliff. In contrast, on the inside of the bend
(meander), water is shallower and is slow-flowing due to greater friction. This
causes deposition to occur. [5] Over time material builds up on the inside of
the bend (meander); this is called a slip-off slope. [6]
Candidates present and organise effectively, relevant information in a form
and using a style of writing which suits its purpose. The text is fluent and
legible. Spelling, punctuation and the rules of grammar are used with almost
faultless accuracy so that meaning is clear. A wide range of specialist terms
is used skilfully and with precision.
[6]
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(d) State the soft engineering method of managing a river shown in Photograph 1.
Evaluate its sustainability.
AVAILABLE
MARKS
Afforestation or planting trees.
Do not credit trees or forest.
[1]
Evaluate its sustainability as a method of managing a river.
Award [0] for a response not worthy of credit.
Award [1] for a simple statement about afforestation,
e.g. trees help soak up rainfall. [1]
Award [2] for a statement which evaluates (advantage and disadvantage),
e.g. trees help soak up rainfall but it takes trees a long time to mature. [2]
Award [3] for a statement which evaluates (advantage and disadvantage)
and refers to sustainability,
e.g. trees help soak up rainfall but it takes trees a long time to mature.
Overall afforestation is sustainable because it lasts a long time and reduces
the risk of flooding by intercepting rainfall. [3]
[3]
(e) With reference to a river in the British Isles, explain the physical and human
causes of a flood on your named river.
Award [0] for a response not worthy of credit.
Award maximum Level 1 if the answer is based on a river from outside
British Isles; or alternatively if there is no named river.
Level 1 ([1]–[2])
Causes of a river flooding are stated or described:
e.g. There was flooding in England due to heavy rain [1]
e.g. There was flooding in England due to heavy rain, building of houses and
peat extraction. [2]
Level 2 ([3]–[5])
The causes of flooding are described and there is limited explanation relating
to a named river in the British Isles:
Award maximum [4] marks if only physical or human factors are used.
e.g. In March 1999 there was flooding along the River Derwent. There were
several physical causes such as heavy rainfall. There was also a lack of
infiltration [3] as this rainfall fell onto ground that was almost saturated from
previous rainfall events [4]. Human factors also played a part. Areas of the
floodplain were being urbanised and this reduced infiltration and increased
surface run-off. [5]
Level 3 ([6]–[7])
The physical and human causes of flooding are explained in detail for a
named river within the British Isles:
e.g. ln March 1999 people living near the River Derwent experienced severe
flooding. There were both physical and human causes for this flooding. The
area had experienced heavy rainfall; at the time of the flood over 250 mm
of rain fell on the North York Moors. There was a lack of infiltration as this
rainfall fell onto ground that was almost saturated from previous rainfall
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events and this meant that the water from the storm reached the river quickly
causing it to flood. Human factors also played a part. Areas of the flood plain
were being urbanised, such as the new housing estate built at Malton. [6]
This reduced infiltration and increased surface run-off meaning that rainfall
from the storm reached the river quickly causing it to flood.
[7]
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AVAILABLE
MARKS
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Theme B: Coastal Environments
2
(a) (i)
AVAILABLE
MARKS
State the height of the land shown by the triangulation pillar at the top of
Pen y Garn, GR 6210.
459 m
(accept 460 m)
[1]
(ii) State the straight line distance between the two viewpoints located at
GR 627162 and GR 644181.
2.5 to 2.7 km award [2]
2.4 to 2.49 or 2.71 to 2.8 km award [1]
[2]
(iii) State the direction of the town of Barmouth GR 6115 from the waterfall
at GR 6212.
North West
[1]
(iv) Estimate the approximate area of the National Trust land found mainly
in GR 6512. Underline your answer in the list below.
0.5 km2
[1]
(v) Name the type of beach found at Gwastadgoed.
GR 5910.
Shingle (beach).
Do not credit ‘beach’ on its own
[1]
(vi) Complete Table 3 by placing a tick () opposite each correct statement
about constructive waves.
Note: If 5 are ticked, deduct [2]
If 4 are ticked, deduct [1]
Table 3
Statement about constructive waves
They have a weak backwash compared to their swash
Tick three
correct
statements

They are high in relation to their length
They are long in relation to their height

They are gentle (break at a rate of 6–9 per minute)

They are frequent (break at a rate of 15 per minute)
(3 × [1])
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(b) Photograph 2 shows the coastline north of Fairbourne which takes the form
of a hooked spit GR 6114.
AVAILABLE
MARKS
Explain how a hooked spit such as this is formed.
Award [0] for an answer not worthy of credit.
Level 1 ([1]–[2])
An answer which addresses either conditions or the processes involved in
the formation of a hooked spit,
e.g. A spit is formed by longshore drift where sand is carried out into
the sea. [1]
e.g. A spit is formed where the coastline has a sudden change in
direction. [1]
e.g. A spit is formed where the coastline has a sudden change in direction
and where there is a steady supply of sand. [2]
Level 2 ([3]–[4])
An answer which briefly addresses conditions and/or processes involved in
the formation of a hooked spit. One aspect may be explained in more detail
than another. Bottom Level 2 can be awarded for a detailed answer on either
conditions or processes,
e.g. A spit is formed where a coastline has a sudden change in direction in
shallow seas where longshore drift is in operation. There also needs to be a
constant supply of sand from further up the coast. [3]
e.g. A spit is formed where a coastline has a change in direction. There
needs to be a constant supply of sand and this is carried along the beach by
longshore drift. When this material being moved along the beach reaches a
change of direction in the coastline the sand continues on, forming a spit. [3]
Sometimes the end curves to form a hooked spit. [4]
Level 3 ([5]–[6])
An answer which includes detailed information on three conditions and two
processes involved in the formation of a hooked spit. The answer must
address the formation of the hooked end to achieve full marks,
e.g. A spit is a depositional feature made of sand that extends out from the
mainland into the sea. They are formed where the coastline has a sudden
change in direction in shallow seas where longshore drift is in operation.
There also needs to be a constant supply of sand from further up the coast.
Sand is carried along the beach (in a sawtooth manner) by longshore drift
(whereby the sand goes up the beach at an angle in the swash and then
moves straight back down the beach in the backwash). When this material
being moved along the beach reaches a natural change of direction in the
coastline the sand continues on forming a spit attached to the headland. [5]
If the angle of the waves changes as the spit extends into an estuary or if
it grows far enough into the sea to meet more powerful waves, the tip may
curve to form a hooked spit. [6]
[6]
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(c) (i)
Complete Table 4 by using a tick () to sort the following methods
of coastal management into hard engineering methods and soft
engineering methods. One has been completed for you.
AVAILABLE
MARKS
Table 4
Method
Hard
Engineering
Managed retreat
Sea walls
Soft
Engineering

(given)
Beach nourishment

Gabions

Groynes

(4 × [1])
[4]
(ii) Explain why coastal defences are needed. Refer to places to support
your answer.
If no reference to place then maximum Level 2.
Award [0] for an answer not worthy of credit.
Answers should include reference to:
•
People live close to the coasts (in all continents apart from Africa)
•
The economic importance of coastal areas (tourism, industry, port,
fishing etc.)
•
The need for coastal defences may be explained in terms of rising
sea levels due to climate change.
Places should be referred to for illustration.
Level 1 ([1]–[2])
One or two basic statements about the need for coastal defences,
e.g. Coasts have to be protected as many are used for tourism [1]
e.g. Many people live close to the coastline [1] and without protection
their houses could be flooded. [2]
Level 2 ([3]–[4])
A limited response which addresses two reasons why coastal defences
are needed with some development. One place reference required for
top level 2.
e.g. Coasts are economically important to many countries as the ports
are centres of trade and investment, and much money is generated
by tourism. [3] Many bars and restaurants in coastal resorts such as
Newcastle, Co. Down rely on coastal protection to stop their premises
being destroyed. [4]
Level 3 ([5]–[6])
A detailed response which addresses two reasons why coastal defences
are needed. At least two places must be referred to for illustration,
e.g. Coasts need to be protected as over half of the world’s population,
live within 200 km of the sea. Without protection many cities will be
flooded resulting in great loss of life.
Climate change is causing sea levels to rise (and estimates suggest this
could be 48–90 cm by the end of the century). A 1 m rise in sea level
would flood half of Bangladesh’s rice fields and force the migration of
millions of people. The islanders of Tuvalu are planning to abandon
their homeland as it is now regularly flooded by rising tides. [6]
[6]
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Theme C: Our Changing Weather and Climate
3
(a) (i)
AVAILABLE
MARKS
Complete Table 5 by writing the correct answers in the boxes provided.
(2 × [1])
[2]
Table 5
Weather element
Unit of measurement
Wind direction
8 points of the compass
Cloud Cover
Oktas
© Getty Images
© CCEA
(ii) Name two sources of data collected to make a weather forecast.
Note: responses must be related to sources of weather data and not
weather elements.
Any two of:•
land based stations
•
rainfall radar
•
satellites
•
weather buoys
(2 × [1])
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(b) (i)
Complete Fig. 1 by drawing a line to join each factor with the correct
description of how it affects climate.
Factor affecting Climate
How factor affects Climate
Latitude
Upland areas are colder and wetter
than lowlands
Altitude
The climate will be wetter if the
winds usually come from over the
sea
AVAILABLE
MARKS
Prevailing winds
Places near the Equator are warmer
than nearer the Poles because they
receive the sun more directly
Fig. 1
(3 × [1])
[3]
(ii) Explain how distance from the sea can affect the temperature of a place
in winter.
Award [0] for a response not worthy of credit.
Credit answers relating to range of temperature or comparison of
coastal and inland places.
Award [1] for a basic accurate statement,
e.g. places far from the sea are colder in winter.
Award [2] for a limited explanation,
e.g. places inland heat and cool more quickly than the sea so places
inland are colder in winter.
Award [3] for a detailed explanation,
e.g. places inland heat and cool more quickly than the sea so are colder
in winter because the land loses heat quickly/or the sea holds its heat
longer.
[3]
(c) (i)
Underline the place with the highest amount of rainfall.
Liverpool
Fort William
Inverness
[1]
(ii) State the amount of precipitation expected on this day at Norwich.
0–0.5 mm or 0.5 mm
[1]
(iii) State whether the rainfall increases or decreases towards the east of
the British Isles.
Decreases
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(iv) Explain why a depression brings rainfall to the British Isles.
AVAILABLE
MARKS
Award [0] for a response not worthy of credit.
Award [1] for a basic accurate statement,
e.g. depressions bring rain because they have fronts.
Award [2] for a limited explanation,
e.g. depressions bring rain because they have fronts where air is forced
to rise and form clouds bringing rain.
e.g. depressions bring rain because air rises, cools and condenses [2]
Award [3] for a detailed explanation,
e.g. depressions bring rain because they have fronts where damp air
from over the sea is forced to rise and cool along the warm and cold
fronts; the water vapour condenses and forms clouds and rain.
[3]
(v) The depression also brought strong winds to the British Isles. Explain
why windy weather is associated with depressions.
Award [0] for a response not worthy of credit.
Award [1] for a basic accurate statement,
e.g. depressions bring winds because the air is moving into the centre
e.g. isobars are close together in a depression
e.g. depressions have a steep pressure gradient
Award [2] for a limited explanation,
e.g. depressions bring winds because the air is moving quickly from
high pressure into the centre of low pressure.
Award [3] for a detailed explanation,
e.g. depressions bring winds because the air is moving quickly from
high pressure into the centre of low pressure where the air is rising/
(making the pressure gradient steep).
[3]
(d) With reference to an extreme weather event outside the British Isles which
you have studied [tornado, drought or hurricane], describe the impacts this
event had upon property.
Award [0] for a response not worthy of credit.
Do not credit answers which refer to an extreme flood or earthquake event.
Max Level 1 if no place is named or answer refers to impacts on people only.
Level 1 ([1]–[2])
A basic description of the impacts of a relevant extreme weather event,
e.g. hurricanes have strong winds which destroy homes [1]
This results in whole cities being destroyed such as Tacloban in the
Philippines. [2]
Candidates present some relevant information in a form and using a style
of writing which suits its purpose. The text is reasonably legible. Spelling,
punctuation and the rules of grammar are used with some accuracy so that
meaning is reasonably clear. A limited range of specialist terms is used
appropriately.
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Level 2 ([3]–[4])
A limited description which covers several impacts on property,
e.g. Typhoon Haiyan had strong winds up to 313 km/hour which destroyed
homes such as in Tacloban in the Philippines; crops were destroyed and
power lines brought down [3]/uprooting thousands of trees/high waves
caused widespread floods and coastal fishing fleets were destroyed/a sports
stadium used for evacuation kept its roof, but a huge surge of water flooded
the building [4]
AVAILABLE
MARKS
Candidates present relevant information in a form and using a style of writing
which suits its purpose. The text is legible. Spelling, punctuation and the
rules of grammar are used with considerable accuracy so that meaning is
clear. A good range of specialist terms is used appropriately.
Level 3 ([5]–[6])
A detailed description of the impact of a specific extreme weather event on
property in a named place,
e.g. Typhoon Haiyan hit the Philippines in 2013 bringing strong winds of up
to 313 km/hour which destroyed homes in Tacloban; crops were destroyed
with $225 million damage to agriculture with rice, maize and sugar cane
crops being flattened. Around 30 000 fishing boats and their equipment were
destroyed by the high winds [5]. Waves over 7m high caused widespread
floods e.g. in the city of Bogo homes were badly damaged or totally
destroyed with 80% of the power lines brought down. [6]
Candidates present and organise effectively, relevant information in a form
and using a style of writing which suits its purpose. The text is fluent and
legible. Spelling, punctuation and the rules of grammar are used with almost
faultless accuracy so that meaning is clear. A wide range of specialist terms
is used skilfully and with precision.
[6]
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Theme D: The Restless Earth
4
AVAILABLE
MARKS
(a) Underline the correct words in the following statements relating to basic rock
types. One has been completed for you.
•
Sedimentary rocks are formed by sediments that have been built up
over a long/short period of time. (GIVEN)
•
Slate/Granite is an example of a metamorphic rock.
•
Basalt is an igneous rock and it is formed within/at the surface of the
crust.
•
Limestone/Marble is an example of a sedimentary rock.
•
Metamorphic rocks are rocks which have changed/aged due to great
pressure or heat acting on them.
(4 × [1])
[4]
(b) (i)
Complete Table 6 below by naming the correct type of plate boundary
for each landform. One has been completed for you.
Table 6
Landform
Mid-ocean ridge
Ocean Trench
Fold Mountains
Fault lines
Plate Boundaries
Constructive Plate Boundary
Destructive Plate Boundary
Collision Plate Boundary (GIVEN)
Conservative/Collision/Destructive/
Constructive plate boundary
(3 × [1])
[3]
(ii) Explain the formation of fold mountains at a collision plate boundary.
Award [0] for a response not worthy of credit.
Award [1] for a basic explanation of how fold mountains are formed,
e.g. Fold mountains form when two plates collide.
Award [2] for a limited explanation of how fold mountains are formed,
e.g. Two continental plates collide causing the rock between the plates
to crumple and fold into fold mountains.
Award [3] for a detailed explanation of how fold mountains are formed,
e.g. Convection currents cause two continental plates to move towards
each other. This causes the rock/sediment between the plates to be
pushed up to form fold mountains.
e.g. Two continental plates move towards each other. The sediments
laid down between them are crumpled up into fold mountains.
[3]
(c) (i)
An earthquake generates shock waves. Name the instrument which
records shock waves.
Seismograph/seismometer
[1]
(ii) Describe the process of liquefaction and state one impact it may have.
Award [0] for a response not worthy of credit.
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Award [1] for a basic description of liquefaction or a simple statement on
its impact,
e.g. Liquefaction is when the soil becomes a liquid mud.
e.g. Liquefaction can result in buildings sinking.
AVAILABLE
MARKS
Award [2] for a limited description of liquefaction and an impact it may
have upon people,
e.g. Liquefaction is when the soil becomes liquid mud. This can cause
buildings to sink.
Award [3] for a detailed description of liquefaction and an impact it may
have upon people,
e.g. When an earthquake shakes wet soil, it causes water within the
soil to rise to the surface turning soil into liquid mud. Buildings may start
to sink.
[3]
(d) (i)
State the meaning of the term ‘supervolcano’.
Award [1] for a basic definition,
e.g. A supervolcano is a large volcano.
Award [2] for a detailed definition which refers to both the large
amount of material the volcano can eject and its large scale global
consequences,
e.g. a supervolcano is a type of volcano where the potential exists of it
erupting at least 1 000 km3 of material, having global consequences. [2]
(ii) State two potential global impacts a supervolcano eruption may have
upon people and/or the environment.
Name of supervolcano, e.g. Yellowstone.
[1]
Award [1] mark for each valid statement which relates to global impacts
on people and/or environment, up to a maximum of two global impacts,
e.g. Disruption to global air travel (due to ash).
e.g. A volcanic winter across the globe (with the northern hemisphere
predicted to cool by 12 °C).
e.g. Little Ice Age conditions could result in crop failures (across the
northern hemisphere).
(2 × [1])
[2]
(e) Name an earthquake in a MEDC or LEDC which you have studied. Describe
the short and long-term impacts of this earthquake on people and/or the
environment. [6]
Do not credit answers which outline impacts of a volcanic eruption, flooding
or other natural disasters.
Max Level 1 if no earthquake is named.
Award [0] for a response not worthy of credit.
Level 1 ([1]–[2])
A basic description of the impact of a relevant earthquake event which they
have studied,
e.g. Many people died and many buildings were destroyed. [1]
e.g. Many people died and many buildings were destroyed. This caused
widespread grief and distress. [2]
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Candidates present some relevant information in a form and using a style
of writing which suits its purpose. The text is reasonably legible. Spelling,
punctuation and the rules of grammar are used with some accuracy so that
meaning is reasonably clear. A limited range of specialist terms is used
appropriately.
AVAILABLE
MARKS
Level 2 ([3]–[4])
A limited description of the short and long-term impacts of a named
earthquake event. The response will be restricted to the bottom of Level 2 if
it does not outline at least one short term and one long term impact,
e.g. The Great Tohoku Earthquake occurred in 2011 and killed 20 352
people. It also triggered a tsunami which destroyed many buildings and
railways. [3]
e.g. The Great Tohoku Earthquake occurred in 2011 and killed 20 352
people. This caused widespread grief across the country. It also triggered a
tsunami which destroyed a number of reactors in a nuclear power plant. This
led to long term health concerns for the people. [4]
Candidates present relevant information in a form and using a style of writing
which suits its purpose. The text is legible. Spelling, punctuation and the
rules of grammar are used with considerable accuracy so that meaning is
clear. A good range of specialist terms is used appropriately.
Level 3 ([5]–[6])
A detailed description of the short and long-term impacts of a named
earthquake,
e.g. The Great Tohoku Earthquake occurred in 2011 and killed 20 352
people. This caused widespread grief across the country. It also triggered a
tsunami which destroyed 7 reactors in a nuclear power plant. This led to long
term health concerns for the people. [5]
e.g. The Great Tohoku Earthquake occurred in 2011. In the short term it
killed 20 352 people which caused widespread grief and distress across the
country. It also triggered a tsunami which destroyed 7 reactors in a nuclear
power plant. This led to long term health concerns for the people as
radioactive leaks had contaminated local areas. [6]
12385.01
Candidates present and organise effectively, relevant information in a form
and using a style of writing which suits its purpose. The text is fluent and
legible. Spelling, punctuation and the rules of grammar are used with almost
faultless accuracy so that meaning is clear. A wide range of specialist terms
is used skilfully and with precision.
[6]
25
Total
100
17
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