Name: _______________________________
GEOGRAPHY AS COURSE
GUIDE
AQA AS level specification (2030)
CONTENTS:
Course Outline – Page 2
Teaching – Page 2
Expectations – Page 2
Cover work – Page 3
Fieldwork – Page 3
Resources – Page 4
Unit Checklists – Page 7
Assessment
Criteria – Page 12
Sample exam
questions – Page 13
Sample exam
mark scheme –Page20
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AQA Geography AS level specification (2030)
Unit
GEOG 1
GEOG 2
Unit Title
Duration
Physical and Human
Geography
Geographical Skills
2 hours
1 hour
Mode of
Assessment
Written
Examination
Written
Examination
Weighting at AS
70%
30%
Course Outline
GEOG 1: Physical and Human Geography
In this Unit you will study two Physical and two Human Geography themes. The themes we Study
are;

Rivers, Floods and Management

Coastal Environments

Population Change

Health Issues
GEOG 2: Geographical Skills
This unit is based on your ability to apply your knowledge and skills to unseen
information/resources and reference to fieldwork. You will learn a range of skills taken six
categories; basic, investigative, ICT, graphical, cartographical and statistical.
You will also learn investigative fieldwork skills; therefore you will need to take part in investigative
work in the field to ensure familiarity with these.
Teaching
The teaching of the A Level course is split between a specialist team of two teachers as follows:
Mrs Wells (4 lessons over 2 weeks) – Rivers, Floods and Management and Coastal Environments
Mr Hayes (5 lessons over 2 weeks) – Population Change and Health issues
You will be taught Geographical Skills by both members of staff integrated into the course, rather
than a stand alone unit.
Expectations
We have exceptionally high expectations of you. If staff are going to plan strong lessons and
support you; then we expect a real level of commitment from you. Alongside the College
expectations we expect:
 All lessons should be attended and you should be on time. If you cannot attend a lesson for
any reason, it is courtesy to request permission from your teacher and also to get a copy of any
work that you miss.
 Work needs to be completed by the date set by your teachers. If you cannot meet a deadline
you must speak to your teacher BEFORE the deadline to request an extension.
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 You are expected to participate fully in class discussions, to ask questions and to get
involved in the learning. Philosophy and Ethics is a discussion-based subject and you need to be
prepared to discuss and get involved.
 You need to bring your textbooks, paper and writing equipment to all lessons. It is not
appropriate at A Level to turn up to lessons without textbooks and all the materials that you
need.
If you do not meet our expectations then we follow the usual College ‘Cause for Concern’ process.
You have chosen to be in the College and rarely is this ever an issue.
Cover Work
Unfortunately there are occasions when your teacher may not be able to teach your lesson,
because they are either ill or are out of school. In this instance, cover work WILL ALWAYS be
set. The usual process is that the cover work will either:
Be given to you by the teacher, in the lesson BEFORE the lesson that is to be covered
OR
The work will be placed on the whiteboard in the College Common Room
If this has not occurred then it is your responsibility to find the other teacher who teaches your A
Level course and request work from them. A cover lesson is never a free period!
Fieldwork
The Geographical Skills unit, requires you to take part in fieldwork which is tested through
examination based on their own investigative work in the field.
In order to facilitate this we will be running a residential course during the first Autumn half term.
We will be staying at Eyam Youth Hostel Association Activity Centre and will receive expert tuition
from specialised teachers from Peak District National Park Authority who have detailed knowledge
of the local environment.
The course provides extremely useful additional practical experience which re-enforces the
theoretical work undertaken at school. Students will also gather essential data for their AS Unit:
The Environmental Investigation.
The benefits can be clearly seen as Lower College work
progresses and the summer examinations are prepared for.The centre has been running courses
specific to our exam board (AQA) for a number of years and the courses are tailored to our
individual needs, and taught by trained and experienced staff.
We would estimate that the cost of this trip, based on last year’s course will be approximately
£290.00.
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Resources
Core Textbooks
Smith, J & Knill, R, Geography AS Student Book, Nelson Thornes
Barker, A, Redfern, D & Skinner, M, AQA AS Geography, Philip Allan Updates
It is your responsibility to look after any books that you borrow and return any college books at the
end of the year. You should use the books as you go through the course for essays and revision. It
is, important that you read about each unit without instruction from your teacher to gain a much
fuller understanding.
General Websites
AQA Geography A level: http://www.aqa.org.uk/subjects/geography/a-level/geography-2030
Student action on world poverty: www.peopleandplanet.org.uk
United Nations: www.un.org
The Environment Agency www.environmentagency.gov.uk
Internet Geography: www.geography.learnontheinternet.co.uk
SCool Revision Site: www.scool.co.uk/GeoResources
New
Internationalist
Magazine:
www.newint.org
Resources by
topic
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5
6
Unit check lists
Rivers, Floods and Management Checklist
Topic
Drainage basin hydrological cycle
Water balance
Factors affecting river discharge
Storm hydrograph
Processes changing the long profile
Types of erosion
Capacity & competence
Hjulstom curve
Valley cross profile changing downstream
Graded profile, potential & kinetic energy
Changing channel characteristics – cross profile
Wetted perimeter
Hydraulic radius & efficiency
Changing velocity
Changing discharge
Potholes
Rapids
Waterfalls
Meanders
Braiding
Levees
Flood plains
Deltas
Rejuvenation
Knickpoints & waterfalls
Incised meanders (& entrenched & ingrown)
Physical causes of flooding
Human causes of flooding
Flood risk & frequency
MEDC case study of flood
LEDC case study of flood
Hard engineering – dams, straightening of channels,
diversion spillways, straightening
Soft engineering – forecasts & warnings, land use zoning,
river bank restoration, flood abatement
7
In my file
Understood
Revised
Coasts
Topic
In my file
The coastal system:
Constructive and destructive waves
Tides
Sediment sources and cells
Coastal processes:
Marine erosion
Transportation
Deposition
Land based sub-aerial weathering
Mass movement and runoff.
Landforms of erosion:
Headlands and bays
Blow holes,
Arches and stacks
Cliffs
Wave cut platforms.
Landforms of deposition:
Beaches and associated features: berms, runnels and
cusps, spits, bars, dunes and salt marshes
Case study of coastal erosion: specific physical and human
cause(s) and its physical and socio-economic
consequences
Sea level change:
Eustatic and isostatic change.
Coastlines of submergence and emergence and associated
landforms.
Impact of present and predicted sea level increase
Case study of coastal flooding: specific physical and human
cause(s) and its physical and socio-economic
consequences
Coastal protection objectives and management strategies:
Hard engineering: sea walls, revetments, rip rap, gabions,
groynes and barrages.
Soft engineering: beach nourishment, dune
regeneration, marsh creation, land use/activity management
Case studies of two contrasting areas:
One where hard engineering has been dominant and one
where soft engineering has been dominant.
To investigate issues relating to costs and benefits of
schemes, including the potential for sustainable
management.
8
Understood
Revised
Population Change
Topic
Population indicators for countries at different stages of
development
Understanding the following indicators as a measure of
development
Birth rate
Death Rate
Life Expectancy
Migration Rate
Population Density
Demographic Transition Model – including stage 5;
Its validity
Its applicability
Population structure for countries at different stages of the
DTM
Impact of migration on population structure
Implication of different population structures for the balance
between population and resources:
Impact of youthful population structure
Impact of ageing population structure
Impact of population change:
Social
Economic
Political
MEDC case study of management of population to achieve
sustainability
LEDC case study of management of population to achieve
sustainability
Impact of population change on a rural area
Impact of population change on an urban area
Impact of migration on a rural area
Impact of migration on an urban area
Settlement case study 1 (inner city, suburban, suburban
fringe, rural)
Settlement case study must include housing, ethnicity, age
structure, wealth, employment, service provision
Settlement case study 1 (inner city, suburban, suburban
fringe, rural)
Settlement case study must include housing, ethnicity, age
structure, wealth, employment, service provision
Implication of settlement structure for social welfare
9
In my file
Understood
Revised
Health Issues
Topic
Global patterns of health, morbidity and mortality
Health in world affairs.
The study of one infectious disease (HIV/Aids)
Global distribution
Impact on health, economic development and lifestyle.
The study of one non-communicable disease. (Coronary
heart disease)
Global distribution
Impact on health, economic development and lifestyle.
Food and health:
Malnutrition
Periodic famine
Obesity
Contrasting health care approaches in countries at different
stages of development.
Transnational corporations and pharmaceutical research,
production and distribution
Tobacco transnationals
Regional variations in health and morbidity in the UK
Factors affecting regional variations in health and morbidity:
Age structure,
Income and occupation type,
Education
Environment and pollution.
Age, gender, wealth and their influence on access to
facilities for exercise, health care, and good nutrition.
A local case study on the implications of the above for the
provision of health care systems.
10
In my file
Understood
Revised
Geographical Skills Checklist



Annotation of illustrative material, base maps, sketch maps, OS maps, diagrams, graphs,
sketches and photographs.
Use of overlays
Literacy Skills
Investigative Skills
 Identification of geographical questions and issues, and effective approaches to enquiry
 Identification, selection and collection of quantitative and qualitative evidence from primary
sources (including fieldwork) and secondary sources
 Processing, presentation, analysis and interpretation of evidence
 Drawing conclusions and showing an awareness of the validity of conclusions
 Evaluation
 Risk assessment and identification of strategies for minimising health and safety risks in
undertaking fieldwork.
Cartographic Skills
 Atlas maps
 Base maps
 Sketch maps
 Ordnance Survey maps at a variety of scales
 Maps with located proportional symbols; squares, circles, semi-circles, bars
 Maps showing movement; flow lines, desire lines and trip lines
 Detailed town centre plans
 Choropleth, isoline and dot maps.
Graphical Skills
 Line graphs; simple, comparative, compound and divergent
 Bar graphs; simple, comparative, compound and divergent
 Scatter graphs and use of best fit line
 Pie charts and proportional divided circles
 Triangular graphs
 Kite and radial diagrams
 Logarithmic scales
 Dispersion diagrams.
ICT Skills
 Use of remotely sensed data; photographs, digital images including those captured by
satellite
 Use of databases, e.g. census data, Environment Agency data; meteorological office data
 Use of Geographical Information Systems (GIS)
 Presentation of text and graphical and cartographic images using ICT.
Statistical Skills
 Measures of central tendency; mean, mode, median
 Measures of dispersion; interquartile range and standard deviation
 Spearmans rank correlation test
 Application of significance level in inferential statistical results.
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Assessment Criteria
Quality of Written Communication (QWC)
GCE specifications which require candidates to produce written material in English must:
 ensure that text is legible and that spelling, punctuation and grammar are accurate so that
meaning is clear
 select and use a form and style of writing appropriate to purpose and to complex subject
matter
 organise information clearly and coherently, using specialist vocabulary when appropriate.
AS Level Marking criteria
Level 1: attempts the question to some extent (basic) (0-6)
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
• 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) (7-12)
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 (“more than one”) where the question
requires it
• provide detailed use of case studies
• give responses to more than one command e.g. “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) (13 -15)
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, etc.
• provide highly detailed accounts of a range of case studies
• respond well to more than one command
• demonstrate evaluation, assessment and synthesis throughout
• 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.
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Sample Exam questions (From January 2011)
Unit 1: Physical and Human Geography
RIVERS, FLOODS AND MANAGEMENT
1 (a) (i) What is meant by the term ‘magnitude’ of a flood? (2 marks)
(ii) Study Figure 1 which shows the predicted return period of flood events for the River Ouse at
York. Summarise the information shown in Figure 1.
(b) Study Figure 2 which shows part of the Cuckmere River in East Sussex. Describe the landforms
shown in Figure 2. (4 marks)
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(ii) Flooding is important in the formation of some river landforms. With the help of Figure 2, describe the
role of flooding in the formation of river landforms (6 marks)
(c) Channel characteristics such as cross profile, wetted perimeter, hydraulic radius, roughness and
efficiency change downstream. Describe and explain how channel characteristics change downstream. (15
marks)
COASTAL ENVIRONMENTS
3 (a) (i) Study Figure 5 which shows the size of beach material along Criccieth beach, Cardigan Bay.
Describe the pattern shown by the data in Figure 5. (3 marks)
(ii) Suggest reasons for the pattern shown by the data in Figure 5. (4 marks)
3 (b) (i) Study Figure 6, a cross-section of a dune system. Describe how the dunes change inland. (3
marks)
(ii) Explain the conditions needed for the development of coastal dunes. (5 marks)
c) Using a case study, assess the causes and consequences of coastal flooding. (15 marks)
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POPULATION CHANGE
5 (a) Study Figure 9 which shows population density in China. Describe the pattern shown in Figure (3
marks)
(b) Explain why the population density of an area may change over time (5 marks)
(c) Study Figures 10a and 10b which show China's population structure in 2000 and 2050 (projected).
China introduced a population control policy in 1979. To what extent do Figures 10a and 10b suggest that
China's population policy will allow sustainable development?
(d) “For better and for worse?” Discuss how population change can affect the character of rural and urban
areas. (15 marks)
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HEALTH ISSUES
8 (a) Study Figure 13 which shows the percentage of people who stated that they were in poor health in
England and Wales in the 2001 census. Describe the pattern shown in Figure 13. (4 marks)
(ii) Study Figure 14 which shows the number of doctors per 10 000 population in 2001. Describe the
relationships between the information shown in Figure 14 and that shown in Figure 13. (5 marks)
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(b) Suggest reasons for regional variations in health in the UK. (6 marks)
(c) Discuss issues associated with pharmaceutical transnational corporations regarding research,
production and distribution of drugs. (15 marks)
Unit 2 Geographical Skills
1 (a) Study Figure 1 which represents the numbers of migrants who permanently settled in the UK in 2006
by country of origin. Eight of the top ten countries of origin are shown. Data for the other two are given in
the table below.
(i) Use the scale given to show the data for India and Nigeria on Figure 1.
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(ii) Describe the pattern now shown in Figure 1.
(b) The relationship between the number of migrants to the UK in 2006 and the distance between the UK
and country of origin is being investigated.
Here is the null hypothesis:
‘There is no relationship between the number of migrants to the UK and the distance
between country of origin and the UK.’
(i) A Spearman’s Rank Correlation test has been started in Figure 2 below.
Complete Figure 2 and then use the data in the formula below the table to calculate the value of rs to three
decimal places. Show your working. (6 marks)
ii) Using the critical values provided in Figure 3, assess the statistical significance of the calculated value
of rs . (2 marks)
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(c) Study Figure 4 which shows immigration, emigration and net migration for the UK between 1991–2007.
Describe the trends shown in Figure 4. (6 marks)
(ii) Suggest implications of these trends for the UK. (5 marks)
You have experienced geographical fieldwork as part of the course.
Use this experience to answer the following questions.
2 (a) (i) Describe the purpose of your fieldwork enquiry. (5 marks)
(ii) Draw an annotated sketch map of the location of your study area to show its basic characteristics
(b) Distinguish between primary and secondary sources of data used in your fieldwork enquiry. (3 marks)
(c) With reference to one technique you chose to present data in your enquiry, justify the choice of this
technique. (6 marks)
(d) Explain how your fieldwork enquiry could have been improved. (6 marks)
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Sample mark scheme (January 2011)
UNIT 1
Physical and Human Geography
RIVERS
1 (a) (i) Magnitude refers to the severity of floods. This idea is required for 1 mark. A further mark is for elaboration,
with reference to size of area affected, amount of damage done, the fact that it can be used to predict the return
period of a flood event of a particular scale in conjunction with frequency. An example may be used to illustrate.
(2 marks)
1 (a) (ii) Response should recognise the following elements – there is a general reduction in the frequency of floods
as the severity increases. This may be illustrated by reference to any valid figures relating discharge to recurrence
interval (up to 2). Further mark(s) are permissible for recognising the clustering of events between 1 and 15 years and
the relative infrequency of very small floods (less than 200 cumecs) and very large floods (more than 600 cumecs).
(3 marks)
1 (b) (i)
Meanders are the most obvious feature – these are quite sinuous. There is evidence of the build-up of material on the
inside bend (to right of photo) forming a gentle slip-off slope. There are levées present following the river’s course.
The meanders are surrounded by an extensive flat gently sloping area – the flood plain. The meander belt extends
across this. The valley sides (bluffs/river cliffs) rise beyond the extent of the meander belt. There must be reference to
at least two landforms.
(4 marks)
1 (b) (ii) There is likely to be reference to flood plains (shown in Figure 2), ox-bow lakes (the subsequent stage from
the meander development present); levées are also permissible as are bluffs and braided streams. Reference should
be made to the specific role of flooding in formation,
e.g. the development of levées when the river bursts its banks, the subsequent loss of energy and the deposition of
material, beginning with the largest first. Subsequent flood events lead to the further build-up of the banks. The finer
material is carried further to be deposited on the flood plain, leading to its aggradation. This process may be especially
marked in deltas and channels may split, following flooding. There could be recognition that the meander is often cut
off during times of flooding resulting in a straight course and the formation of an ox-bow lake.
Level 1 (1-4 marks)
Identifies landforms at lower end. Describes the formation of landform(s) such as flood plains, ox-bow lakes. May be
detail on one or a variety of landforms mentioned. Some reference to flooding will be present at the higher end. Some
use of appropriate terminology present at the higher end.
Level 2 (5-6 marks)
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There is mention of two landforms. Description is purposeful – related to flooding specifically.
The role of flooding in the formation of at least one landform is clear – link is made.
Appropriate geographical terminology is used.
L2 Clearly links role of flooding to landform(s)
(6 marks)
1 (c) Description should refer to channel characteristics such as cross profile, wetted perimeter, hydraulic radius,
roughness and efficiency. There are links between some of these and to velocity, discharge and vertical erosion,
lateral erosion and deposition processes. These will form the basis of explanation. Description should identify the
changing width, depth and shape of the cross section, the increasing wetted perimeter (but note the impact of
boulders near the source), the increasing HR, decreasing roughness and increased efficiency.
Examples of content include the following:
Cross-profile
– this refers to the width and the relative depth across the width. The relationship between these two will have a
significant impact on the wetted perimeter
– the length of the bed and banks in contact with the water. Near the source, this is likely to be small as the river is
narrow and shallow, but will increase as the volume of water increases downstream. The relationship between these
two characteristics is identified in the hydraulic radius (HR). This divides the cross-sectional area (determined by width
×average depth) by the wetted perimeter.
This is partly a measure of efficiency as the higher the HR the less water relatively there is in contact with the bed and
banks in proportion to that away from them. Thus, there is less friction, greater velocity and greater energy left for
erosion, transportation. The roughness of the channel – the extent to which there are large boulders or coarse
material along the bed – affects the cross-sectional area, wetted perimeter and hydraulic radius. An increase in
roughness will reduce velocity as a result of the need to overcome the increased contact and friction and so the river
will be less efficient.
Explanation should relate to velocity and discharge and how these change downstream. There may be reference to
potential and kinetic energy and the importance of different processes such as vertical erosion near the source, the
increasing prevalence of lateral erosion and the dominance of deposition in lower course.
Level 1 (1-6 marks)
Describes channel characteristics and how they change downstream. Description is of individual characteristics.
Description is partial – explanation likely to be absent – one-sided.
Some use of appropriate terminology present at the higher end.
Level 2 (7-12 marks)
Description is more complete – begins to see links.
Sequence is clear. Explanation begins to be addressed – with reference to process, energy, velocity, discharge.
Appropriate geographical terminology is used.
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Level 3 (13-15 marks)
Precise description of changes in channel characteristics. Links are sequential and/or detailed.
Explanation is integrated relating to velocity, discharge, energy, process. Appropriate terminology is used throughout.
COASTS
3 (a) (i) The size of beach material decreases along the beach to the east towards headland as percentage of material
less than 10mm increases. The exception to this is at sites 5 and 8, where the percentage falls. The increase is in
variable amounts – and these get bigger the further east the sampling points were. Evidence may be used in support,
e.g. smallest increase between sites 1 and 2 of 1%, whereas greatest increase between sites 8 and 9 of 26%. (1 per
valid item).
(3 marks)
3 (a) (ii)
Longshore drift is likely to be main response – 1 for process. Further elaboration with reference to the direction of
movement in an easterly direction (as smaller size material carried further) and detail on process as to how it occurs
with regard to swash and backwash. May also refer to increase in proportion of smaller material east as a result of
attrition and abrasion (1 for naming both and 1 for development of what process entails and how it results in material
being smaller).
May seek to explain exceptions where collector error relevant.
(4 marks)
3 (b) (i)
Idea of change of height inland is worth 1 mark + 1 for elaboration. There should be recognition of increasing height
with distance inland initially and subsequent reduction in height of grey dunes. Differences may be noted between the
embryo and fore dunes or both of these and the main ridges. The reductions in height between the ridges may also be
considered and the presence of slacks. Reference to changing colour of dunes, increased stability.
(3 marks)
3 (b) (ii)
The following conditions are required for the development of sand dunes – a wide range between high and low tide to
expose a large area of sand; an abundant supply of sand on the beach that will provide the sand for the dunes (but
decreases further inland so the ridges are of a lower height); a gentle beach profile; prevailing onshore winds to blow
the sand from the beach inland; vegetation that will stabilise the sand in mounds – embryo dunes and facilitate the
build-up of the dune ridges.
There may be reference to the steeper slopes facing the wind where wind speed is greater in contrast to the more
sheltered area on the leeward side where speed reduced after highest part crossed.
Increased speed at the bottom of the slope leads to erosion and the formation of slacks.
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Level 1 (1-3 marks)
Condition(s) necessary are identified/described. Some simple explanation. Some use of appropriate terminology
present at the higher end.
Level 2 (4-5 marks)
Conditions are described and are linked to the development of sand dunes.
Explanation is clear. Appropriate geographical terminology is used.
3 (c) A case study is required so responses will be determined partly by the case study used – textbooks for the
specification refer to Towyn floods in 1990, 1953 storm surge and Hurricane Katrina. Myanmar/Burma is also a likely
example, as is the Boxing Day/Indian Ocean tsunami.
Case study identified can be of varying scales as indicated above.
Physical causes
– likely to refer to storm surges, linked to passage of deep depressions, high tides and high levels of runoff; tropical
revolving storms (hurricanes/cyclones); tsunamis; climate change.
Human causes
– likely to focus on rising sea levels due to global warming and people's role in this. The decisions made to build in
vulnerable areas – such as London, New Orleans would also be valid and level of protection/preparation given.
Physical consequences
– actual flooding of the land, impact on farmland – salt water contamination of the soil, breaching of levees.
Human consequences
– are likely to be to the fore, given the hazardous nature of the event – and number of deaths, injuries, homes lost,
people evacuated, insurance claims etc. are likely to be present.
Assessment likely to relate to relative importance of physical/human causes; physical/human; causes verses
consequences; physical cause versus human consequences.
If more than one case study is used, select the best for case study strand of mark scheme. Content of 2 nd/3 rd case
studies should be considered with regard to cause and consequences.
Level 1 (1-3 marks)
Condition(s) necessary are identified/described. Some simple explanation. Some use of appropriate terminology
present at the higher end.
Level 2 (4-5 marks)
Conditions are described and are linked to the development of sand dunes.
Explanation is clear. Appropriate geographical terminology is used.
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POPULATION
Question 5
5 (a)
There should be recognition of uneven pattern / variation in density. Basic idea of high on coast low inland is worth 1
mark. Areas of highest density – above 700 per square km are exclusively on the east coast. There is a general
reduction westwards. However, there is a band inland from the coast that is marked by relatively high densities –
between 300-700, including provinces on Henan and Hunan. Some of the eastern coastal areas are relatively low –
between 100 and 299 – these form a clear area in the east, south of Shanghai. The lowest densities are without
exception to the north and west. Allow 1 for evidence – maybe number or place to support point made.
(3 marks)
5 (b)
The question refers specifically to density, so responses relating to population structure are not relevant. Answers
likely to consider natural change resulting from relationship between births and deaths – so that a surplus of births
over deaths will result in an increase. Migration change is also relevant – and the relationship between levels of
people moving in and those moving out to determine net gain or loss. The underlying reasons for changes in the
death, birth and migration rates could also form a legitimate part of an answer. There may be reference to change
within an area and reference to a case study.
Level 1 (1-3 marks)
Identifies components of population change.
Statements are separate.
Emphasis is likely to be on one component.
Level 2 (4-5 marks)
The contribution of individual component(s) to changes in population density is clear.
Links are made and sequence of events is clear. Appropriate terminology is used.
5 (c)
Sustainability in the context of development may be viewed with reference to either economic and/or environmental
implications. There is evidence that can be used in support of sustainable development as the narrowing of the
pyramid shows that the young dependent population is reducing. This indicates a slowing of growth rates and
population of more manageable levels. This would reflect in a possible reduced demand for resources or a more
feasible level of growth to ensure appropriate living standards without putting as much pressure on the environment.
In the 2000 pyramid the size of the independent sector is large and the pyramid tapers to the top, suggesting the fact
that the population can support itself. However, when the 2050 projection is also considered, it becomes apparent that
the population is ageing and the pyramid becomes top heavy. There are implications to sustainability here as there is
a reducing number of people in the independent sector and children – so there is a long term issue for sustainable
development due to the demands of the elderly and a high dependency ratio at this end – perhaps with an inadequate
number of children.
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(7 marks)
There may be reference to own knowledge also which may refer to China, but need not do so. It is also permissible to
look at pronatalist policies and those relating to migration in the evaluation of the information in the pyramid.
Level 1 (1-4 marks)
Describes population pyramids – refers to changes. May refer to own knowledge of population policies. Sustainable
development defined/described.
Level 2 (5-7 marks)
Response targets question. Different components are linked so that information in pyramids is used to assess whether
sustainable development is facilitated. Own knowledge may also be present and is used to make points relating to
sustainability. Comes to a view on to what extent.
5 (d)
Response will depend on content covered and whether population increase or decrease is main focus as will links to
migration. Question demands that positive and negative effects of change be considered in the two areas –
countryside and cities. This should give the answer a structure. It is likely that content will be influenced by the two
settlement case studies that have been undertaken, a diverse range of responses is likely – relating to migration,
squatter settlements etc.
Increase – rural – likely to refer to rural-urban fringe locations and changes in suburbanised villages regarding age
structure, socio-economic groups, income, car ownership; changes in housing and house prices, services, community
and possible conflict between newcomers and original inhabitants. Response needs to make clear what represents
change for the better such as more varied, high order services and those that are for the worse, such as the loss of
basic, specialised food services such as butchers and greengrocers as incoming population are more mobile.
Decrease – rural
– likely to refer to loss of services, including basic ones such as post offices, general stores as population falls, the
loss of young population due to migration, leaving older behind, the importance of second home ownership and the
implications of this, the need for diversification in farming, areas falling into disrepair. Likely changes here will focus on
change for the worse – should be clear from response.
Increase – urban
leads to rapid growth – urban sprawl on edges – large areas of housing of varying quality; increase in demand for
services – in CBD, in new retail areas throughout city, increasing social and economic problems, increase in ethnic
mix leading to multicultural societies, increase in inner city and CBD edge due to redevelopment, gentrification.
Changes could be viewed as for better and/or worse depending on those included.
(15 marks)
Decrease – urban
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– leads to areas becoming rundown and neglected, leaves behind deprived areas of society – poorest, elderly, single
parent families, reduces service base, leads to downward spiral that makes investment unlikely. Likely to relate to
parts of city – inner area rather than city as a whole.
The response expected are in the context of the UK, but content from other areas is equally valid as long as question
is targeted.
Level 1 (1-6 marks)
Describes the character of areas that are increasing or decreasing. May focus on either urban or rural.
Better or worse may be mentioned. General simple statements.
Level 2 (7-12 marks)
Links the changing character of areas to either changes for the better and/or worse.
Some discussion, debate. May be imbalance, but urban and rural are both considered at the top end. Some
developed, illustrated statements.
Level 3 (13-15 marks)
Response is purposeful in linking changes in the character of areas that are increasing or decreasing to whether
changes are for the better or worse.
Discussion, debate is present. Both urban and rural are considered in a more balanced account. Developed,
illustrated statements.
HEALTH
8 (a) (i)
There is no requirement to give specific regional / area names but location should be clear from description.
Description of pattern should seek to establish key aspects of the pattern. The focus must be on the pattern,
supported by evidence. Exceptions are a valid aspect of pattern. Areas with the highest incidence of poor health
(between 11.9 and 16.5) are exclusively in south Wales. Areas where rates of poor health are relatively high (9.1-11.8)
allow the identification of the main conurbations in the north of England/Tyneside, South Yorkshire, Greater
Manchester, Merseyside. Areas of north Wales also come into this category. Generally, rates can be seen to be
higher in the north and west. The median values (7.4-9.0) include an area cutting across central England and parts of
the north. Areas with the lowest incidence are found in a belt from south west of The Wash, going south west to the
south coast, (excluding London) but including many surrounding counties to the west. The South East has the lowest
rates overall – all areas in the two lowest categories. Wales has poorer health than England.
The above represent possible statements; many other possibilities are apparent.
.
(4 marks)
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8 (a) (ii)
Answers will vary depending on which aspects of the two figures candidates focus on. For example, an expected
approach would be to consider areas with high percentage of people reporting poor health and relatively low numbers
of doctors per 10000 population; the reverse would also be expected and then exceptions to this. There are incidence
where fewest doctors equates with highest proportion reporting poor health – e.g. areas of south Wales, but this is by
no means an exact match between the two areas on the maps. Areas with the largest number of doctors (between
31.1 and 55.9) partly fits with the areas west of London with the lowest rates of poor health – but there are areas also
with a middle level on the poor health category such as southern coastal area of south Wales and London. Some
areas reporting a relatively high incidence of poor health such as
Greater Manchester and Merseyside, also have relatively high numbers of doctors. Conversely, there are areas with
relatively low incidence of poor health that have relatively few doctors such as central part of south.
Level 1 (1-3 marks)
Describes Figure 14. Some tentative/links between Figure 13 and 14.
Level 2 (4-5 marks)
Relates to both Figures 13 and 14. Clearly describes links between the two figures – supports with
evidence.
L2 Describes relationships
8 (b) There should be reference to at least two reasons that affect health in the UK. The specification refers to age
structure, income, occupation type, education, environment and pollution.
Age structure – a greater proportion of elderly people is likely to be linked to rates of ill health as certain diseases are
associated with age – partly CHD, cancers or a general feeling of being less well.
Income can be related to access to healthcare, especially private healthcare and general well-being – access to
leisure facilities etc. Occupation type relates to a variety of possible values and attitudes – it is likely that people with
working class jobs smoke more than those who are professional and this will have a direct impact on health.
Education can have a specific effect on health matters – in terms of smoking, consuming alcohol, diet and seeking to
take exercise and the impact that these have on people's health.
Environment may result in a feeling of depression if poor quality urban area is lived in; the community in an area and
the appearance of surroundings have a real bearing on how people feel.
Pollution may be seen to be linked to health – people living in cities where air quality can be poor are more likely to
suffer from asthma and breathing related problems.
Level 1 (1-4 marks)
Identifies factors that cause variations in health. General points with limited support.
Level 2 (5-6 marks)
Clearly explains how 2 or more reasons result in regional variations in health. Specific, elaborated points with support
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8 (c)
It is likely that candidates will have considered examples of pharmaceutical transnationals and so answer is likely to
refer to these. GlaxoSmithKline is the largest UK based pharmaceutical TNC and other possibilities are Pfizer,
Johnson & Johnson, Novartis and others. The response will depend on content they have considered – which could
be diverse given all that is available on the internet using specific companies.
(15 marks)
Research
– this is a critical sphere as it is this that is responsible for finding drugs that act as cures/offset symptoms of diseases.
Thus, drugs to offset impact of HIV/Aids have evolved. Most research is into diseases of affluence so CHD and
cancer, high blood pressure that affect many people in richer areas of the world attract a lot of investment for research
and drug development. Diseases that affect
many in poorer areas such as malaria receive less. However, GSK do tackle this and HIV/Aids and TB – and there is
clearly a need for this, given numbers affected, its debilitating impact and rates of spread. Production
– many drugs are sold under different names – those sold by major pharmaceutical companies directly (the designer
label versions) are more expensive than the copies – that perform the same function – at affordable prices. WHO
provides a list of such drugs – under their actual technical name, rather than that used to market them by big brand
name companies. This has led to court action having been taken in the US – so answers may relate to the purpose of
production – to improve health of population or for profit.
Distribution
– many companies target doctors with regard to selling their products rather than the patients – and they are sold
principally for profit. Often symptoms are treated rather than the cause – as this is more lucrative – so iron tablets are
manufactured rather than changing the diet of sufferers and ensuring they eat green vegetables. The presence of
drugs that are made but are not available to poorer countries is an issue – as HIV/Aids sufferers in poorer countries
cannot access treatment. GSK provided 206 million tablets at special prices to poorer countries, including 120 million
of these generically made.
Comment may refer to relative numbers affected; relative wealth and investment; the global availability of drugs and
research on an equal footing; determined by disease or by those who can pay or exert most pressure?
Level 1 (1-6 marks)
Describes pharmaceutical TNCs and their research and/or production and/or distribution.
Limited support. Points may be random.
Generic TNCs
Level 2 (7-12 marks)
Begins to develop points with reference to role of TNCs in researching/ producing or distributing drugs – Notes issues
for top of level. Support is present – reference to companies/strategies. Tentative, implicit discussion.
Level 3 (13-15 marks)
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Clear, purposeful awareness of role of TNCs in at least two aspects – but need not be entirely balanced. Response is
precise, elaborated – and focussed on issues. Clear, explicit comment.
UNIT 2
Geographical Skills
1 (a) (i)
1 mark for each accurate bar to the nearest mm. Can still score two marks without shading.
(2 marks)
1 (a) (ii) One mark for each valid point made with additional credit for development / exemplification (D), e.g. Most of
the migrants from the top ten countries appear to come from Asia. The greatest number of migrants entering the UK in
2006 appear to come from India (and/or lowest from Australia) and Pakistan (D). There is some evidence of distance
decay with relatively few coming from countries much further away such as Australia or the Philippines. However, with
the exception of Bulgaria, very few migrants settle in the UK from Europe. Relatively few migrants appear to arrive
from Africa or the Americas. Allow one additional mark for manipulation of data derived from the map.
1 (b) (i) 3 marks available for the completion of the table. Allow one mark for correct ranking of Iraq and Nigeria. For 3
marks the whole table must be completed accurately including ∑2d
.
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1 (b) (ii) Calculated value of rs can be incorrect.
The result is not statistically significant at either the 0.01 or the 0.05 level of significance (1). There is no statistical
relationship between distance travelled and number of migrants to the UK (1). Allow variations on this theme such as
the number of migrants to the UK has nothing to do with the distances they have to travel or null hypothesis is
accepted.
(2 marks)
1 (c) (i) The numbers emigrating have been steadily increasing over the period in question, though some may point to
minor peaks and troughs (e.g. 1998) as well as a significant decrease between 2006-7 which bucks the trend.
At the same time the numbers moving into the UK have been almost continuously rising and at a much faster rate
than emigration rates, though again some may point to periods of stagnant growth (1994-7) or even decline (eg 20067).
The overall impact is that net migration has shown a steady positive trend, i.e. numbers arriving to the
UK have consistently exceeded those leaving. Only 1992-3 acts as an anomaly to the trend due to negative net
migration figures or zero growth.
Level 1 (1-4 marks)
At the bottom end, may only describe one or two elements of the graph. May misunderstand or confuse elements of
the trends. Lacking use of data to support trends. Lacking awareness of how immigration and emigration affect net
migration.
Level 2 (5-6 marks)
For Level 2 there must be clear engagement with all three elements of the graph, which shows an awareness of how
the immigration and emigration numbers are linked to net migration totals. For full marks there must also be either
engagement with data or awareness of anomalies
(6 marks)
1 (c) (ii) There are a variety of ways of answering this question. Some may refer to the issue that it is the young and
more skilled who generally tend to emigrate. Issues related to 'brain drain' could legitimately form part of the answer in
this regard. Many responses are likely to focus upon the impacts of immigration; again there are a variety of ways of
approaching this. Some may focus upon the positive implications whereby low paid jobs are filled or shortage
professions are provided with a new pool of labour on which to draw skills and services. Other responses are likely to
be more negative and focused upon the political and social tensions resulting from rising rates of immigration,
particularly from the EU in recent years. Whatever the approach, the key issue is that the candidates identify and
expand upon valid implications in the context of the source material and the specification.
Level 1 (1-3 marks)
May misunderstand the question or focus only upon one implication. Basic problems are likely to be listed without
evidence of appropriate development. Implications may have no UK context.
Level 2 (4-5 marks)
Clearly focused upon more than one valid implication of either immigration, emigration or overall net migration.
Implications are detailed and there may be support through examples and case studies.
Case study examples are not necessary for full marks.
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(5 marks)
2 (a) (i) The most likely approach is that candidates' responses will describe the aim possibly linking this to objectives /
hypotheses / research questions. On its own this would constitute a Level 1 answer. Another approach would be to
outline the underlying theory / issue and how this relates to the aim.
The key is that the response shows that the candidate understands why they undertook the fieldwork enquiry. This will
be a clear feature of a Level 2 response.
Level 1 (1-3 marks)
A vague awareness of the purpose of the enquiry with reference to little more than the aim and hypothesis. May drift
into methodology or other aspects of the enquiry. May refer to mechanics of data collection only.
Level 2 (4-5 marks)
A clear awareness of the purpose of the enquiry. May include description of the aim and may link this to background
research or textbook theory. May also consider location aspects. A clear sense that the response shows an
understanding of what the candidate was trying to achieve in the investigation.
(5 marks)
2 (a) (ii) Candidates are expected to identify the study area. Responses are likely to be drawn at a range of scales
depending upon individual perspective or the nature of the enquiry. It is the quality of the annotations which will
determine the level the candidate is awarded, as well as the quality of the sketch map.
The sketch and annotations should give a sense that the candidate actually visited the site, understands the basic
characteristics and is aware of the significance of the characteristics in relation to the aim of the enquiry.
The response can still access Level 2 with a poor quality sketch map, provided the annotations are clear, detailed and
relevant.
(5 marks)
Level 1 (1-3 marks)
A very basic sketch which may offer little more than a road intersection or a line to represent a river. Few annotations.
More likely to offer one or two word labels such as 'street corner' or 'in the hills'.
Level 2 (4-5 marks)
The sketch map may still be basic. Characteristics are clear with detailed annotations such as '...at this intersection,
there were two contrasting housing types; council housing and private housing built in the 1930s' or ‘The upland
section of River X, approximately 1km from the source’. Clearly linked to location.
2 (b) 1 mark for showing an awareness of what primary sources are. 1 mark for the example of primary sources used
in the study. 1 mark for showing an awareness of what secondary sources are. 1 mark for example used in the study.
(3 marks)
2 (c) Responses should consider the merits or advantages of their chosen technique. Irrespective of the technique,
candidates can access the full range of marks depending on the quality of the explanation. For example, bar graphs /
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histograms can access the full range of marks if the justification of the technique is clearly elaborated. Using a statistic
technique – Justification has to be in terms of the presentational element.
Justification may relate to the sort of data being used. Responses which link unsuitable data to a technique should be
held to Level 1.
Justification may also relate to the ease of transformation, the usefulness of the calculation or the visual advantages of
the completed technique. This really depends on the choice of technique.
Some may consider the limitations of other techniques in justifying their chosen technique. This is a legitimate
approach.
Level 1 (1-4 marks)
The technique is described with very little elaboration. May drift into description of how to use the technique at the
bottom end. Technique may be inappropriate for the data. Considers basic justification.
Level 2 (5-6 marks)
Justifying in terms of the data being displayed. May consider limitations of other techniques. Clear justification of the
use of the technique through explanation of either strengths or suitability. Some reference to candidates own data for
full marks.
2 (d) There are a variety of ways candidates could approach this question. Typically most will look at the methodology
and refer to the limitations / improvements they could make to this part of the enquiry. Others may look at the set up of
the enquiry and even the original aim. This would form part of a sophisticated response if the candidate shows how
the findings present limitations to the whole basis of the enquiry. May also consider further research opportunities.
(6 marks)
For Level 2 there must be clear evidence that improvements are elaborated upon and there should be some
consideration of the likely impact of the improvement.
Level 1 (1-4 marks)
Likely to focus upon basic improvements to methodology. May spend too long on the limitations. Fails to explain what
impact improvement would bring. Improvements may be unrealistic in terms of time scales or geographical scale.
Improvement implicit through emphasis on limitations.
Level 2 (5-6 marks)
Clearly focused upon improvements, with evidence of the impact of the suggested improvement. May consider various
aspects of the enquiry from original aim through to results. Realistic improvements in relation to the candidate's own
enquiry. May point towards further research. Improvements explicit.
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