AQA GCSE Geography 2024 Paper 2 Mark scheme 8035 2 Final v1 Geography (Brookfield Communit, Exams of Geography

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AQA GCSE Geography 2024 Paper 2 Mark scheme 8035 2

Final v

Geography (Brookfield Community School)

GCSE

GEOGRAPHY

Paper 2 Challenges in the human environment

Mark scheme

Version: 1.1 Final

Point marked questions marking instructions

The mark scheme will state the correct answer or a range of possible answers, although these may not be exhaustive. It may indicate how a second mark is awarded for a second point or developed idea. It may give an indication of unacceptable answers. Each mark should be shown by placing a tick where credit is given. The number of ticks must equal the mark awarded. Do not use crosses to indicate answers that are incorrect.

Level of response marking instructions

Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor is linked to the assessment objective(s) being addressed. The descriptor for the level shows the average performance for the level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. You should read the whole answer before awarding marks on levels response questions.

Step 1 Determine a level

Descriptors for the level indicate the different qualities that might be seen in the student’s answer for that level. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly Level 2 with a small amount of Level 3 material it would be placed in Level 2 but be awarded a mark near the top of the level because of the Level 3 content. For instance, in a 9 mark question with three levels of response, an answer may demonstrate thorough knowledge and understanding (AO1 and AO2) but fail to respond to command words such as assess or evaluate (AO3). The script could still access Level 2 marks. Note that the mark scheme is not progressive in the sense that students don’t have to fulfil all the requirements of Level 1 in order to access Level 2.

Step 2 Determine a mark

Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will also help. There will generally be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks.

Assessment of spelling, punctuation, grammar and use of specialist terminology

(SPaG)

Accuracy of spelling, punctuation, grammar and the use of specialist terminology will be assessed via the indicated 9 mark questions. In each of these questions, three marks are allocated for SPaG as follows:  High performance – 3 marks  Intermediate performance – 2 marks  Threshold performance – 1 mark

General guidance

 Mark schemes should be applied positively. Examiners should look for qualities to reward rather than faults to penalise. They are looking to find credit in each response they mark. Unless the mark scheme specifically states, candidates must never lose marks for incorrect answers.  The full range of marks should be used. Examiners should always award full marks if deserved, ie if the answer matches the mark scheme.  When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the team leader must be consulted.  Crossed out work should be marked unless the candidate has replaced it with an alternative response.  Do NOT add ticks to level-marked questions – use the highlight tool/brackets to signify what is relevant.  Sometimes there are specific “triggers” in the mark scheme that enable higher level marks to be awarded. For instance, an example or case study may be required for Level 3 if it is stated within the question.  Where a source, such as a photograph or map, is provided as a stimulus it should be used if requested in the question, but credit can often be given for inferred as well as direct use of the source.  Always be consistent – accept the guidelines given in the mark scheme and apply them to every script.  If necessary make comments to support the level awarded and to help clarify a decision you have made.  Examiners should revisit standardised script answers as they apply the mark scheme in order to confirm that the level and the mark allocated is appropriate to the response provided.  Mark all answers written on the examination paper.

01 3 Give^ two^ push^ factors^ that^ encourage^ people^ to^ leave^ rural^ areas^ in LICs/NEEs. One mark for each correct answer. Credit any reasonable factor which states or implies a negative aspect of the rural area eg food shortages, poor access to education/health care, limited job opportunities, low wages, conflict, natural disasters. Credit comparative statements eg ‘poorer access to healthcare than in urban area’. No credit for pull factors. AO1 – 2 marks

01 4 Give^ one^ way^ a^ major^ city^ in^ a^ LIC/NEE^ is^ nationally^ important. Credit any reasonable statement in relation to the named city. eg Mumbai – the main financial centre for India/has HQ of important banks/stock exchange. Rio de Janeiro – home to universities/research centres. Lagos – home to 80% of Nigeria’s industry/responsible for 30% of Nigeria’s GDP. Capital city - if relevant to named city. No credit for naming country. No credit for HIC city. AO1 – 1 mark

01 5 To^ what^ extent^ is^ managing^ environmental^ issues,^ such^ as^ waste disposal, a challenge in cities in LICs/NEEs? Use Figure 2 and your own understanding.

Level Marks Description 3 (Detailed) 5 – 6 AO2 – Shows detailed understanding of the environmental issues in cities in LICs/NEEs. AO3 – Demonstrates thorough application of knowledge and understanding in evaluating the extent to which environmental issues can be managed. 2 (Clear) 3 – 4 AO2 – Shows clear understanding of the environmental issues in cities in LICs/NEEs. AO3 – Demonstrates reasonable application of knowledge and understanding in evaluating the extent to which environmental issues can be managed. 1 (Basic) 1 – 2 AO2 – Shows basic understanding of the environmental issues in cities in LICs/NEEs. AO3 – Demonstrates limited application of knowledge and understanding in evaluating the extent to which environmental issues can be managed. 0 No relevant content.

 Level 3 responses will cover the figure and well-developed geographical understanding and provide a thorough evaluation.  Level 2 responses will show reasonable evaluative understanding using the figure and clear geographical understanding or more considered evaluation for just the figure or own understanding used.  Level 1 responses will show simple evaluative understanding using the figure and/or simple geographical understanding.  Max Level 2 if figure or own understanding only.  Max Level 2 for HIC if comments could still apply. Indicative content  Allow full marks for a one-sided argument, i.e. solely focused on waste that makes good use of figure 2.  Candidates may demonstrate their geographical understanding through use of a named example, although this is not explicitly asked for in the question.  Figure 2 provides information on a waste disposal scheme in Cameroon where roads were widened and a charity trained staff and provided equipment. Previously there had been no waste collection and rubbish was dumped in ditches and blocked drains.  Reference to Figure 2 may be inferred even if not explicitly stated through comment on the above aspects in relation to the challenges of urban growth, such as squatter settlements.  Candidates may show understanding of the environmental challenges where urban areas are experiencing growth and where there may not be sufficient money and resources to manage the growth.  The command ‘to what extent’ requires a view to be taken on the challenge of managing aspects, such as waste disposal, in cities which are experiencing growth.  Candidates may include the difficulty of managing other environmental issues such as traffic congestion, air and water pollution, dereliction and urban sprawl leading to the destruction of green space. AO2 – 3 marks AO3 – 3 marks 01 6 What^ is^ found^ at^ 298333? One mark for the correct answer. C – Leeds Station No credit if two or more statements are shaded. AO4 – 1 mark

01 10 Suggest^ how^ urban^ greening^ can^ create^ opportunities^ in^ UK^ cities. Use Figure 5 and your own understanding.  Level 2 responses will show clear understanding and interpretation of the opportunities of urban greening by using geographical understanding in combination with the figure.  Level 1 responses will show basic understanding and interpretation of the opportunities of urban greening by using geographical understanding and/or the figure.  Max Level 1 for non UK city but comment still relevant.  Max Level 1 for figure 5 or own understanding only. Indicative content  Answers should make use of Figure 5 which may be clear through reference to specific points shown in the figure or more implicit through reference to safe routes through cities and making derelict areas more attractive.  Development need not be through use of a named place but use of an example may add clarity and should be credited.  From Figure 5 : links made to the Viaduct Project bringing more opportunities for walkers/pedestrians, additional park land for recreation, planting increasing biodiversity.  Candidates may develop points to show their understanding of the benefits urban greening can bring to city residents and wildlife or apply this to their own examples.  Credit anything positive as opportunities. AO2 – 2 marks AO3 – 2 marks

Level Marks Description 2 (Clear) 3 – 4 AO2^ –^ Shows^ clear^ understanding^ of^ the opportunities brought by urban greening. AO3 – Uses Figure 5 effectively and own understanding to offer clear interpretation of how urban greening offers opportunities. 1 (Basic) 1 – 2 AO2^ –^ Shows^ limited^ understanding^ of^ the opportunities brought by urban greening. AO3 – Uses Figure 5 OR own understanding to offer basic interpretation of how urban greening offers opportunities. 0 No relevant content.

01 11 To what extent can water and energy conservation make cities more sustainable?  Level 3 responses will provide a considered judgement of the relative merits of the importance, supported with precise knowledge.  Level 2 responses will give a reasoned judgement of the importance. supported with either precise or generically accurate knowledge.  Level 1 responses will show simple understanding of the importance of water and energy conservation and may state relative merits without support.  Max Level 2 if no comment on the relative importance. Indicative content  This can be fully answered without reference to an example, in which case AO1 can be demonstrated through geographical knowledge and processes.  One or more examples might be used and may add clarity if so. Likely examples are: Freiburg, East Village or BedZED in London, Greenhouse in Leeds, Curitiba.  HIC or LIC/NEE based answers or a combination are equally valid.  The command ‘to what extent’ requires some judgement of the relative contribution that these two aspects might make to sustainable city futures. Balance is not required. Equally they may be judged in isolation and without reference to other elements of sustainability.

Level Marks Description 3 (Detailed) 7 – 9 AO1 – Demonstrates detailed knowledge of places and processes in urban environments. AO2 – Shows a thorough understanding of how water and energy conservation aid urban sustainability. AO3 – Demonstrates thorough application of knowledge and understanding to make a thorough judgement of the relative importance of water and energy conservation in urban sustainability. 2 (Clear) 4 – 6 AO1 – Demonstrates reasonable knowledge of places and processes in urban environments. AO2 – Shows clear understanding of how water and energy conservation aid urban sustainability. AO3 – Demonstrates reasonable application of knowledge and understanding to make a partial judgement of the relative importance of water and energy conservation in urban sustainability. 1 (Basic) 1 – 3 AO1 – Demonstrates limited knowledge of places and processes in urban environments. AO2 – Shows limited understanding of how water and energy conservation aid urban sustainability. AO3 – Demonstrates limited application of knowledge and understanding to make a limited judgement of the relative importance of water and energy conservation in urban sustainability. 0 No relevant content.

 Learners use rules of grammar with some control of meaning and any errors do not significantly hinder meaning overall.  Learners use a limited range of specialist terms as appropriate. No marks awarded  The learner writes nothing.  The learner’s response does not relate to the question.  The learner’s achievement in SPaG does not reach the threshold performance level, for example errors in spelling, punctuation and grammar severely hinder meaning.

Section B Qu Pt Marking Guidance Total marks 02 1 Calculate the median value for the GNI data in Figure 6. 6030 Units not required. Award 2 marks if answer correct even if no visible working. 1 mark for working if correct but answer not. Credit notation on the table as evidence of working, eg rank ordering and identifying the middle value, if appropriate. AO4 – 2 marks

02 2 Using Figure 7, which of the following statements is correct? One mark for the correct answer. D – South America has no low income countries No credit if two or more statements are shaded. AO4 – 1 mark

02 3 Complete^ Figure^8 below^ using^ the^ following^ data. One mark for each correctly completed bar, width can be ignored. Shading not required.

 This leads to net emigration in lower income countries eg Mali and net immigration in higher income eg Spain.  Candidates should expand on this idea with an elaboration of the process and rationale such as they move in search of better rates of pay and the higher quality of life that is generally found in higher income countries.  Higher quality of life may be expressed more specifically through aspects such as medical care or education.  They may specifically mention ideas such as migrant workers in Gulf States as Oman is shown, or food production as Spain is shown.  They may also note that lower income countries such as all three shown in Figure 8 are in conflict zones so there will be population loss as people flee in search of safety.  Comment on other factors such as climate change refugees or land degradation in sub-Saharan Africa making farming unsustainable and thus leading to migration as a response to food insecurity would also be relevant.  Other examples of migration as a result of differing levels of development may also be used as part of answer. AO2 – 3 marks AO3 – 3 marks 02 5 Shade your chosen country on Figure 9 below. One mark for correct location identified. Credit if indicated with a label/arrow but not shaded. Examiners should refer to an Atlas if at all unsure. AO4 – 1 mark

02 6 Outline^ one^ way^ in^ which^ your^ chosen^ country^ is^ regionally^ important. One mark for an initial overall comment or single relevant statement e.g.  Nigeria has a large economy (1)  India is a democracy and has stable government (1)  Brazil hosted the Olympics (1) Second mark for developing the comment, which must be regional e.g.  Nigeria has a large economy (1) which is good for its neighbours / attracts migrants from nearby countries (d)(1)  India is a democracy and has a stable government (1) which gives it a major diplomatic role in south Asia/with other neighbours eg Pakistan. (d)(1)  Brazil hosted the Olympics (1) which brought tourists to South America. (d)(1) Credit any reasonable statement and then subsequent development. Does not need to be the same country as Q 2.5. AO1 – 2 marks

02 7 Explain how manufacturing industry can stimulate economic development in your chosen country.  Level 2 responses will use geographical knowledge and understanding to connect manufacturing industry and economic development.  Level 1 responses will show simplistic knowledge and understanding or simply assert the link between manufacturing industry and economic development.  Does not need to be the same country as Q 2.5/2.6. Indicative content  Credit any relevant exemplification and illustration that is correct for the chosen country e.g. figures, places or relevant industries.  Credit oil industry e.g. in Nigeria, as manufacturing, as refining does take place.  The fundamental benefit of manufacturing/industry is that it allows value to be added to products, leading to greater gains.  Manufacturing/industry creates jobs so that the employees pay taxes which the government can then invest in other services such as education which will promote economic development as more educated people are more qualified for better paid work.  Paid employment also means a greater number of people with secure incomes and money to spend and therefore the domestic market grows, creating a consumer society which supports demand for other goods and services.  There is also a multiplier effect as industries stimulate growth in a supply chain of connected industries such as parts for electronic goods or cars.  As industries grow they will attract foreign companies, often TNCs, who will build further industries and infrastructure through Foreign Direct Investment (FDI), thus stimulating further growth.  Manufacturing/industry will add value to products which are often paid for in foreign currency which will have a higher spending power and investment value for further growth. AO1 – 2 marks AO2 – 2 marks

Level Marks Description 2 (Clear) 3 – 4 AO1 – shows clear knowledge of chosen country and economic development process. AO2 – Shows clear understanding of the process of development through manufacturing/industry. 1 (Basic) 1 – 2 AO1 – shows basic knowledge of chosen country and/or economic development process. AO2 – Shows limited understanding of the process of development through manufacturing/industry. 0 No relevant content.

(^02 9) ‘The economic future of different parts of the UK will be affected by improvements and developments in transport and infrastructure.’ Explain this statement. Use Figure 11 and your own knowledge.  Level 3 responses will provide specific detail of one or more named developments with well-reasoned connections between (a) development(s) and economic futures in the UK.  Level 2 responses will either provide specific detail of one or more named developments with implicit links to economic futures in the UK or well- reasoned projections for (a) generic development(s).  Level 1 responses will give basic link(s) between (a) development(s) and economic change in the UK or merely assert a connection between the two.  Max top Level 2 for either Figure 11 or own knowledge only. No credit for mere description of the improvements in Figure 11. Indicative content  Candidates are required to have studied road and rail improvements and also port and airport capacity. Examiners should credit any answer weighted towards the latter provided road and rail are discussed.

Level Marks Description 3 (Detailed) 7 – 9 AO1 – Demonstrates detailed knowledge of transport and infrastructural improvements. AO2 – Shows a thorough understanding of how such improvements operate to bring about change. AO3 – Demonstrates thorough application of knowledge and understanding in interpreting the likely impact of transport/infrastructure developments with considered use of the figure. 2 (Clear) 4 – 6 AO1 – Demonstrates reasonable knowledge of transport and infrastructural improvements. AO2 – Shows clear understanding of how such improvements operate to bring about change. AO3 – Demonstrates reasonable application of knowledge and understanding in judging the likely impact of transport/infrastructure developments with some reference to the figure. 1 (Basic) 1 – 3 AO1 – Demonstrates limited knowledge of transport and infrastructural improvements. AO2 – Shows limited understanding of how such improvements operate to bring about change. AO3 – Demonstrates limited application of knowledge and understanding in judging the likely impact of transport/infrastructure developments with minimal reference to the figure. 0 No relevant content

 Figure 11 use should be evidenced by reference to high speed trains/upgrading of rail (the photo is HS2 but they need not know this) and/or new bypasses and road link schemes.  NB at the time of writing smart motorways have been suspended but examiners should still credit reference to this as a current strategy.  Possible examples may be HS2; Heathrow/Gatwick expansion; Crossrail; ‘Smart’ motorways/toll roads/new road links or bypasses; increasing port capacity such as the Thames Gateway/Liverpool 2.  Developments might be actual as above or planned/proposed such as Trans- Pennine Express upgrading.  Candidates are likely to have studied a range of developments either in isolation or in the context of redressing regional differences. Whichever is the case they are required to make some connection between their studies and the process of growth (or lack of it) and changes in future economic prospects.  Credit should be given for any reasonable argument from the very positive such as HS2 fostering growth in the Midlands effects to those that suggest that whilst the focus of HS2 remains on connecting with London, growth will continue to be focussed on the South East whilst ‘The North’ is neglected.  Answers might suggest the likely impact of one or more schemes to redress imbalances in the UK economy, particularly between regions.  They may equally draw a distinction between the large national scale projects and more locally focussed such as Crossrail. The former may re-distribute growth and employment whilst the latter may entrench existing patterns.  Candidates may refer to the development of ‘growth hubs or corridors’ such as London – Birmingham, the M4 or even the much vaunted Liverpool – Manchester – Leeds corridor which are intended to have a trickle-down effect regionally.  Likewise increased airport capacity will allow expansion of, in Heathrow’s case, one of the world’s busiest airports to allow London to maintain its position as one of the world’s leading financial centres. Candidates may also argue this will have little effect on the UK as a whole and will exacerbate the regional differences the policy is supposed to reduce.  HS2 is intended to foster growth in the Midlands by reducing journey times between London and Birmingham.  Credit broadband/5G/energy/water as relevant infrastructure.  Credit debate over extent of effects or relative importance.  Credit any answer weighted to other infrastructure, provided road/rail discussed. AO1 – 3 marks AO2 – 3 marks AO3 – 3 marks