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AQA A-level GEOGRAPHY 7037/2 Paper 2 Human Geography MS 2020
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AQA A-level GEOGRAPHY 7037/2 Paper 2 Human Geography MS 2020
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A-level Your text here 1GEOGRAPHY
7037/2
Paper 2 Human Geography
Mark scheme
June 2020
Version: 1.0 Final Mark Scheme
*206A7037/2/MS*
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2020
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at the
standardisation events which all associates participate in and is the scheme which was used by them in
this examination. The standardisation process ensures that the mark scheme covers the students’
responses to questions and that every associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts. Alternative
answers not already covered by the mark scheme are discussed and legislated for. If, after the
standardisation process, associates encounter unusual answers which have not been raised they are
required to refer these to the Lead Examiner.
It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular examination
paper.
Further copies of this mark scheme are available from aqa.org.uk
2
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2020
Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a descriptor. The
descriptor for the level shows the typical performance for the level. There are marks in each 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.
The notes for answers provide indicative content. Students’ responses may take a different approach in
relation to that which is typical or expected. It is important to stress that examiners must consider all a
student’s work and the extent to which this answered the question, irrespective of whether a response
follows an expected structure. If in doubt the examiner should contact their team leader for advice and
guidance.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.
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 3 with a small amount of level 4 material it would be
placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
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 help. There will 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.
3
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2020
Section A
Total
Qu Part Marking guidance
marks
01 1 Explain how differential access to markets can impact on economic 4
well-being. AO1 = 4
Mark scheme
Award one mark each for points of knowledge or understanding.
Allow extra marks for developed points (d).
Notes for answers
Allow credit for specific knowledge and understanding of what differential
access means and how it affects economic well-being. Do not double
credit opposite points such as ‘in a trade bloc means easier trade’ and
‘not being a trade bloc makes trade difficult’.
For full marks there should be a link to economic well-being.
Being in a trading bloc increases the potential for trade (1), for
example NAFTA means that trade is enabled between Mexico and the
US (1) (d). This improves economic well-being for Mexico where
thousands of jobs are generated in the car industry (1).
However, being in a trading bloc can also have negative impacts such
as a dependence on the economy of countries in the trading bloc (1).
For example, Mexico suffered economically due to recession in the US
in 2008 (1) due to its reliance on exports to the US (1) (d).
Some countries do not have access to trading blocs which limits trade
(1) For example, Ukraine does not have access to the single market of
the EU and has to negotiate its own deal (1). This means Ukrainians
are not free to move to the EU to earn higher wages reducing
economic well-being (1) (d).
Trade agreements can be seen as being unfair (1). Developing
countries don’t have access to the rich markets of the EU (1) (d). This
results in them finding it harder to trade and subsequently develop (1)
(d).
The WTO has sought to ensure that developing countries all have
preferential access to developed trade markets (1). This provision is
called Special and Differential Treatment (SDT) (1) (d). The aim of this
is to promote faster income and growth (1) (d).
Examples of trade preference schemes include the EUs ‘Everything
but Arms’ (1) (d) accepts goods from the least developed countries on
an import tax reduced, quota-free basis (1) (d).
However, some people criticise preferential trade agreements as they
can cause cheap imports to flood in (1). This can result in
deindustrialisation in developed countries and higher unemployment
(1) (d).
The notes for answers are not exhaustive. Credit any valid points.
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