AQA A-LEVEL GEOGRAPHY PAPER 1 PHYSICAL GEOGRAPHY MARK SCHEME
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AQA A-LEVEL GEOGRAPHY PAPER 1 PHYSICAL GEOGRAPHY
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AQA A-LEVEL GEOGRAPHY PAPER 1 PHYSICAL GEOGRAPHY
AQA A-LEVEL GEOGRAPHY PAPER 1 PHYSICAL GEOGRAPHY MARK SCHEME
AQA A-LEVEL GEOGRAPHY PAPER 1 PHYSICAL GEOGRAPHY MARK SCHEME
ADDITIONAL SPECIMEN ASSESSMENT MATERIAL: SET 2
A-level
GEOGRAPHY
PAPER 1
PHYSICAL GEOGRAPHY
Mark scheme
Additional specimen
V1.1
Mark scheme...
aqa a level geography paper 1 physical geography mark scheme
aqa a level geography paper 1 physical geography mark scheme additional specimen assessment material set 2 a level geography pape
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AQA A-LEVEL GEOGRAPHY PAPER 1 PHYSICAL GEOGRAPHY MARK SCHEME
ADDITIONAL SPECIMEN
ASSESSMENT MATERIAL:
SET 2
A-level
GEOGRAPHY
PAPER 1
PHYSICAL GEOGRAPHY
Mark scheme
Additional specimen
V1.1
, MARK SCHEME – A-LEVEL GEOGRAPHY – PAPER 1 – ADDITIONAL SPECIMEN
Mark schemes are prepared by the Lead Assessment Writer and considered, together with
the relevant questions, by a panel of subject teachers. This mark scheme includes any
amendments made at the standardisation events which all associates participate in and is
the scheme which was used by them in this examination. The standardisation process
ensures that the mark scheme covers the students’ responses to questions and that every
associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’
scripts. Alternative answers not already covered by the mark scheme are discussed and
legislated for. If, after the standardisation process, associates encounter unusual
answers which have not been raised they are required to refer these to the Lead
Assessment Writer.
It must be stressed that a mark scheme is a working document, in many cases further
developed and expanded on the basis of students’ reactions to a particular paper.
Assumptions about future mark schemes on the basis of one year’s document should be
avoided; whilst the guiding principles of assessment remain constant, details will change,
depending on the content of a particular examination paper.
Further copies of this mark scheme are available from aqa.org.uk
2
, MARK SCHEME – A-LEVEL GEOGRAPHY – PAPER 1 – ADDITIONAL SPECIMEN
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 average 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.
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 – PAPER 1 – ADDITIONAL SPECIMEN
Qu Part Marking guidance Assessment Total
Objectives marks
(AOs)
Section A
01 1 Allow 1 mark for each valid point with additional AO1 = 4 4
marks for developed points (d).
AO1
This process involves natural and/or artificial
methods by which carbon is captured and stored
in solid or liquid form (1). Max 1 for definition.
The purpose is to remove carbon from the
atmosphere, thus reducing human induced
contribution to CO2 levels and the possible link to
global warming (1 + 1 with development). Max 2 for
purpose.
One artificial method involves the capture of CO 2
from coal fired power plants. The captured carbon is
then piped underground and stored in rock strata
porous enough to hold CO2. (1 + 1 with
development). Max 2 for artificial methods.
One natural method involves working with natural
processes to create natural carbon sinks. The
development of peat bogs will stop vegetation decay.
By creating new bogs or enhancing existing bogs,
carbon sequestration will naturally occur (1 + 1 with
development). Max 2 for natural methods.
01 2 AO3 – There should be detailed analysis of the AO3 = 6 6
overarching pattern in the climatic water balance but
also the extent to which there is variation over the
period involved, using the three years’ data.
Level 2 (4–6 marks)
AO3 – Clear analysis of the quantitative evidence
provided, which makes appropriate use of data in
support. Clear connection(s) between different aspects of
the data and evidence.
Level 1 (1–3 marks)
AO3 – Basic analysis of the quantitative evidence
provided, which makes limited use of data and
evidence in support. Basic connection(s) between
different aspects of the data and evidence.
Notes for answers
AO3
The typical pattern (using the 1961–1990) average
shows that from January to July (approximately), the
area has a surplus balance. That maximum surplus is
around 80–90 mm in May. In July this falls to 0 mm.
4
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