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AQA 2023 A-LEVEL GEOGRAPHY PHYSICAL PAPER 1 EXAMINERS REPORT
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AQA 2023 A-LEVEL GEOGRAPHY PHYSICAL PAPER 1 EXAMINERS REPORT DETAILED.
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Voorbeeld van de inhoud
A LevelGeography
7037/1
Report on the exam
Published: June 2023
,Contents
The below table is interactive. You can press the control button click on the title of the question to
go directly to that page.
Contents Page
General guidance about question types
Individual questions and exemplification
Further support
Copyright © 2023 AQA and its licensors. All rights reserved. 2 of 23
, Summary
The students were generally well prepared for this series. There were few rubric issues. Students
almost completely understood the requirement to choose one question from each optional section.
Similarly writing stamina was strong with the vast majority of students finishing the paper within the
scheduled time. Answers seemed to be balanced across the paper in most cases. For those who
fell short on a unit, it was evidently more reflective of revision and preparation than any inability to
physically complete the paper.
Some question types were generally more effectively attempted than others. For the 4-mark AO1
questions, as is usually the case, students either knew the relevant subject matter or they did not.
Where they did, it was relatively easy to score well.
For the skills questions, students now understand those questions that require analysis. However,
some still struggled with the skill evaluation questions e.g. Q.2.2, Q.3.2, Q.4.2 and Q.5.2. Students
need to be mindful that skills questions can test analysis, evaluation and interpretation of
geographical information and skills (AO3).
The 9-mark AO1/AO2 questions in Section C generally caused no major issues. The key
differentiator was around those who understood the key terms of the specification (nuees ardentes
in Q.5.4 and regions experiencing ecological change in Q.6.4).
For the 20-mark questions there was a more physical focus to most of the questions in this series.
Those that prepared well (and, crucially, those that read the questions carefully), comfortably scored
Level 3/4.
Understanding the focus of the novel situations questions and how the assessment objectives AO1
and AO2 are applied, still remains an issue for some students. This was specifically the case with
the ‘x.3’ questions on all core and optional units. Many are still analysing data rather than applying
knowledge to the resource provided. For example, in response to Q1.3 many failed to consider the
challenges around carbon sequestration and instead simply analysed the compound bar graph. This
remains an area to improve for many students.
Areas where students excelled
• On the compulsory unit, Water and Carbon, the skills question (Q.1.2) was successfully
answered by many students. The resource had some complexity and it was handled well by
many. Opportunities to manipulate data (e.g. calculation of actual amounts used in different
sectors) were taken by many.
• Students who read the essay question (Q.1.4) carefully, generally accessed Level 3/4
comfortably. They were required to consider how changes to the carbon budget affected a
named tropical rainforest. Some misread the Q and considered how changes in the forest
affected the carbon budget. As the question was effectively about positive and negative
feedback, it was still possible to find credit with this approach.
• On Question 2, weathering processes in hot deserts was well understood (Q.2.1).
• Similarly, Q.2.3 was relatively straightforward for most. Most understand the difference
between the physical and human factors affecting flash flooding in this desert landscape.
• Q.2.4 was successful for those who showed understanding of how different sources of energy
lead to distinct landscapes.
• Q.3.3, was generally successfully answered, most particularly where students engaged with
the concept of sustainability and the information inferred by the data.
• Q.3.4 posed no major issues for students. Many considered natural process versus human
impacts on coastlines, not least through coastal management.
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