GCSE GEOGRAPHY PAPER 1 LIVING WITH THE PHYSICAL .

DRAFT SPECIMENMARK SCHEMEGCSEGEOGRAPHYPAPER 1 LIVING WITH THE PHYSICAL ENVIRONMENTDraSpecimen Assessment MaterialftMark scheme

MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 - SAMS DRAFTMark schemes are prepared by the Lead Assessment Writer and considered, together with the relevantquestions, by a panel of subject teachers. This mark scheme includes any amendments made at thestandardisation events which all associates participate in and is the scheme which was used by them inthis 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. Alternativeanswers not already covered by the mark scheme are discussed and legislated for. If, after thestandardisation process, associates encounter unusual answers which have not been raised they arerequired 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 andexpanded on the basis of students’ reactions to a particular paper. Assumptions about future markschemes on the basis of one year’s document should be avoided; whilst the guiding principles ofassessment remain constant, details will change, depending on the content of a particular examinationpaper.DraftFurther copies of this mark scheme are available from aqa.org.uk2

MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS DRAFTLevel of response marking instructionsLevel of response mark schemes are broken down into levels, each of which has a descriptor. Thedescriptor 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 (asinstructed) to show the qualities that are being looked for. You can then apply the mark scheme.Step 1 Determine a levelStart at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets thedescriptor for that level. The descriptor for the level indicates the different qualities that might be seen inthe student’s answer for that level. If it meets the lowest level then go to the next one and decide if itmeets this level, and so on, until you have a match between the level descriptor and the answer. Withpractice and familiarity you will find that for better answers you will be able to quickly skip through thelower levels of the mark scheme.raStep 2 Determine a markftWhen assigning a level you should look at the overall quality of the answer and not look to pick holes insmall and specific parts of the answer where the student has not performed quite as well as the rest. Ifthe answer covers different aspects of different levels of the mark scheme you should use a best fitapproach for defining the level and then use the variability of the response to help decide the mark withinthe level, ie if the response is predominantly level 2 with a small amount of level 3 material it would beplaced in level 2 but be awarded a mark near the top of the level because of the level 3 content.DOnce you have assigned a level you need to decide on the mark. The descriptors on how to allocatemarks can help with this. The exemplar materials used during standardisation will help. There will be ananswer in the standardising materials which will correspond with each level of the mark scheme. Thisanswer will have been awarded a mark by the Lead Examiner. You can compare the student’s answerwith the example to determine if it is the same standard, better or worse than the example. You can thenuse 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 andassure 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 beexhaustive and you must credit other valid points. Students do not have to cover all of the pointsmentioned 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 (SPGST)Accuracy of spelling, punctuation, grammar and the use of specialist terminology will be assessed via the indicated9 mark questions. In each of these questions, three marks are allocated for SPGST as follows: High performance – 3 marksIntermediate performance – 2 marksThreshold performance – 1 markNOTE: The exam boards and Ofqual are working together to determine the marking expectations for spelling, punctuation,grammar and specialist terminology (SPGST) which will apply to all GCSE specifications in History, Geography and ReligiousStudies. The agreed wording will be included in the mark schemes for accredited sample assessment materials.3

MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 - SAMS DRAFTQuPartQuestion 101Marking guidanceTotalmarksThe challenge of natural hazards1One mark for idea of steady increase followed by rapid rise in CO 2levels/exponential rise.2Second mark for use of data shown on graph or for data manipulation,eg CO 2 concentration increased by almost 100 ppm in 150 years.No credit for increase in CO 2 levels without qualification.AO4 2 marks012Credit one reason only. Valid developed point awarded 2 marks.2raftOne mark for appropriate reason, eg burning of fossil fuels (1) manufacturing of products like cement (1) deforestation (1).Allow natural factors such as volcanic activity (1).Second mark for developed reason, eg thermal power stations burn fossil fuels which release gasesincluding carbon dioxide which build up in the atmosphere.013DAO2 2 marksOne mark for each correct answer:2C Temperatures over most of the sea areas north of 60 N areexpected to increase by 4 C.D Temperatures over the whole of Africa are likely to riseby 3 C or 4 C.No credit if three or more statements are shaded.AO4 2 marks014Level2(Clear)Marks4–6DescriptionLinked statements with reference to specificevents in the UK over recent years.There should be description of weatherconditions and an indication of how the weatherhas become more extreme.46

MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS DRAFTProvides a reasonable descriptiondemonstrating clear knowledge andunderstanding.1(Basic)1–3Simple generic information with limited or nospecific detail about the UK.Answers not developed.There may be random statements aboutweather conditions /events but limited link to theevidence for increasingly extreme weather.Demonstrates some knowledge andunderstanding but the description is limited andlacks specific information.ftIndicative contentThere should be some specific evidence to access level 2. Allowreference to a wide range of extreme weather types, including,droughts, severe gales, heavy snowfall and blizzards, hailstorms,thunderstorms, intense rain leading to flooding. Answers may refer tothe increasing frequency of these extreme events, the high levels ofrainfall, intensity of wind and high temperatures, although these maynot be indicative of long-term changes in themselves etc.DraCredit reference to extremes of temperatures and rainfall in recentyears in the UK. In 2003 it was very hot and in the winters of 2010 therewere very low temperatures and a lot of snow fell. 2012 had the wettestsummer on record in England and the summers of 2013 and 2014 wereamongst the warmest and sunniest in recent years. During 2003-06 theUK received below average rainfall. In 2007 and 2008 there wasflooding in Gloucestershire and northern England and several citieswere flooded including Sheffield and Hull. Boscastle in Cornwall, (2004)Tewkesbury in Gloucestershire (2013) and Cockermouth in Cumbria allhad large numbers of houses flooded. The Somerset Levels wereseverely flooded in 2014, with many parts inaccessible for severalweeks.Credit specific case study evidence where relevant, eg December 2010winds from the north-east brought cold arctic air and snow. Scotlandand North East England were significantly affected, with snow 50 cmdeep in places. Temperatures were mainly below 0 C, making it thecoldest December in the last 100 years. Roads were closed. Peoplewere stranded in their cars overnight on the M8 and A9 in Scotland.Airports and schools were closed, including Heathrow and Gatwick,disrupting travel plans over Christmas. On 20 December the AAreported its busiest-ever day because of car breakdowns. More peoplethan usual were admitted into hospital because of accidents and falls.Emergency services and local authorities were all put under pressure.After areas thawed, there were problems with burst water pipes. InNorthern Ireland 40,000 homes were without water.AO1 2 marks, AO2 4 marks5

MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 - SAMS DRAFT015One mark for each correct answer.2Tropical storms are more common in the northern hemisphere. Thegreatest number of category four tropical storms happen in the PacificOcean.AO2 1 mark, AO3 1 mark016Credit a range of answers, eg 1warm sea temperatures/sea temperatures in excess of 27 (1)light winds aloft (1)winds near the ocean surface blowing from different directionsconverging (1)low wind shear-winds that do not vary greatly with height (1)Only one factor is required.No credit for high temperatures without qualification.017ftAO2 1 mark2x24raTwo separate features should be described. The description shouldrelate to the satellite image. Allow references to the structure and size.Descriptions may be simple statements for one mark, egThe tropical storm has a circular shape.There is a vortex.The storm has an eye.It is about 1000km across.D Credit developed descriptions for two marks, eg The storm has a circular shaped eye in the centre surroundedby a vortex of cloud.The cloud appears to be spinning in an anticlockwise directioninwards towards the centre. It becomes more patchy withdistance from the eye.The main part of the hurricane is about 1000km from west toeast, although there is further cloud over Florida and CentralAmerica that may be part of the storm.No credit for descriptions unrelated to the image.AO3 2 marks, AO4 2 marks018One mark for showing understanding of the frictional effect of movingover the land, eg they pass over land which slows their movement dueto friction.One mark for statement that shows understanding of loss of energy62