INTERNATIONAL ADVANCED LEVEL GEOGRAPHY

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INTERNATIONAL ADVANCED LEVELGEOGRAPHYSAMPLE ASSESSMENTMATERIALSPearson Edexcel International Advanced Subsidiary in Geography (XGE01)Pearson Edexcel International Advanced Level in Geography (YGE01)First teaching September 2016First examination from June 2017First certification from August 2017 (International Advanced Subsidiary) andAugust 2018 (International Advanced Level)Issue 2

Edexcel, BTEC and LCCI qualificationsEdexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awardingbody offering academic and vocational qualifications that are globally recognised andbenchmarked. For further information, please visit our qualification website atqualifications.pearson.com. Alternatively, you can get in touch with us using the details onour contact us page at qualifications.pearson.com/contactusAbout PearsonPearson is the world's leading learning company, with 35,000 employees in more than70 countries working to help people of all ages to make measurable progress in their livesthrough learning. We put the learner at the centre of everything we do, because whereverlearning flourishes, so do people. Find out more about how we can help you and yourlearners at qualifications.pearson.comAcknowledgementsThese sample assessment materials have been produced by Pearson on the basis ofconsultation with teachers, examiners, consultants and other interested parties. Pearsonwould like to thank all those who contributed their time and expertise to the development.References to third party material made in these sample assessment materials are made ingood faith. Pearson does not endorse, approve or accept responsibility for the content ofmaterials, which may be subject to change, or any opinions expressed therein. (Materialmay include textbooks, journals, magazines and other publications and websites.)All information in this document is correct at time of going to publication.ISBN 978 1 4469 3213 1All the material in this publication is copyright Pearson Education Limited 2018

Summary of International AdvancedSubsidiary/Advanced Level Geography SAMs Issue 2changesSummary of changes made between previous issue and this currentissuePage numberAcknowledgement and introduction pages have been added.the inside frontcover page, 1General marking guidance is at the beginning of the SAMs and not included inthe mark schemes for each unit.3-4The mark schemes for all units have been formatted.throughoutThe title of Unit 4 has been corrected to Researching Geography .137, 139In Unit 4, in the generic mark scheme for Introduction; defining andfocusing on the question the second bullet point in the 1 - 2 mark band,has been corrected to Neither focus nor framework addressed .163This document is Issue 2. We will inform centres of any changes to this issue. Thelatest issue can be found on the Pearson website: qualifications.pearson.com

ContentsIntroduction1General marking guidance3Unit 1 – Question paper5Unit 1 – Resource booklet21Unit 1 – Mark scheme29Unit 2 – Question paper51Unit 2 – Resource booklet65Unit 2 – Mark scheme73Unit 3 – Question paper91Unit 3 – Resource booklet107Unit 3 – Mark scheme113Unit 4 – Advance information137Unit 4 – Question paper139Unit 4 – Mark scheme157

IntroductionThe Pearson Edexcel International Advanced Subsidiary in Geography and the PearsonEdexcel International Advanced Level in Geography are part of a suite of InternationalAdvanced Level qualifications offered by Pearson.These sample assessment materials have been developed to support these qualificationsand will be used as the benchmark to develop the assessment students will take.Pearson Edexcel International Advanced Subsidiary/Advanced Level in Geography –Sample Assessment Materials – Issue 2 – June 2018 Pearson Education Limited 20181

2Pearson Edexcel International Advanced Subsidiary/Advanced Level in Geography –Sample Assessment Materials – Issue 2 – June 2018 Pearson Education Limited 2018

General marking guidance All candidates must receive the same treatment. Examiners must mark the lastcandidate in exactly the same way as they mark the first. Mark schemes should be applied positively. Candidates must be rewarded for whatthey have shown they can do rather than be penalised for omissions. Examiners should mark according to the mark scheme – not according to theirperception of where the grade boundaries may lie. All the marks on the mark scheme are designed to be awarded. Examiners shouldalways award full marks if deserved, i.e. if the answer matches the mark scheme.Examiners should also be prepared to award zero marks if the candidate’s response isnot worthy of credit according to the mark scheme. Where some judgement is required, mark schemes will provide the principles bywhich marks will be awarded and exemplification/indicative content will not beexhaustive. However different examples of responses will be provided atstandardisation. When examiners are in doubt regarding the application of the mark scheme to acandidate’s response, a senior examiner must be consulted before a mark is given. Crossed-out work should be marked unless the candidate has replaced it with analternative response.Marking guidance for levels based mark schemesHow to award marksFor all questions marked using a levels-based mark scheme, examiners should payparticular attention to the initial rubric which begins the indicative content section. Thisrubric details the Assessment Objective that should be applied when making judgementswithin each band.Finding the right levelThe first stage is to decide which level the answer should be placed in. To do this, use a‘best-fit’ approach, deciding which level most closely describes the quality of the answer.Answers can display characteristics from more than one level, and where this happensmarkers must use the guidance below and their professional judgement to decide whichlevel is most appropriate.For example, one stronger passage at L4 would not by itself merit a L4 mark, but itmight be evidence to support a high L3 mark, unless there are substantial weaknesses inother areas. Similarly, an answer that fits best in L3 but which has some characteristicsof L2 might be placed at the bottom of L3. An answer displaying some characteristics ofL3 and some of L1 might be placed in L2.Finding a mark within a levelAfter a level has been decided on, the next stage is to decide on the mark within thelevel. The instructions below tell you how to reward responses within a level. However,where a level has specific guidance about how to place an answer within a level, alwaysfollow that guidance.Pearson Edexcel International Advanced Subsidiary/Advanced Level in Geography –Sample Assessment Materials – Issue 2 – June 2018 Pearson Education Limited 20183

Levels containing 2 marks onlyStart with the presumption that the work will be at the top of the level. Move down to thelower mark if the work only just meets the requirements of the level.Levels containing 3 or more marksMarkers should be prepared to use the full range of marks available in a level and notrestrict marks to the middle. Markers should start at the middle of the level (or theupper-middle mark if there is an even number of marks) and then move the mark up ordown to find the best mark. To do this, they should take into account how far the answermeets the requirements of the level:4 If it meets the requirements fully, markers should be prepared to award fullmarks within the level. The top mark in the level is used for answers that are asgood as can realistically be expected within that level If it only barely meets the requirements of the level, markers should considerawarding marks at the bottom of the level. The bottom mark in the level is usedfor answers that are the weakest that can be expected within that level The middle marks of the level are used for answers that havea reasonable match to the descriptor. This might represent a balance betweensome characteristics of the level that are fully met and others that are onlybarely met.Pearson Edexcel International Advanced Subsidiary/Advanced Level in Geography –Sample Assessment Materials – Issue 2 – June 2018 Pearson Education Limited 2018

Write your name hereSurnameOther namesPearson EdexcelCentre NumberCandidate NumberInternationalAdvanced LevelGeographyInternational Advanced Subsidiary/Advanced LevelUnit 1: Global ChallengesSample assessment material for first teachingSeptember 2016Time: 1 hour 45 minutesPaper ReferenceWGE01/01You must have:Resource booklet (enclosed), calculator.Total MarksCandidates may use any calculator permitted by Pearson regulations.Instructionsblack ink or ball-point pen. Usein the boxes at the top of this page with your name, Fillcentre number and candidate number.Answerin Section A. Answer either Question 5 or Questionall6 questionsin Section B.the questions in the spaces provided Answer– there may be more space than you need.Informationtotal mark for this paper is 90. Thefor each question are shown in brackets –Theusemarksthis as a guide as to how much time to spend on each question.Adviceeach question carefully before you start to answer it. Read Check your answers if you have time at the end.S52207A 2016 Pearson Education Ltd.*S52207A0116*Turn over1/1/1/1/1/1Pearson Edexcel International Advanced Subsidiary/Advanced Level in Geography –Sample Assessment Materials – Issue 2 – June 2018 Pearson Education Limited 20185

SECTION AYou must use the Resource booklet.Answer ALL questions in this section. Write your answers in the spaces provided.Some questions must be answered with a cross in a box . If you change your mind about ananswer, put a line through the box and then mark your new answer with a cross .1 Study Figure 1 in the Resource booklet.(a) (i) Name the scale used to measure tropical storms.(1). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(ii) Describe the distribution of typhoons shown.(2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(iii) Explain one reason why typhoons occur frequently in the area shown inFigure 1.(2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26*S52207A0216*Pearson Edexcel International Advanced Subsidiary/Advanced Level in Geography –Sample Assessment Materials – Issue 2 – June 2018 Pearson Education Limited 2018

(b) Explain two physical reasons why the impact of tropical storms will vary.(4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(c) Explain why the social costs of tropical storms are falling but the economiccosts rising.(6). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Pearson Edexcel International Advanced Subsidiary in Geography and the Pearson Edexcel International Advanced Level in Geography are part of a suite of International Advanced Level qualifications offered by Pearson. These sample assessment materials have been developed to support these qualifications

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