SPECIMEN ASSESSMENT

MATERIAL: SET 2

GCSE
GEOGRAPHY
Paper 1 Living with the physical environment

Specimen Time allowed: 1 hour 30 minutes

Materials
For this paper you must have:
 a pencil
 a ruler.
Instructions
 Use black ink or black ball-point pen.
 Fill in the boxes at the bottom of this page.
 Answer all questions in Section A and Section B.
 Answer two questions in Section C.
 You must answer the questions in the spaces provided. Do not write outside the box around
each page or on blank pages.
 Do all rough work in this book. Cross through any work you do not want to be marked.
Information
 The marks for questions are shown in brackets.
 The total number of marks available for this paper is 88.
 Spelling, punctuation, grammar and specialist terminology will be assessed in Question 01.8.
Advice
For the multiple-choice questions, completely fill in the circle alongside the appropriate answer(s).
CORRECT METHOD WRONG METHODS

If you want to change your answer you must cross out your original answer as shown.
If you wish to return to an answer previously crossed out, ring the answer you now wish to select as
shown.

Please write clearly, in block capitals, to allow character computer recognition.

Centre number Candidate number

Surname

Forename(s)

Candidate signature

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Section A The challenge of natural hazards

Answer all questions in this section.

Question 1 The challenge of natural hazards

Study Figure 1, a map showing the distribution of major earthquakes in part of

south east Asia.

Figure 1

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0 1 . 1 Describe the distribution of major earthquakes shown in Figure 1.

[2 marks]

0 1 . 2 Outline one reason for the distribution of earthquakes in Figure 1.

[2 marks]

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Study Figure 2, information about an earthquake in China in 2008.

Figure 2

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0 1 . 3 Using Figure 2, which two of the following natural hazards were caused by the
earthquake in China?

Shade two circles only.

A Wildfires

B Landslides

C Volcanoes

D Tsunamis

E Floods

[2 marks]

0 1 . 4 Using Figure 2 and your own knowledge, suggest why the effects of a tectonic hazard
vary between areas of contrasting levels of wealth.
[6 marks]

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0 1 . 5 Study Figure 3, a diagram showing the process of global warming, a cause of

climatic change.

Figure 3

Identify two sources of greenhouse gases suggested by Figure 3.

[2 marks]

1:

2:

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Study Figure 4, a diagram describing some of the effects of climatic change.

Figure 4

0 1 . 6 Use Figure 4 to give two countries which might be affected by climatic change under
each of the headings in the table below.

Complete the table by using the letters from the labels in Figure 4.
[3 marks]

Increase in Decrease in Rise in

temperature rainfall sea level

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0 1 . 7 Outline one strategy which aims to reduce the rate of climate change (mitigation).
[4 marks]

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0 1 . 8 Assess the extent to which prediction is the most important factor in reducing the
effects of tropical storms.
[9 marks]
[+ 3 SPaG marks]

End of Section A

Turn over for Section B

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Section B The living world

Answer all questions in this section.

Question 2 The living world

0 2 . 1 Study Figure 5, a world map showing the distribution of tropical rainforest.

Figure 5

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In which two of the following continents are tropical rainforests found?

Shade two circles only.

A North America

B South America

C Asia

D Antarctica

E Europe

[2 marks]

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Study Figure 6, an example of a tropical rainforest climate.

Figure 6

Temperature Rainfall
Month
(° C) (mm)

January 28 282

February 28 280

March 28 300

April 27 285

May 28 195

June 28 100

July 28 73

August 29 65

September 29 72

October 29 114

November 28 167

December 28 228

0 2 . 2 What is the annual temperature range shown in Figure 6?

Shade one circle only.

A 28 ° C

B 17 ° C

C 9°C

D 2°C

[1 mark]

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0 2 . 3 What is the total annual rainfall shown in Figure 6?

Shade one circle only.

A 3875 mm

B 2161 mm

C 1521 mm

D 742 mm

[1 mark]

0 2 . 4 Which one of the following describes the length of the growing season in a tropical
rainforest climate?

Shade one circle only.

A 12 months

B 9 months

C 7 months

D 1 month

[1 mark]

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0 2 . 5 Study Figure 7, a diagram showing the different plant layers in a tropical rainforest.

Figure 7

Complete the diagram above.

Write the correct label in each box.

Choose from the labels below.

Canopy Emergents Forest floor Under canopy

[2 marks]

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Study Figure 8, pie charts showing deforestation in Borneo, a country in south east
Asia between 1980 and 2020 (estimate).

Figure 8

0 2 . 6 Complete the pie chart for 2020 (estimate).

Use the following information:

Rainforest = 35% Deforested area = 65%

[1 mark]

0 2 . 7 Suggest two reasons why the rate of deforestation varies between different countries.
[2 marks]

Reason 1:

Reason 2:

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0 2 . 8 Study Figure 9, a diagram showing the nutrient cycle.

Figure 9

Explain why the diagram shown in Figure 9 is an example of nature’s recycling

system.
[6 marks]

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0 2 . 9 Choose one of the following environments: an area on the fringe of a hot desert or a
cold environment.

For your chosen environment, assess the importance of management strategies used
to reduce the risk of environmental damage.
[9 marks]

Chosen environment:

End of Section B

Turn over for the next question

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Section C Physical landscapes in the UK

Answer two questions from the following:

Question 3 (Coasts), Question 4 (Rivers), Question 5 (Glacial).

Shade the circle below to indicate which two optional questions you will answer.

Question 0 3 Question 0 4 Question 0 5

CORRECT METHOD WRONG METHODS

Question 3 Coastal landscapes in the UK

0 3 . 1 The following paragraph describes how coastal processes are linked.

Complete the paragraph. Choose the correct words from the list below.

deposition transported weathering

[2 marks]

Erosion and ……………………………………. break down rocks in coastal areas.

Sediment is ……………………………………. by the action of waves

and tides. Once the waves and tides have lost energy…………………………………….

takes place.

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0 3 . 2 Study Figure 10, a diagram showing features of coastal erosion.

Complete the diagram by using the following terms:

Arch Cave Stack Wave-cut platform

[3 marks]

Figure 10

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0 3 . 3 Study Figure 11, a photograph showing storm damage in a coastal area.

Figure 11

Suggest why the coastal area shown in Figure 11 needs to be protected from the
effects of physical processes.
[4 marks]

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0 3 . 4 Study Figure 12, a photograph showing soft engineering.

Figure 12

With the help of Figure 12, explain how soft engineering is used to protect coastlines
from the effects of physical processes.
[6 marks]

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Question 4 River landscapes in the UK

0 4 . 1 Study Figure 13, a diagram showing features of a lowland river valley.

Complete the diagram using the following terms:

Meander Estuary Flood plain Ox-bow lake

[3 marks]

Figure 13

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0 4 . 2 The following paragraph describes how sediment is transported by a river.

Complete the paragraph. Choose the correct words from the list below.

saltation suspension traction

[2 marks]

Sediment is moved downstream by rivers in a number of ways. Small sediments

are carried in …………………………………. while larger pebbles are moved along

the river bed in small ‘hops’. This movement is called………………………………… .

Larger material is pushed along the river bed by …………………………………….. .

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0 4 . 3 Study Figure 14, a photograph showing urban flooding.

Figure 14

With the help of Figure 14, explain how physical and human factors can increase the
risk of river flooding.
[6 marks]

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0 4 . 4 Study Figure 15, a diagram of a flood management scheme.

Figure 15

Suggest how the flood management scheme shown in Figure 15 helps reduce the risk
of flooding.
[4 marks]

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Question 5 Glacial landscapes in the UK

0 5 . 1 The following paragraph describes how glacial processes shape the landscape in
upland areas.

Complete the paragraph. Choose the correct words from the list below.

abrasion plucking weathering

[2 marks]

In upland areas, the effects of freeze-thaw ………………………………. can be

significant. As ice moves over the land it can rip material out of the ground. This type

of erosion is called ………………………..……. . Moving glaciers often carry fragments

of rock which smooth the bedrock by a process of …….…………………..……. .

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0 5 . 2 Study Figure 16, a diagram showing the features produced by glaciation.

Complete the diagram by using the following terms:

Corrie Drumlin Hanging valley Pyramidal peak

[3 marks]

Figure 16

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0 5 . 3 Study Figure 17, a photograph showing a glaciated upland area.

Figure 17

With the help of Figure 17, explain how glaciated landscapes provide opportunities for
economic activities.
[6 marks]

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0 5 . 4 Study Figure 18, a photograph of a glaciated upland area.

Figure 18

Suggest why land use conflicts might occur in the glaciated upland area shown in
Figure 18.
[4 marks]

END OF QUESTIONS

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ANSWER IN THE SPACES PROVIDED

Acknowledgement of copyright holders and publishers

Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright holders have been unsuccessful and AQA
will be happy to rectify any omissions of acknowledgements in future papers if notified.

Figure 2: © US Geological Survey, BBC Online

© Getty Images/Peter Parks/AFP
Figure 4: © Issues and Environments GCSE Geography for AQA Specification C, Payne and Jennings, Pearson Education Limited
Figure 11: © Ben Birchall/PA Archive/Pres Association Images
Figure 13: © Core Themes in Geography, Physical, Eddie Broadley and Ritchie Cunningham, Pearson Education Limited
Figure 14: © NOAA/NWS
Figure 16: © Core Themes in Geography, Physical, Eddie Broadley and Ritchie Cunningham, Pearson Education Limited
Figure 17: © Alamy Images/Geogphotos
Figure 18: © Getty Images/Wig Worland

Copyright © 2016 AQA and its licensors. All rights reserved.

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 SPECIMEN ASSESSMENT
MATERIAL: SET 2

GCSE
GEOGRAPHY

PAPER 1 LIVING WITH THE PHYSICAL ENVIRONMENT

Mark scheme
Additional Specimen
 MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS SET 2

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

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 MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS

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 2 with a small amount of Level 3 material it would be
placed in Level 2 but be awarded a mark near the top of the level because of the Level 3 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.

Assessment of spelling, punctuation, grammar and use of specialist terminology (SPaG)

Accuracy of spelling, punctuation, grammar and the use of specialist terminology will be assessed via
the indicated 9 mark questions. In each of these questions, 3 marks are allocated for SPaG as follows:

 High performance – 3 marks

 Intermediate performance – 2 marks
 Threshold performance – 1 mark

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 MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS SET 2

Q Part Marking guidance Total

marks

Question 1 The challenge of natural hazards

01 1 1st mark for a link between plate margins and earthquakes. 2

2nd mark for any further distribution observation (some slightly away
from plate margin – Sulawesi; more on some margin than others, with
example).

AO4 = 2 marks

01 2 1st.mark some reference to plate margin 2

2nd. mark for sudden release of pressure/stresses

AO1 = 2 marks

01 3 Landslides and Floods (2 x 1 marks) 2

AO4 = 2 marks

01 4 6
Level Marks Description
3 5–6 AO3 Demonstrates thorough application of
(Detailed) knowledge and understanding to analyse
geographical information, giving detailed
explanation of the links between effects and
wealth.

AO3 Analyses evidence from Figure 2 to

support the response.
2 3–4 AO1 Demonstrates specific and clear
(Clear) knowledge of the effects of a tectonic activity in
relation to wealth of a country.

AO2 Demonstrates clear geographical

understanding of the interrelationship between
the effects of a tectonic activity and relative
wealth of a country.
1 1–2 AO1 Shows some knowledge of the effects of a
(Basic) tectonic activity in relation to wealth of a
country.

AO2 Shows limited geographical understanding

of the link between effects of a tectonic activity
and relative wealth of a country.
0 No relevant content.

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 MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS

Indicative content

 Effects can relate to any type of tectonic activity.

 Effects can be considered in socio-economic and
environmental terms.
 Effects can be primary and secondary.
 Answers may simply agree with the premise that wealth gives
better opportunities for prediction, preparation and planning or
may look at individual aspects within these categories.
 Students may reflect on ‘recovery times’ linked to levels of
wealth.
 A broader discussion may consider that while wealth is an
important factor there may be other considerations.

AO1 = 2 marks, AO2 = 2 marks, AO3 = 2 marks

01 5 Any two (2 x 1 marks) from; power stations; factories; transport; 2

animals.

AO2 = 2 marks

01 6 Increase in temperature – B and G 3

Decrease in rainfall – E and F
Rise in sea level – C and D

1 mark for each completed category which has two correct answers
(3 x 1 marks)

AO4 = 3 marks

01 7 4
Level Mark Description
2 3–4 AO1 Demonstrates specific and clear knowledge
(Clear) of how the rate of climate change can be
reduced.

AO2 Demonstrates some understanding of

mitigation in relation to reducing the rate of
climate change.
1 1–2 AO1 Shows limited generic knowledge as to how
(Basic) the rate of climate change can be reduced with
basic points not fully developed.

AO2 Shows limited understanding and making

general observations as to how the rate can be
reduced.
0 No relevant content.

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 MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS SET 2

Indicative content

 At Level 2, some appreciation that mitigation involves managing

causes.
 General points about reducing the burning of fossil fuels in
transport or the production of electricity.
 Specific ideas about how reducing the use of fossil fuels can be
achieved. This might be considered in relation to energy
generation, more efficient homes and vehicles or using less
energy in industry.

AO1 = 2 marks, AO2 = 2 marks

01 8 9
Level Marks Description
3 7–9 AO1 Demonstrates comprehensive and
(Detailed) accurate knowledge of the factors involved in
reducing the effects of tropical storms.
AO2 Demonstrates a thorough understanding
of how prediction, planning and preparation can
reduce the effects of tropical storms.
AO3 Demonstrates sound application of
knowledge and understanding in a reasoned
way to make a judgement about the relative
importance of prediction in reducing the effects
of tropical storms.
2 4–6 AO1 Demonstrates specific and clear
(Clear) knowledge of the factors involved in reducing
the effects of tropical storms.
AO2 Demonstrates some understanding of how
prediction, planning and preparation can reduce
the effects of tropical storms.
AO3 Demonstrates some application of
knowledge and understanding to evaluate the
relative importance of prediction in reducing the
effects of tropical storms.
1 1–3 AO1 Shows limited knowledge of the factors
(Basic) involved in reducing the effects of tropical
storms.
AO2 Shows limited understanding of how
prediction, planning and preparation can reduce
the effects of tropical storms.
AO3 Shows limited application of knowledge
and understanding and makes a simple
evaluation about the relative importance of
prediction in reducing the effects of tropical
storms.
0 No relevant content.

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 MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS

Indicative content

 The command is ‘Assess the extent’, so the focus of the

question is an evaluation of the relative importance of prediction
in reducing the risks associated with tropical storms.
 Students might consider a range of important factors, including
prediction, preparation and planning.
 The discussion might lead to a number of evaluative ideas
which might include; observations which suggest that one factor
is more significant than another; observations which might
suggest that all factors are equally important or that they are
linked; observations that individual factors may be more
significant in different circumstances. Any type of appropriate
evaluative focus is acceptable.

AO1 = 3 marks, AO2 = 3 marks, AO3 = 3 marks

Spelling, punctuation and grammar (SPaG)

High performance 3
 Learners spell and punctuate with consistent accuracy
 Learners use rules of grammar with effective control of meaning
overall
 Learners use a wide range of specialist terms as appropriate
Intermediate performance 2
 Learners spell and punctuate with considerable accuracy
 Learners use rules of grammar with general control of meaning
overall
 Learners use a good range of specialist terms as appropriate
Threshold performance 1
 Learners spell and punctuate with reasonable accuracy
 Learners use rules of grammar with some control of meaning
and any errors do not significantly hinder meaning overall
 Learners use a limited range of specialist terms as appropriate
No marks awarded 0
 The learner writes nothing
 The learner’s response does not relate to the question
The learner’s achievement in SPaG does not reach the threshold
performance level, for example errors in spelling, punctuation and
grammar severely hinder meaning.

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 MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS SET 2

Question 2 The living world

02 1 South America and Asia (2 x 1 marks) 2

AO4 = 2 marks

02 2 2 °C 1

AO4 = 1 mark

02 3 2161mm 1

AO4 = 1 mark

02 4 12 months 1

AO4 = 1 mark

02 5 Three or four correct, 2 marks 2

One or two correct, 1 mark

AO3 = 2 marks

02 6 1 mark for accurate completion of pie graph, including shading. 1

AO4 = 1 mark

02 7 Any two reasonable points (2 x 1 marks) 2

Indicative content

 Different levels of development.

 Population density/building settlements.
 Mining/mineral resource exploitation.
 Improved infrastructure/building roads.
 Political stability.
 Development of hydro-electricity systems.
 Foreign investment.
 Conservation measures.

AO1 = 2 marks

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 MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS

02 8 6
Level Marks Description
3 5–6 AO2 Shows thorough geographical
(Detailed) understanding of the nutrient cycle as an
example of recycling.
AO3 Demonstrates sound application of
knowledge and understanding in a reasoned
way in evaluating the nutrient cycle as a means
of recycling.
2 3–4 AO2 Shows some geographical understanding
(Clear) of the nutrient cycle as an example of recycling.
AO3 Demonstrates some application of
knowledge and understanding in evaluating the
nutrient cycle as a means of recycling.
1 1–2 AO2 Shows limited geographical understanding
(Basic) marks of the nutrient cycle as an example of recycling.
AO3 Demonstrates limited application of
knowledge and understanding and makes a
simple evaluation of the nutrient cycle as a
means of recycling.
0 No relevant content.

Indicative content

 Focus must be on the nutrient cycle as an example of recycling.

 Decomposers are responsible for the breakdown of organic
material such as leaves, twigs and dead animals.
 Decomposers include bacteria and fungi and are vital in
recycling nutrients.
 They convert dead matter into a form that can be re-used and
chemicals /nutrients can be absorbed by the vegetation.
 At the higher levels expect students to show a greater
understanding of the nutrient cycle as an example of recycling
through an appreciation of links between elements.
 Use of biological terminology may be an indication of higher
levels but is not a pre-requisite for higher levels.

AO2 = 3 marks, AO3 = 3 marks

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 MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS SET 2

02 9 9
Level Marks Description
3 7–9 AO1 Demonstrates detailed knowledge of the
(Detailed) environmental pressures on the chosen environment
and the management strategies used to reduce the
pressures.

AO2 Demonstrates thorough geographical

understanding of how management strategies can
reduce the risk of environmental damage.

AO3 Demonstrates sound application of knowledge and

understanding in a reasoned way to make a judgement
about importance of management strategies in reducing
the risk of environmental damage.
2 4–6 AO1 Demonstrates clear knowledge of the
(Clear) environmental pressures on the chosen environment
and the management strategies used to reduce the
pressures.

AO2 Demonstrates some geographical understanding of

how management strategies can reduce the risk of
environmental damage.

AO3 Demonstrates some application of knowledge and

understanding to evaluate the importance of
management strategies in reducing the risk of
environmental damage.
1 1–3 AO1 Shows limited knowledge of the environmental
(Basic) marks pressures on the chosen environment and the
management strategies used to reduce the pressures.
AO2 Shows limited geographical understanding of how
management strategies can reduce the risk of
environmental damage.
AO3 Shows limited application of knowledge and
understanding and makes a simple evaluative statement
about the importance of management strategies in
reducing the risk of environmental damage.
0 No relevant content.

Indicative content

 Example must be appropriately linked to either a hot desert environment

or a cold environment.
 The question implies an understanding of the environmental
pressures/risks on the chosen environment.
 Management strategies can be considered at any scale.
 Students are expected to go beyond just describing the strategies and
offer an evaluation of the importance of each strategy in reducing risk.

AO1 = 3 marks, AO2 = 3 marks, AO3 = 3 marks

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 MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS

Question 3 Coastal landscapes in the UK

03 1 weathering transported deposition 2

1 correct – 1 mark
2 correct – 2 marks

AO2 = 2 marks

03 2 Arch Stack
Cave Wave-cut platform

One correct – 1 mark

Two correct – 2 marks
Three or four correct – 3 marks

AO3 = 3 marks

03 3 4
Level Marks Description
2 3–4 AO3 Demonstrates sound application of knowledge and
(Clear) understanding in interpreting the photograph and giving
clear explanation as to why the coastal area in Figure 11
needs protecting.
AO3 Clear analysis of the resource, using evidence to
support the response.
1 1–2 AO1 Shows some knowledge of the reasons why this
(Basic) marks coastal area needs protecting from the effects of
physical processes.
AO2 Shows some understanding of why some areas
need to be protected from the effects of physical
processes.

Indicative content

 The focus of the question is on why the coastal area shown in Fig 11
needs protecting. Direct interpretation of the photograph is required.
 Damage to property and lines of communication which may be very costly
to repair. High cost of temporary rehousing and additional travel.
 Decline in the local economy as businesses are unable to operate without
power or road/rail connections.
 Unemployment may increase if businesses are unable to fully recover
from the storm.
 Communities are cut off from normal supplies, people are unable to travel
to shops and services, or to reach work.
 Closure of roads/rail may mean extensive detours for other traffic, which
is expensive and time consuming.
 High cost of storms to insurers, resulting in rising premiums.
AO1 = 1 mark, AO2 = 1 mark, AO3 = 2 marks

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 MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS SET 2

03 4 6
Level Marks Description
3 5–6 AO3 Demonstrates thorough application of knowledge
(Detailed) and understanding to analyse geographical information,
giving detailed explanation of how soft coastal
engineering techniques protect environments from the
effects of physical processes.

AO3 Makes full analysis of the resource, using evidence

to support the response.
2 3–4 AO1 Demonstrates clear knowledge of soft engineering
(Clear) with some indication of particular soft coastal
engineering techniques.

AO2 Demonstrates clear understanding of how soft

coastal engineering techniques protect the coastline.
1 1–2 AO1 Demonstrates limited knowledge of soft
(Basic) engineering other than an indication of using the beach
material as shown in Figure 12.

AO2 Shows limited understanding of how soft coastal

engineering techniques protect the coastline.
0 No relevant content.

Indicative content

 Students might use an example (place) or discussion of soft engineering

techniques.
 Soft engineering could include beach replenishment; beach recycling;
beach re-profiling, all are suggested by the photograph (Figure 12).
 Accept points that may not be clearly identified on Figure 12 (Question
states ‘With the help of …..’) as long as they are relevant.
 Accept observations about sand dune regeneration and planting
vegetation, etc.
 Students who simply describe methods of soft engineering will be
restricted to lower levels. For higher level marks the emphasis needs to
move towards considering how soft engineering methods work in order to
protect coastal areas from physical processes.

AO1 = 2 marks, AO2 = 2 marks, AO3 = 2 marks

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 MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS

Question 4 River landscapes in the UK

04 1 Ox-bow lake Meander 3

Floodplain
Estuary

One correct – 1 mark

Two correct – 2 marks
Three or four correct – 3 marks

AO3 = 3 marks

04 2 suspension saltation traction 1

One correct – 1 mark

Two to three correct – 2 marks

AO2 = 2 marks

04 3 6
Level Marks Description
3 5–6 AO3 Demonstrates thorough application of
(Detailed) knowledge and understanding and through
analyse of the geographical information, offers
detailed explanation of how physical and
human factors can increase the risk of flooding.

AO3 Makes full analysis of the resource, using

evidence to support the response

2 3–4 AO1 Demonstrates clear knowledge of the

(Clear) physical and human factors that can increase
the risk of flooding

AO2 Demonstrates clear understanding of how

physical and human factors can increase the
risk of flooding

1 1–2 AO1 Shows limited knowledge of the physical

(Basic) and human factors that can increase the risk of
flooding.

AO2 Shows limited understanding of how

physical and human factors increase the risk of
flooding.

0 No relevant content.

13
 MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS SET 2

Indicative content

 Students might use an example (place) or discussion about the

different physical and human factors that might increase the
flood risk.
 Figure 14 shows an urban area and ideas generated from the
photograph might include wide flood plain, flat terrraine and
observations about the creation of hard surfaces; drainage
which might reduce lag times; changing river channels.
 Accept points about building on flood plains.
 Accept points that may not be clearly identified on Figure 14
(Question states ‘With the help of …..’) as long as they are
relevant. This might include points about deforestation etc.
 Students who simply describe flood events/effects will be
restricted to lower levels. For higher level marks the emphasis
needs to move towards considering the link between
physical/human factors and flood risk.

AO1 = 2 marks, AO2 = 2 marks, AO3 = 2 marks

04 4 4
Level Marks Description
2 3–4 AO3 Demonstrates sound application of
(Clear) knowledge and understanding in interpreting
the diagram and giving clear explanation as to
how the flood management scheme reduces
the risk of flooding.
AO3 Clear analysis of the resource, using
evidence to support the response.
1 1–2 AO1 Shows some knowledge of the methods
(Basic) used in flood management schemes to reduce
the risk of flooding.
AO2 Shows some understanding of how the
flood management scheme reduces the risk of
flooding.
0 No relevant content.

Indicative content

 Students who simply describe the methods used will be

restricted to lower levels.
 Description implies an understanding of how the methods work.
 At the higher level students should show some awareness of
how the individual methods used in the scheme reduce the risk
of flooding.

AO1 = 1 mark, AO2 = 1 mark, AO3 = 2 marks

14
 MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS

Question 5 Glacial landscapes in the UK

05 1 weathering plucking abrasion 2

One correct – 1 mark

Two or three correct – 2 marks

AO2 = 2 marks

5 2 Pyramidal peak 3
Corrie
Hanging valley
Drumlin

One correct – 1 mark

Two correct – 2 marks
Three to four correct – 3 marks

AO3 = 3 marks

05 3 6
Level Marks Description
3 5–6 AO3 Demonstrates thorough application of
(Detailed) knowledge and understanding and through
analyse of the geographical information, offers
detailed explanation about how particular
aspects of the physical landscape in glaciated
areas provide opportunities for a range of
economic activities.

AO3 Makes full analysis of the resource, using

evidence to support the response.
2 3–4 AO1 Demonstrates clear knowledge of
(Clear) opportunities for economic activities provided by
glaciated landscapes.

AO2 Demonstrates clear understanding of how

glaciated landscapes provide opportunities for
economic activities.
1 1–2 AO1 Shows limited knowledge of opportunities
(Basic) for economic activities provided by glaciated
landscapes.

AO2 Shows basic understanding of how

glaciated landscapes provide opportunities for
economic activities.
0 No relevant content.

15
 MARK SCHEME – GCSE GEOGRAPHY – PAPER 1 – SAMS SET 2

Indicative content

 Economic activities can be interpreted broadly to include clearly

linked secondary/multiplier opportunities.
 Accept points that may not be clearly identified on Figure 17
(Question states ‘With the help of …..’) as long as they are
relevant. This might include points about skiing or
adventure/wilderness tourism etc.
 Students are expected to make a clear link between the
landscape and the economic activity rather than simply
identifying generic economic activities. For example, just
mentioning “tourism” has limited use unless it is linked to the
landscape by offering some development (links to activities
which are particularly relevant).

AO1 = 2 marks, AO2 = 2 marks, AO3 = 2 marks

05 4 2
Level Marks Description
2 3–4 AO3 Demonstrates sound application of
(Clear) knowledge and understanding in interpreting
the photograph and giving clear explanation as
to why land use conflicts might occur in the
glaciated upland area shown in Figure 18

AO3 Makes full analysis of the resource, using

evidence to support the response.
1 1–2 AO1 Shows limited knowledge with basic points
(Basic) which describe land-use pressures rather than
identifying conflicts.

AO2 Shows some understanding of land-use

pressures without fully identifying why they
might cause conflicts.
0 No relevant content.

Indicative content

 The idea of land use conflict must relate to the ‘glaciated area’
shown in Figure 18.
 Land-use conflict must relate to the activity show in Figure 18.
 At the higher level students are expected to identify specific
land use shown in the photograph and offer an understanding of
conflict in relation to opposing views/opinions.
 It is expected that students will show some understanding about
why (as expressed in the question) conflicts might develop
rather than simply describing a conflict.

AO1 = 1 mark, AO2 = 1 mark, AO3 = 2 marks

16
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11 October 2016