AQA
A-level
GEOGRAPHY
7037/2
Paper 2 Human Geography
Mark scheme
June 2021
Version: 1.0 Final Mark Scheme
*216A7037/2/MS*
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
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 Examiner.
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
Copyright information
AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own
internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third
party even for internal use within the centre.
Copyright © 2021 AQA and its licensors. All rights reserved.
2
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
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 typical 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.
The notes for answers provide indicative content. Students’ responses may take a different approach in
relation to that which is typical or expected. It is important to stress that examiners must consider all a
student’s work and the extent to which this answered the question, irrespective of whether a response
follows an expected structure. If in doubt the examiner should contact their team leader for advice and
guidance.
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 – 7037/2 – JUNE 2021
Section A
Total
Qu Part Marking guidance
marks
01 1 Outline the spatial organisation of one transnational corporation 4
(TNC) you have studied. AO1 = 4
Point marked
Allow 1 mark per valid point with extra mark(s) for developed points (d).
For example:
Notes for answers
Allow credit for specific knowledge and understanding of the spatial
organisation of any TNC. Max 3 marks if the TNC is not clearly identified.
If more than one TNC used, credit the best response.
• Apple is a global brand which has its main operations based across
North America, Europe and Asia (1). Its HQ and research centre is
based on its own campus – Apple Campus in Cupertino, California (1)
(d). Assembly is mainly outsourced to Foxconn who have bases across
China making use of a vast low-cost labour market (1). Foxconn has its
main production base in its own purpose-built city, Foxconn City in
Guangdong (1) (d).
• The Indian Tata group is a made of several different companies involved
in products as diverse as cars, coffee, steel and software (1). It
operates in over 80 countries with most of the headquarters based in
India (1). Over 60% of its revenue is accrued outside India (1).
• Nestle is the world’s biggest food company with its headquarters based
in Vevey, Switzerland (1). It has operations in 86 countries across the
world employing 328 000 people globally (1) (d). It is an umbrella
organisation, which has acquired or has stakes in many other brands
such as L’Oreal, Starbucks and Crosse and Blackwell (1). Nestle shows
evidence of vertical and horizontal integration (1) (d). Although a Swiss
company, nearly 45% of its sales occur in North America (1).
• The TNC has its headquarters in the home country with subsidiary
headquarters in three other continents where their operations are based
(1). Research and development is based in the home country near to
major universities (1) (d). This allows them to make use of the facilities
and attract a graduate labour force (1).
The notes for answers are not exhaustive. Credit any valid points.
4
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
01 2 Analyse the data shown in Figure 1a and Figure 1b. 6
AO3 = 6
AO3 – Analysis of the compound line graph and divided bar graph
showing data about UN peacekeeping forces.
Mark scheme
Level 2 (4–6 marks)
AO3 – Clear analysis of the quantitative evidence provided which makes
appropriate use of data to support. Clear connections between different
aspects of the data.
Level 1 (1–3 marks)
AO3 – Basic analysis of the quantitative evidence provided which makes
limited use of data to support. Basic or limited connections between
different aspects of the data.
Notes for answers
This question requires analysis of the changing regions with forces in
active service and origin of UN peacekeeping forces. There should be
analysis of the compound line to show changes in the amount and
distribution of forces in active service and the divided bar to look at the
distribution of the origin of forces. Connections can be made between
Figure 1a and 1b and within the data sets, for example by analysing the
relationship between regions with forces in active service and origin of
the forces.
AO3
• Figure 1a shows that the number of forces in active service has
fluctuated considerably between 1955 and 2015. The highest number
was in 2016 at 105 000 with the lowest numbers in 1956/57 and
between 1968 and 1973 at only 5000.
• The number of forces in active service has increased rapidly since
2003 with most of the increase seen in the Middle East/North Africa
and Sub-Saharan Africa. Between 2005 and 2010 the
Middle East/North Africa saw an increase of 40 000 personnel.
• There was a spike showing an increase in forces around the mid-
1990s with most of this increase in Europe and Sub-Saharan Africa.
Since 2007 there hasn’t been any UN forces in Europe.
• Asia has had very little deployment of UN forces with its peak of
around 10 000 troops seen in the early 2000s. In 2016 there were no
personnel in Asia. The Middle East/North Africa has had a constant
presence of UN forces, with the exception of 1968–1973.
• The divided bar shows that the origins of the peacekeeping forces has
changed over time – in 1995 over half came from Europe but in 2016
this had reduced by 46%. Whereas Sub-Saharan Africa supplies over
6 times the number of forces in 2016 compared to 1995.
• 1b shows some relationships to 1a, for example in 1995 Europe
accounted for about 50% of all forces in active service and this is
reflected by the similar percentage of forces coming from Europe.
5
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
• However, the relationship between 1995 and 2016 is not always clear.
For example, Asia accounts for over 1/5 of troops in 1995 and over a
third in 2016 yet accounts for no deployments in either 1995 or 2016 in
1a. Similarly, Middle East/North Africa has a similar percentage in 1b
in both years yet in 2016 in 1a it has 9 times the number of troops in
active service.
Credit any other valid analysis.
6
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
01 3 Using Figure 2 and your own knowledge, assess the importance of 6
geographical location in trading relationships between major AO1 = 2
economies such as China and smaller less developed economies. AO2 = 4
AO1 – Knowledge and understanding of trading relationships between
major economies and smaller less-developed economies
AO2 – Applies knowledge and understanding to the novel situation to
analyse and evaluate the role of geographical location in trading
relationships between major economies such as China and the rest of
the world.
Mark scheme
Level 2 (4–6 marks)
AO1 – Demonstrates clear knowledge and understanding of concepts,
processes, interactions and change.
AO2 – Applies knowledge and understanding to the novel situation
offering clear analysis and evaluation drawn appropriately from the
context provided. Connections and relationships between different
aspects of study are evident with clear relevance.
Level 1 (1–3 marks)
AO1 – Demonstrates basic knowledge and understanding of concepts,
processes, interactions, change.
AO2 – Applies limited knowledge and understanding to the novel
situation offering basic analysis and evaluation drawn from the context
provided. Connections and relationships between different aspects of
study are basic with limited relevance.
Notes for answers
This question requires knowledge of trading relationships across the
globe. Students should apply this knowledge to assess the importance
of geographical location in such relationships. There must be reference
to evidence presented in figure 2, but they may also consider other
trading relationships between major economies and smaller ones. There
is no credit for AO3 analysis of the data shown in Figure 2 used in
isolation.
For Level 2 there must be reference to Figure 2
AO1
• Global features in the pattern and volume of international trade.
• The role of different factors in trading relationships, such as trade
agreements, geographical location, political alliances, aid agreements.
• Knowledge and understanding of the role of globalisation in trading
relationships.
• Trading relationships between large economies other than China, such
as EU or US and smaller economies.
7
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
AO2
• Evaluation of the role played by geographical location in international
trading relationships between major economies and smaller less
developed economies.
• Figure 2 suggests that with the exception of the US the largest exports
are to countries that are geographically close such as Japan and Hong
Kong. So, trade between all sizes of economies typically displays
distance decay perhaps reflecting regional political influence, cultural
affinity and the role of transport costs.
• In general, when considering trade with smaller less-developed
economies, location seems to be an important factor. Figure 2 shows
that China exports considerably higher values to those smaller
economies in closer proximity. This is typical of global patterns – trade
having become more regionalised, particularly in Asia, where intra-
regional trade increased 25% between 1990 and 2010.
• Analysis of the trading relationship between China’s exports and
African economies suggests that the role of geographical location is
not important and other factors such as economic development, trade
deals and political relations may be more significant. For example,
China has set-up special trade zones with some African countries,
increasing its exports to those countries.
• There is some evidence that geographical location has limited impact
on the trading relationship between China and other smaller less
developed economies - for example, China exports relatively low
amounts to close western neighbours such as Uzbekistan and
Tajikistan, despite being in a trading agreement with them. This
suggests that other factors are more important.
• Evaluation of the importance of location in trading relationships
between other major economies and smaller economies. For example,
trade between the US and Latin America, suggests the importance of
location, however they may also suggest this is also related to
favourable trade terms with Mercosur.
Credit any other valid approach.
8
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
01 4 ‘Climate change and pressures from economic growth mean that it 20
is becoming more difficult to protect the global commons, such as AO1 = 10
Antarctica.’ AO2 = 10
To what extent do you agree with this view?
AO1 – Knowledge and understanding of the concept of the Global
Commons and the need to protect it. Knowledge and understanding of
the threats to Antarctica.
AO2 – Application of knowledge and understanding to analyse and
evaluate the governance and protection of the Global Commons
including Antarctica, in the light of threats from climate change and
economic pressures.
Notes for answers
The question requires students to critically appraise the protection and
governance of the global commons in terms of managing threats from
climate change and economic pressures such as tourism or mineral
exploitation. They have been given a steer of Antarctica but there is no
requirement for them to refer to it and they could write their whole answer
on other global commons.
AO1
• Knowledge of the concept of the global commons.
• Understanding of the threats to the global commons and the rights of
all to the benefits of the commons.
• The contemporary geography of Antarctica.
• Threats to Antarctica due to climate change.
• Threats to Antarctica due to economic pressures – fishing & whaling,
mineral exploration, tourism, scientific research.
• Governance of Antarctica and other Global Commons – international
organisations and NGOs.
• Strategies for enhancing protection of Antarctica and other global
commons.
AO2
• Analysis of the need for international governance of the global
commons such as Antarctica in light of future economic pressures from
mineral exploration as technology improves and global reserves
decline.
• The link between threats to Antarctica and other global commons and
the need for management. The fragility of the ecosystem and need for
protection. For example, overfishing of krill, essential to the Southern
Ocean ecosystem, by more than one nation, needs international
co-operation.
• Critical appraisal of the challenges of managing the global commons.
With the exception of coastal waters, no-one country owns the oceans,
yet all countries can use the resources, if one country takes more fish,
it alone benefits. Reference to the ‘tragedy of the commons’.
9
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
• Evaluation of the role of international government organisations in
protecting Antarctica and the global commons. The Antarctic Treaty
1959 governs protection for a wide scope of activities from tourism to
scientific research. The number of signatories has grown to 52
nations. Extra protection has also been added at later dates such as
the Madrid Protocol in 1991, which designates Antarctica as a natural
reserve devoted to peace and science.
• The IUCN provides governance for the High Seas. They try to provide
protection for areas where there are Areas Beyond National
Jurisdiction (ABJN). This is challenging as there are few laws in place,
so it is difficult to ensure compliance.
• Evaluation of the role of international agreements to protect the global
commons, for example the Paris Agreement to limit carbon emissions
is trying to reduce the impact of climate change on our oceans and
Antarctica.
• Analysis of the role played by NGOs. Greenpeace has raised
awareness of environmental issues via positive action campaigns such
as ‘krill-gotten gains to fund Antarctic research’. They also have
#FireDrillFriday to campaign for Green Deals to protect the
atmosphere.
• Alternative futures in terms of the role of international governance and
NGOs would also be relevant. For example, the Madrid Protocol only
runs until 2048 and new agreements will be needed to ensure the
future protection.
• The extent to which we are already seeing damage in the global
commons may also be considered. They may take the view that
despite all the measures in place, there has been limited success in
preventing change.
• Overall conclusion should seek to consider the extent to which the
global commons can be protected. It should be supported by the body
of the text and evidence provided. Any valid assessment will be
credited.
10
A-level
GEOGRAPHY
7037/2
Paper 2 Human Geography
Mark scheme
June 2021
Version: 1.0 Final Mark Scheme
*216A7037/2/MS*
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
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 Examiner.
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
Copyright information
AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own
internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third
party even for internal use within the centre.
Copyright © 2021 AQA and its licensors. All rights reserved.
2
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
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 typical 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.
The notes for answers provide indicative content. Students’ responses may take a different approach in
relation to that which is typical or expected. It is important to stress that examiners must consider all a
student’s work and the extent to which this answered the question, irrespective of whether a response
follows an expected structure. If in doubt the examiner should contact their team leader for advice and
guidance.
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 – 7037/2 – JUNE 2021
Section A
Total
Qu Part Marking guidance
marks
01 1 Outline the spatial organisation of one transnational corporation 4
(TNC) you have studied. AO1 = 4
Point marked
Allow 1 mark per valid point with extra mark(s) for developed points (d).
For example:
Notes for answers
Allow credit for specific knowledge and understanding of the spatial
organisation of any TNC. Max 3 marks if the TNC is not clearly identified.
If more than one TNC used, credit the best response.
• Apple is a global brand which has its main operations based across
North America, Europe and Asia (1). Its HQ and research centre is
based on its own campus – Apple Campus in Cupertino, California (1)
(d). Assembly is mainly outsourced to Foxconn who have bases across
China making use of a vast low-cost labour market (1). Foxconn has its
main production base in its own purpose-built city, Foxconn City in
Guangdong (1) (d).
• The Indian Tata group is a made of several different companies involved
in products as diverse as cars, coffee, steel and software (1). It
operates in over 80 countries with most of the headquarters based in
India (1). Over 60% of its revenue is accrued outside India (1).
• Nestle is the world’s biggest food company with its headquarters based
in Vevey, Switzerland (1). It has operations in 86 countries across the
world employing 328 000 people globally (1) (d). It is an umbrella
organisation, which has acquired or has stakes in many other brands
such as L’Oreal, Starbucks and Crosse and Blackwell (1). Nestle shows
evidence of vertical and horizontal integration (1) (d). Although a Swiss
company, nearly 45% of its sales occur in North America (1).
• The TNC has its headquarters in the home country with subsidiary
headquarters in three other continents where their operations are based
(1). Research and development is based in the home country near to
major universities (1) (d). This allows them to make use of the facilities
and attract a graduate labour force (1).
The notes for answers are not exhaustive. Credit any valid points.
4
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
01 2 Analyse the data shown in Figure 1a and Figure 1b. 6
AO3 = 6
AO3 – Analysis of the compound line graph and divided bar graph
showing data about UN peacekeeping forces.
Mark scheme
Level 2 (4–6 marks)
AO3 – Clear analysis of the quantitative evidence provided which makes
appropriate use of data to support. Clear connections between different
aspects of the data.
Level 1 (1–3 marks)
AO3 – Basic analysis of the quantitative evidence provided which makes
limited use of data to support. Basic or limited connections between
different aspects of the data.
Notes for answers
This question requires analysis of the changing regions with forces in
active service and origin of UN peacekeeping forces. There should be
analysis of the compound line to show changes in the amount and
distribution of forces in active service and the divided bar to look at the
distribution of the origin of forces. Connections can be made between
Figure 1a and 1b and within the data sets, for example by analysing the
relationship between regions with forces in active service and origin of
the forces.
AO3
• Figure 1a shows that the number of forces in active service has
fluctuated considerably between 1955 and 2015. The highest number
was in 2016 at 105 000 with the lowest numbers in 1956/57 and
between 1968 and 1973 at only 5000.
• The number of forces in active service has increased rapidly since
2003 with most of the increase seen in the Middle East/North Africa
and Sub-Saharan Africa. Between 2005 and 2010 the
Middle East/North Africa saw an increase of 40 000 personnel.
• There was a spike showing an increase in forces around the mid-
1990s with most of this increase in Europe and Sub-Saharan Africa.
Since 2007 there hasn’t been any UN forces in Europe.
• Asia has had very little deployment of UN forces with its peak of
around 10 000 troops seen in the early 2000s. In 2016 there were no
personnel in Asia. The Middle East/North Africa has had a constant
presence of UN forces, with the exception of 1968–1973.
• The divided bar shows that the origins of the peacekeeping forces has
changed over time – in 1995 over half came from Europe but in 2016
this had reduced by 46%. Whereas Sub-Saharan Africa supplies over
6 times the number of forces in 2016 compared to 1995.
• 1b shows some relationships to 1a, for example in 1995 Europe
accounted for about 50% of all forces in active service and this is
reflected by the similar percentage of forces coming from Europe.
5
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
• However, the relationship between 1995 and 2016 is not always clear.
For example, Asia accounts for over 1/5 of troops in 1995 and over a
third in 2016 yet accounts for no deployments in either 1995 or 2016 in
1a. Similarly, Middle East/North Africa has a similar percentage in 1b
in both years yet in 2016 in 1a it has 9 times the number of troops in
active service.
Credit any other valid analysis.
6
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
01 3 Using Figure 2 and your own knowledge, assess the importance of 6
geographical location in trading relationships between major AO1 = 2
economies such as China and smaller less developed economies. AO2 = 4
AO1 – Knowledge and understanding of trading relationships between
major economies and smaller less-developed economies
AO2 – Applies knowledge and understanding to the novel situation to
analyse and evaluate the role of geographical location in trading
relationships between major economies such as China and the rest of
the world.
Mark scheme
Level 2 (4–6 marks)
AO1 – Demonstrates clear knowledge and understanding of concepts,
processes, interactions and change.
AO2 – Applies knowledge and understanding to the novel situation
offering clear analysis and evaluation drawn appropriately from the
context provided. Connections and relationships between different
aspects of study are evident with clear relevance.
Level 1 (1–3 marks)
AO1 – Demonstrates basic knowledge and understanding of concepts,
processes, interactions, change.
AO2 – Applies limited knowledge and understanding to the novel
situation offering basic analysis and evaluation drawn from the context
provided. Connections and relationships between different aspects of
study are basic with limited relevance.
Notes for answers
This question requires knowledge of trading relationships across the
globe. Students should apply this knowledge to assess the importance
of geographical location in such relationships. There must be reference
to evidence presented in figure 2, but they may also consider other
trading relationships between major economies and smaller ones. There
is no credit for AO3 analysis of the data shown in Figure 2 used in
isolation.
For Level 2 there must be reference to Figure 2
AO1
• Global features in the pattern and volume of international trade.
• The role of different factors in trading relationships, such as trade
agreements, geographical location, political alliances, aid agreements.
• Knowledge and understanding of the role of globalisation in trading
relationships.
• Trading relationships between large economies other than China, such
as EU or US and smaller economies.
7
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
AO2
• Evaluation of the role played by geographical location in international
trading relationships between major economies and smaller less
developed economies.
• Figure 2 suggests that with the exception of the US the largest exports
are to countries that are geographically close such as Japan and Hong
Kong. So, trade between all sizes of economies typically displays
distance decay perhaps reflecting regional political influence, cultural
affinity and the role of transport costs.
• In general, when considering trade with smaller less-developed
economies, location seems to be an important factor. Figure 2 shows
that China exports considerably higher values to those smaller
economies in closer proximity. This is typical of global patterns – trade
having become more regionalised, particularly in Asia, where intra-
regional trade increased 25% between 1990 and 2010.
• Analysis of the trading relationship between China’s exports and
African economies suggests that the role of geographical location is
not important and other factors such as economic development, trade
deals and political relations may be more significant. For example,
China has set-up special trade zones with some African countries,
increasing its exports to those countries.
• There is some evidence that geographical location has limited impact
on the trading relationship between China and other smaller less
developed economies - for example, China exports relatively low
amounts to close western neighbours such as Uzbekistan and
Tajikistan, despite being in a trading agreement with them. This
suggests that other factors are more important.
• Evaluation of the importance of location in trading relationships
between other major economies and smaller economies. For example,
trade between the US and Latin America, suggests the importance of
location, however they may also suggest this is also related to
favourable trade terms with Mercosur.
Credit any other valid approach.
8
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
01 4 ‘Climate change and pressures from economic growth mean that it 20
is becoming more difficult to protect the global commons, such as AO1 = 10
Antarctica.’ AO2 = 10
To what extent do you agree with this view?
AO1 – Knowledge and understanding of the concept of the Global
Commons and the need to protect it. Knowledge and understanding of
the threats to Antarctica.
AO2 – Application of knowledge and understanding to analyse and
evaluate the governance and protection of the Global Commons
including Antarctica, in the light of threats from climate change and
economic pressures.
Notes for answers
The question requires students to critically appraise the protection and
governance of the global commons in terms of managing threats from
climate change and economic pressures such as tourism or mineral
exploitation. They have been given a steer of Antarctica but there is no
requirement for them to refer to it and they could write their whole answer
on other global commons.
AO1
• Knowledge of the concept of the global commons.
• Understanding of the threats to the global commons and the rights of
all to the benefits of the commons.
• The contemporary geography of Antarctica.
• Threats to Antarctica due to climate change.
• Threats to Antarctica due to economic pressures – fishing & whaling,
mineral exploration, tourism, scientific research.
• Governance of Antarctica and other Global Commons – international
organisations and NGOs.
• Strategies for enhancing protection of Antarctica and other global
commons.
AO2
• Analysis of the need for international governance of the global
commons such as Antarctica in light of future economic pressures from
mineral exploration as technology improves and global reserves
decline.
• The link between threats to Antarctica and other global commons and
the need for management. The fragility of the ecosystem and need for
protection. For example, overfishing of krill, essential to the Southern
Ocean ecosystem, by more than one nation, needs international
co-operation.
• Critical appraisal of the challenges of managing the global commons.
With the exception of coastal waters, no-one country owns the oceans,
yet all countries can use the resources, if one country takes more fish,
it alone benefits. Reference to the ‘tragedy of the commons’.
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, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021
• Evaluation of the role of international government organisations in
protecting Antarctica and the global commons. The Antarctic Treaty
1959 governs protection for a wide scope of activities from tourism to
scientific research. The number of signatories has grown to 52
nations. Extra protection has also been added at later dates such as
the Madrid Protocol in 1991, which designates Antarctica as a natural
reserve devoted to peace and science.
• The IUCN provides governance for the High Seas. They try to provide
protection for areas where there are Areas Beyond National
Jurisdiction (ABJN). This is challenging as there are few laws in place,
so it is difficult to ensure compliance.
• Evaluation of the role of international agreements to protect the global
commons, for example the Paris Agreement to limit carbon emissions
is trying to reduce the impact of climate change on our oceans and
Antarctica.
• Analysis of the role played by NGOs. Greenpeace has raised
awareness of environmental issues via positive action campaigns such
as ‘krill-gotten gains to fund Antarctic research’. They also have
#FireDrillFriday to campaign for Green Deals to protect the
atmosphere.
• Alternative futures in terms of the role of international governance and
NGOs would also be relevant. For example, the Madrid Protocol only
runs until 2048 and new agreements will be needed to ensure the
future protection.
• The extent to which we are already seeing damage in the global
commons may also be considered. They may take the view that
despite all the measures in place, there has been limited success in
preventing change.
• Overall conclusion should seek to consider the extent to which the
global commons can be protected. It should be supported by the body
of the text and evidence provided. Any valid assessment will be
credited.
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