AQA A-LEVEL GEOGRAPHY 7037/2 PAPER 2 HUMAN GEOGRAPHY MS 2020.

AQA A-LEVEL GEOGRAPHY 7037/2 PAPER 2 HUMAN GEOGRAPHY MS 2020. 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 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 © 2020 AQA and its licensors. All rights reserved. MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2020 3 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. MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2020 4 Section A Qu Part Marking guidance Total marks 01 1 Explain how differential access to markets can impact on economic well-being. Mark scheme Award one mark each for points of knowledge or understanding. Allow extra marks for developed points (d). Notes for answers Allow credit for specific knowledge and understanding of what differential access means and how it affects economic well-being. Do not double credit opposite points such as ‘in a trade bloc means easier trade’ and ‘not being a trade bloc makes trade difficult’. For full marks there should be a link to economic well-being. • Being in a trading bloc increases the potential for trade (1), for example NAFTA means that trade is enabled between Mexico and the US (1) (d). This improves economic well-being for Mexico where thousands of jobs are generated in the car industry (1). • However, being in a trading bloc can also have negative impacts such as a dependence on the economy of countries in the trading bloc (1). For example, Mexico suffered economically due to recession in the US in 2008 (1) due to its reliance on exports to the US (1) (d). • Some countries do not have access to trading blocs which limits trade (1) For example, Ukraine does not have access to the single market of the EU and has to negotiate its own deal (1). This means Ukrainians are not free to move to the EU to earn higher wages reducing economic well-being (1) (d). • Trade agreements can be seen as being unfair (1). Developing countries don’t have access to the rich markets of the EU (1) (d). This results in them finding it harder to trade and subsequently develop (1) (d). • The WTO has sought to ensure that developing countries all have preferential access to developed trade markets (1). This provision is called Special and Differential Treatment (SDT) (1) (d). The aim of this is to promote faster income and growth (1) (d). • Examples of trade preference schemes include the EUs ‘Everything but Arms’ (1) (d) accepts goods from the least developed countries on an import tax reduced, quota-free basis (1) (d). • However, some people criticise preferential trade agreements as they can cause cheap imports to flood in (1). This can result in deindustrialisation in developed countries and higher unemployment (1) (d). The notes for answers are not exhaustive. Credit any valid points. 4 AO1 = 4 MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2020 5 01 2 Analyse the data shown in Figure 1. AO3 – Analysis of the graph to show relationships between attitudes towards globalisation, change in GDP, total GDP, and the percentage foreign-born population. Mark scheme Level 2 (4–6 marks) AO3 – Clear analysis of the quantitative and qualitative 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 and qualitative 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 attitudes towards globalisation in the countries shown in figure 1. They should consider the connections between attitude and change in GDP and may also consider the connections with overall GDP and / or percentage of the foreign-born population. AO3 • Generally, there is a positive correlation between a positive attitude and greater increase in GDP, for example, more than double the percentage of people agree globalisation is positive in India than France, and India has about 26% greater change in GDP. • At times the relationship is less clear, for example the UAE and Denmark have a similar % of people who agree yet Denmark’s change in GDP is about 14.5% less. This is also true for Norway and Britain where again a similar % of people agree globalisation is positive, but Norway saw a -2% change compared to Britain with a +13% change. • There also appears to be a connection between overall GDP and a positive attitude towards globalisation in that countries with lower GDPs tend to have a more positive attitude, for example the US has by far the largest GDP and the second lowest % of people agreeing whereas the highest % agreeing is Vietnam which has a very small GDP. • It is also clear that countries with the lowest % of foreign-born populations also tend to be more positive towards globalisation. So the 6 highest countries in terms of agreeing with globalisation (above 70%) all have 10% foreign-born populations. Although Finland the only other country with 10% has only 55% of people in agreement. Credit any other valid analysis. 6 AO3 = 6 MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2020 6 01 3 Using Figure 2a, Figure 2b and your own knowledge, to what extent do you agree that tourism is a threat to Antarctica? AO1 – Knowledge and understanding of the threats to Antarctica from tourism. AO2 – Applies knowledge and understanding to the novel situation to analyse and evaluate the extent to which tourism is a threat to Antarctica. 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 the threat from tourism in Antarctica. Answers should show awareness of the extent to which the pie-chart and image suggest tourism is a threat. Threats from tourism not derived from the figures can be credited as AO1 only. AO1 • Tourism numbers in Antarctica have more than doubled in the past 20 years putting increased pressure on its fragile nature. • There is a significant danger from cruise ships in terms of oil spills and introduction of invasive species such as Mediterranean mussels. • However, global governance through the Antarctic Treaty system and IAATO attempts to limit the threat by preventing large cruise ships with more than 500 tourists from landing. • Tourists can only reach a very small proportion of Antarctica and research suggests that only 10 out of 200 landing sites show sign of wear and tear. AO2 • Analysis of Figure 2a shows that up to 53% of people may not actually be landing on Antarctica so the threat may be less direct. However, a 6 AO1 = 2 AO2 = 4 MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2020 7 third are large cruise ships which run the risk of ice-collision and subsequent oil spills. These large cruise ships could also bring in invasive species. • However, this is also a sign that companies are signing up to the IAATO agreement that large cruise ships are not allowed to land. • Figure 2a suggests that some visitors do more extreme activities such as ice-walking, swimming and kayaking. These activities will require more infrastructure and so pose a larger threat to the natural landscape and the local wildlife. As people want more adventurous holidays, demand for these activities might increase in the future. • Figure 2a shows that 1% do extended walks which will take people further away from the landing sites. Although a small percentage it is about 4400 people, posing a threat to fragile lichen species for example, and penguin colonies. • Figure 2b shows that tourists have landed on a penguin colony. Evidence shows that penguin breeding and feeding patterns are affected by tourism. The tourists may also pose a threat to lichens that will grow on the rocky shoreline • However, in Figure 2b the tourists are wearing red jackets as imposed by IAATO. This makes them show up on the ice and suggests this is a reputable tourist company. The landing craft is also small. By landing in specified locations, it protects other areas of Antarctica. • There may be an overall conclusion to consider the extent to which tourism is a threat. Any reasonable conclusion is valid as long it is related to evidence derived from Figures 2a and 2b. Credit any other valid approach. MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2020 8 01 4 ‘The UN has worked tirelessly to promote growth and stability across the globe, but TNCs have been far more successful in this regard.’ To what extent do you agree with this view? AO1 – Knowledge and understanding of attempts at global governance by the UN. Knowledge and understanding of TNCs and their impact on countries they work in. AO2 – Application of knowledge and understanding to analyse and evaluate the role played by the UN and TNCs in promoting growth and stability and their relative success in doing so. Notes for answers The question requires students to evaluate the comparative success of TNCs and the UN in promoting growth and stability. Responses may consider the impacts of this, for example reducing inequalities. They may answer with reference to one or more TNCs. AO1 • Knowledge and understanding of the role of the UN in global governance. Knowledge of different organisations working under the umbrella of the UN such as the UNDP and the General Assembly. • Role of UN in promoting growth and stability for example the peacekeeping forces sent to areas that have recently been in conflict. • UN projects to promote growth and stability for example the Sustainable Development Goals. • The causes of inequalities between and within countries as a result of globalisation. Unequal flows of people and money at different scales – global, regional and local. • Unequal flows of money lead to an increasing gap in wealth. Evidence suggests that this gap is decreasing between rich and poor countries but the gap within countries is widening as the wealthier residents are able to take more advantage of changes in education, technology and labour demands. • Knowledge of the nature of TNCs and their contribution to a global system. TNCs are found across all sectors of industry and many are truly global in the sense that they produce global brands which are sold across the globe for example Apple. • TNCs are hierarchical and operate on a top-down basis from a HQ in a developed country. This means that branches are vulnerable to change as they are not part of the decision-making process for example there may be sudden factory closures or re-location resulting in severe job-losses. • Knowledge of the nature of a specific TNC. For example, Nissan based in Tokyo employs 186 000 people worldwide in the production of vehicles. It has a revenue in excess of $88billion. It has production plants in 16 countries across the globe. 20 AO1 = 10 AO2 = 10 MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2020 9 AO2 • Evaluation of attempts by the UN to promote growth. For example, the FAO has negotiated fairer trade agreements between LICs and HICs promoting agricultural growth for countries such as Ghana. • Attempts by the UN to reduce inequalities have had mixed success as well – the Millennium Development Goals have had mixed success. Some countries such as Brazil met all of them, others such as Benin didn’t reach any – this has increased global inequalities. • Evaluation of the role of the UN in promoting growth through the resolution of conflict. For example, peacekeeping forces in Africa have been able to maintain a fragile peace, resulting in development in those countries. However, they have not been able to resolve some long-standing conflict issues in places such as Somalia, resulting in further inequalities. • Evaluation of the social and economic impacts of TNCs on the host country. For example, outsourcing has created considerable employment in countries like Bangladesh. However, there have also been concerns about child labour. Economically TNCs encourage FDI and this has promoted growth. • Evaluation of the social and economic impacts of TNCs on country of origin. For example, the increased tax revenue for the USA and local taxes in Oregon from Nike HQ. However, there is high local unemployment due to lack of manufacturing in the US. • Analysis of the role of TNCs in creating inequalities. In the host country, there is increased rural-urban migration as farm workers seek out higher wages in TNC factories or call-centres. This creates a greater level of inequality between urban centres and rural areas. • Analysis of the role of TNCs in promoting economic growth. In the host country, contrary to popular beliefs TNCs often pay higher wages – average wage is 40% higher than that paid by local firms this can result in local firms having to close due to lack of workers. On the other hand, many TNCs use local firms to complete part of the production process increasing investment in the local area. • They may consider that TNCs have on some occasions undermined the work of the UN. For example, despite attempts by UN to negotiate fairer trade between LICs and HICs, TNCs have frequently moved in and brought up land used by local farmers. • Overall conclusion should seek to consider the extent to which the UN and TNCs are successful in creating growth. They should come to a conclusion as to whether TNCs are more successful than the UN. Any conclusion is valid as long as it is supported by the evidence in the response. Any valid assessment will be credited. MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2020 10 Marking grid for Question 01.4 Level/ Mark Range Criteria/Descriptor Level 4 (16–20 marks) • Detailed evaluative conclusion that is rational and firmly based on knowledge and understanding which is applied to the context of the question (AO2). • Detailed, coherent and relevant analysis and evaluation in the application of knowledge and understanding throughout (AO2). • Full evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2). • Detailed, highly relevant and appropriate knowledge and understanding of place(s) and environments used throughout (AO1). • Full and accurate knowledge and understanding of key concepts and processes throughout (AO1). • Detailed awareness of scale and temporal change which is well integrated where appropriate (AO1). Level 3 (11–15 marks) • Clear evaluative conclusion that is based on knowledge and understanding which is applied to the context of the question (AO2). • Generally clear, coherent and relevant analysis and evaluation in the application of knowledge and understanding (AO2). • Generally clear evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2). • Generally clear and relevant knowledge and understanding of place(s) and environments (AO1). • Generally clear and accurate knowledge and understanding of key concepts and processes (AO1). • Generally clear awareness of scale and temporal change which is integrated where appropriate (AO1). Level 2 (6–10 marks) • Some sense of an evaluative conclusion partially based upon knowledge and understanding which is applied to the context of the question (AO2). • Some partially relevant analysis and evaluation in the application of knowledge and understanding (AO2). • Some evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2). • Some relevant knowledge and understanding of place(s) and environments which is partially relevant (AO1). • Some knowledge and understanding of key concepts, processes and interactions and change (AO1). • Some awareness of scale and temporal change which is sometimes integrated where appropriate. There may be a few inaccuracies (AO1). Level 1 (1–5 marks) • Very limited and/or unsupported evaluative conclusion that is loosely based upon knowledge and understanding which is applied to the context of the question (AO2). • Very limited analysis and evaluation in the application of knowledge and understanding. This lacks clarity and coherence (AO2). • Very limited and rarely logical evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2). • Very limited relevant knowledge and understanding of place(s) and environments (AO1). • Isolated knowledge and understanding of key concepts and processes (AO1). • Very limited awareness of scale and temporal change which is rarely integrated where appropriate. There may be a number of inaccuracies (AO1). Level 0 (0 marks) • Nothing worthy of credit. MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2020 11 Section B Qu Part Marking guidance Total marks 02 1 Outline how geospatial data can be used to present place characteristics. Point marked Award one mark each for points of knowledge or understanding. Allow extra marks for developed points. Credit specific examples in terms of techniques as well as place specific knowledge. Notes for answers • Data collected in the field has location information tied to it such as latitude and longitude co-ordinates (1). This can then be used in a GIS programme to plot the location of the data (d) (1). For example, environmental quality survey results can be shown to see how it changes across a town (d) (1). • GIS systems such as ArcGIS display geospatial data and can be used to show how place characteristics change across an area (1). For example, numbers of unemployed people could be presented as proportional circles on top of a base-map (1). This makes it clear to see how unemployment changes across a given area and can be related to other characteristics such as land-use (d) (1). • Geotagged information such as geotagged tweets can be used to look at place characteristics (1). For example, insider and outsider perspectives on place characteristics could be gathered by using hashtags and geotags (d) (1). • Quantitative data can be geo-located and then can be used to show change in place characteristics across different wards (1). For example, the Index of Multiple deprivation measures deprivation according to small areas (LSOAs) and so can be mapped to show how deprivation changes (d) (1). • Geospatial data helped me to understand how ethnicity changes across Blackburn (1). I used the 2011 census data to collect ethnicity data from Super Output areas (d) (1). I then showed this as a series of choropleth maps showing concentrations of different ethnicities (d) (1). The notes for answers are not exhaustive. Credit any valid points. 4 AO1 = 4 MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2020 12 02 2 Analyse the relationship between perception and incidence of crime shown in Figure 3a and Figure 3b. AO3 – Analysis of the qualitative and quantitative data shown in Figures 3a and 3b relating to the perception of safety from crime and recorded violent crime in Cardiff. Mark scheme Level 2 (4–6 marks) AO3 – Clear analysis of the quantitative and qualitative 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 and qualitative evidence provided which makes limited use of data to support. Basic or limited connections between different aspects of the data. Notes for answers The question requires an analysis of the data sources in terms of the connection within and/or between the Figures. No credit for simple lifting of data in isolation. AO3 • Figure 3a clearly shows that across Cardiff 74.4% of people perceive people in Cardiff to be safe. Only about 1 in 10 people feel that people in Cardiff are unsafe. • This pattern is not consistent across Cardiff as Figure 3a shows that there are variations in the different areas. Cardiff West has the highest proportion of people with perceptions of safety at 77.8% and Cardiff East has the lowest percentage at 65%. • The second lowest area in terms of people agreeing that people are safe in Cardiff is Cardiff South West which has a total of 71.3%. However, this has the highest percentage of all areas in terms of strongly agreeing that people are safe at 10.9% which is 2.6% higher than Cardiff West. • Cardiff East has the highest number who disagree that people are safe at 18.5%. Nearly a third of these strongly disagree that people are safe. • Figure 3b shows that violent crime clearly varies across the city. The highest category of over 25 per 1000 people is found in all six areas. The highest concentration is found in the south of the city close to the sea. The red area representing ‘Over 25 violent crimes’ covers most of City and Cardiff South and about 50% of Cardiff South East. • The lowest areas of violent crimes are found in the northern half of the city, mainly in Cardiff North and Cardiff West. • It is clear that there is some correlation with incidence of violent crime and perception of safety. West Cardiff and North Cardiff have the 6 AO3 = 6 MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2020 13 highest percentages of agreement on perception of safety and overall have the lowest incidence of violent crime. • However, the areas of highest levels of crime are not the highest areas perceiving people to be unsafe. In the City and Cardiff South, the vast majority of the area has over 25 violent crimes but only 12.1% of people disagree that people in Cardiff are safe. Credit any other valid analysis. MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2020 14 02 3 Using Figure 4 and your own knowledge, evaluate attempts to influence specific place meanings. AO1 – Knowledge and understanding of how external agencies, community and / or local groups create specific place meanings AO2 – Application of knowledge and understanding to this novel situation. Evaluation of Figure 4 to assess how the National Park City movement is creating place-meaning. 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 The question requires an understanding of how different agencies/ groups or even individuals can create new place-meanings. They may also consider how this shapes the actions of different stakeholders. There should be an attempt to evaluate. For L2 there must be reference to Figure 4.