000001
AQA MARK SCHEME
A-level
GEOGRAPHY
7037/2
Paper 2 Human geography
Y
Mark scheme
PH
June 2024
Version: 1.0 Final
A
R
G
EO
G
Page 1 of 46
,000002
MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2024
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.
Y
No student should be disadvantaged on the basis of their gender identity and/or how they refer to the
gender identity of others in their exam responses.
PH
A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in
exam responses in line with existing mark scheme criteria.
Further copies of this mark scheme are available from aqa.org.uk
A
R
G
EO
G
2
Page 2 of 46
,000003
MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2024
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
Y
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
PH
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.
A
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
R
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.
G
Step 2 Determine a mark
EO
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.
G
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
Page 3 of 46
, 000004
MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2024
Section A
Qu Part Marking guidance Total
marks
01 1 Outline the role of one or more institutions, such as the UN, in 4
regulating global systems. AO1 = 4
Point marked
Allow 1 mark per valid point with extra mark(s) for developed points (d).
For example:
Notes for answers
Y
Allow credit for specific knowledge and understanding of the role played
by institutions in regulating global systems. There is no requirement to
cover the UN, any global institution can be used. They may also choose
PH
just one institution and score maximum marks. For full marks there
must be some reference to the role played in regulating global
systems.
No mark for simply identifying a relevant institution.
• Global systems are regulated by different institutions at a variety of
A
scales (1) from national governments influencing global decisions
through to large international regulators (1) (d). The IMF is a financial
institution (1) which regulates the global financial systems by following
R
the economic policies of its 190 member countries (1) (d).
• The G8 is an inter-governmental political institution consisting of 8
countries (1). They regulate global systems by holding an annual
G
summit where they plan actions to take on global issues such as aid
for LICs (1). However, they can’t force anyone to agree to any actions,
but as they are wealthy they are often listened to (1) (d).
EO
• Global institutions can make International laws which regulate global
systems as they are binding between countries (1). For example as a
result of a UN convention, law of the sea was agreed (1). It governs
the rights and duties of nations in maritime environments (1) (d). It
covers freedom of the seas, whereby no nation can claim any part of
an ocean as its own (1) (d).
G
The notes for answers are not exhaustive. Credit any valid points.
4
Page 4 of 46
AQA MARK SCHEME
A-level
GEOGRAPHY
7037/2
Paper 2 Human geography
Y
Mark scheme
PH
June 2024
Version: 1.0 Final
A
R
G
EO
G
Page 1 of 46
,000002
MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2024
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.
Y
No student should be disadvantaged on the basis of their gender identity and/or how they refer to the
gender identity of others in their exam responses.
PH
A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in
exam responses in line with existing mark scheme criteria.
Further copies of this mark scheme are available from aqa.org.uk
A
R
G
EO
G
2
Page 2 of 46
,000003
MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2024
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
Y
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
PH
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.
A
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
R
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.
G
Step 2 Determine a mark
EO
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.
G
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
Page 3 of 46
, 000004
MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2024
Section A
Qu Part Marking guidance Total
marks
01 1 Outline the role of one or more institutions, such as the UN, in 4
regulating global systems. AO1 = 4
Point marked
Allow 1 mark per valid point with extra mark(s) for developed points (d).
For example:
Notes for answers
Y
Allow credit for specific knowledge and understanding of the role played
by institutions in regulating global systems. There is no requirement to
cover the UN, any global institution can be used. They may also choose
PH
just one institution and score maximum marks. For full marks there
must be some reference to the role played in regulating global
systems.
No mark for simply identifying a relevant institution.
• Global systems are regulated by different institutions at a variety of
A
scales (1) from national governments influencing global decisions
through to large international regulators (1) (d). The IMF is a financial
institution (1) which regulates the global financial systems by following
R
the economic policies of its 190 member countries (1) (d).
• The G8 is an inter-governmental political institution consisting of 8
countries (1). They regulate global systems by holding an annual
G
summit where they plan actions to take on global issues such as aid
for LICs (1). However, they can’t force anyone to agree to any actions,
but as they are wealthy they are often listened to (1) (d).
EO
• Global institutions can make International laws which regulate global
systems as they are binding between countries (1). For example as a
result of a UN convention, law of the sea was agreed (1). It governs
the rights and duties of nations in maritime environments (1) (d). It
covers freedom of the seas, whereby no nation can claim any part of
an ocean as its own (1) (d).
G
The notes for answers are not exhaustive. Credit any valid points.
4
Page 4 of 46
