SPECIMEN MATERIAL
MARK SCHEME – A-LEVEL GEOGRAPHY – PAPER 2
A-level
GEOGRAPHY
PAPER 2
HUMAN GEOGRAPHY
Mark scheme
Specimen material
v1.1
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.
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 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.
Section A
,01 1 Explain how one transnational corporation (TNC) has contributed to the 4
globalisation of the world’s economy.
AO1 = 4
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 of how the chosen TNC has contributed to
increased flows of goods, capital, labour and /or technology and ideas
• Nike has become one of the world's largest suppliers of sports equipment
(1), employing over 44 000 workers in over 50 countries
(1) (d).
• Manufacturing helps the social and economic development of these
countries through the transfer of skills, technology and the rise in wages
(1).
• The company’s headquarters and much research takes place in Oregon in
the USA (1) but its products are manufactured in poorer countries like
Indonesia and Vietnam, where labour costs are cheaper (1) (d).
• Components for sports goods are sourced from various different
countries around the world (1), including rubber for its trainers from
Malaysia and Indonesia and cotton from Turkey and India(1) (d).
• From its global operations Nike’s annual turnover continues to rise, with
profits reaching $14 billion in 2015 (1).
• The company has increased its global market and reputation by
sponsoring and promoting international sports events and sports stars
(1).
3
, 01 2 6
Using Figures 1, 2, and 3, analyse characteristics of the climate of Antarctica.
AO3 = 6
AO3 – Analysis of climatic statistics to examine variations in the features of
climate in Antarctica.
Mark scheme
Level 2 (4–6 marks)
AO3 – Clear analysis of the quantitative evidence provided, which makes
appropriate use of data. Clear connection(s) between different aspects of the
data and evidence.
Level 1 (1–3 marks)
AO3 – Basic analysis of the quantitative evidence provided which makes
limited use of data. Basic or limited connections between different aspects of
the data.
Notes for answers
This question requires analysis of climatic data for 3 stations in
Antarctica, illustrating variations in temperature and precipitation across the
continent.
AO3
• The data illustrates conditions of extreme cold throughout the year, with
no recorded monthly temperatures above freezing (Figure 1).
• The lowest monthly temperatures at all three stations occur more or less
continuously through the Antarctic winter of total darkness in the months
April–September. After this, there is a 4-month period where the
temperature rises to a peak in January and then drops rapidly again
(Figures1 and 2).
• Average annual temperatures vary between the three locations: – 14˚C at
McMurdo, –40˚C at Amunden Scott and –55˚C at Vostok. Similarly, there is
much variation in annual temperature range: 23˚C at McMurdo, 32˚C at
Amunden Scott and 36˚C at Vostok. (Figure 1)
• This shows that a coastal location is much less extreme than places further
inland (Figure 1). Indeed, the lowest temperatures are recorded at a point
that is furthest from the sea, not at the geographical pole. (Figure 1)
• Temperatures show a link with altitude, with higher temperatures
recorded at McMurdo, which is close to sea level, in comparison with
Vostok, which has the lowest temperatures at around 3500 metres
altitude.
• Temperatures are generally 30–40 degrees Celsius higher on the coast
than at the centre of Antarctica. (Figure 1)
• Precipitation is likely to be in the form of snow due to perpetually low
temperatures and is generally very low, varying between 7 and
200 mm at the 3 weather recording stations (Figure 2).
MARK SCHEME – A-LEVEL GEOGRAPHY – PAPER 2
A-level
GEOGRAPHY
PAPER 2
HUMAN GEOGRAPHY
Mark scheme
Specimen material
v1.1
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.
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 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.
Section A
,01 1 Explain how one transnational corporation (TNC) has contributed to the 4
globalisation of the world’s economy.
AO1 = 4
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 of how the chosen TNC has contributed to
increased flows of goods, capital, labour and /or technology and ideas
• Nike has become one of the world's largest suppliers of sports equipment
(1), employing over 44 000 workers in over 50 countries
(1) (d).
• Manufacturing helps the social and economic development of these
countries through the transfer of skills, technology and the rise in wages
(1).
• The company’s headquarters and much research takes place in Oregon in
the USA (1) but its products are manufactured in poorer countries like
Indonesia and Vietnam, where labour costs are cheaper (1) (d).
• Components for sports goods are sourced from various different
countries around the world (1), including rubber for its trainers from
Malaysia and Indonesia and cotton from Turkey and India(1) (d).
• From its global operations Nike’s annual turnover continues to rise, with
profits reaching $14 billion in 2015 (1).
• The company has increased its global market and reputation by
sponsoring and promoting international sports events and sports stars
(1).
3
, 01 2 6
Using Figures 1, 2, and 3, analyse characteristics of the climate of Antarctica.
AO3 = 6
AO3 – Analysis of climatic statistics to examine variations in the features of
climate in Antarctica.
Mark scheme
Level 2 (4–6 marks)
AO3 – Clear analysis of the quantitative evidence provided, which makes
appropriate use of data. Clear connection(s) between different aspects of the
data and evidence.
Level 1 (1–3 marks)
AO3 – Basic analysis of the quantitative evidence provided which makes
limited use of data. Basic or limited connections between different aspects of
the data.
Notes for answers
This question requires analysis of climatic data for 3 stations in
Antarctica, illustrating variations in temperature and precipitation across the
continent.
AO3
• The data illustrates conditions of extreme cold throughout the year, with
no recorded monthly temperatures above freezing (Figure 1).
• The lowest monthly temperatures at all three stations occur more or less
continuously through the Antarctic winter of total darkness in the months
April–September. After this, there is a 4-month period where the
temperature rises to a peak in January and then drops rapidly again
(Figures1 and 2).
• Average annual temperatures vary between the three locations: – 14˚C at
McMurdo, –40˚C at Amunden Scott and –55˚C at Vostok. Similarly, there is
much variation in annual temperature range: 23˚C at McMurdo, 32˚C at
Amunden Scott and 36˚C at Vostok. (Figure 1)
• This shows that a coastal location is much less extreme than places further
inland (Figure 1). Indeed, the lowest temperatures are recorded at a point
that is furthest from the sea, not at the geographical pole. (Figure 1)
• Temperatures show a link with altitude, with higher temperatures
recorded at McMurdo, which is close to sea level, in comparison with
Vostok, which has the lowest temperatures at around 3500 metres
altitude.
• Temperatures are generally 30–40 degrees Celsius higher on the coast
than at the centre of Antarctica. (Figure 1)
• Precipitation is likely to be in the form of snow due to perpetually low
temperatures and is generally very low, varying between 7 and
200 mm at the 3 weather recording stations (Figure 2).
