AQA A-level GEOGRAPHY

AQA A-level GEOGRAPHY 7037/2 Paper 2 Human Geography Mark scheme June 2021 Version: 1.0 Final Mark Scheme 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 . 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. Section A Qu Part Marking guidance Total marks 01 1 Outline the spatial organisation of one transnational corporation (TNC) you have studied. 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 AO1 = 4 01 2 Analyse the data shown in Figure 1a and Figure 1b. 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. 6 AO3 = 6 • 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. 01 3 Using Figure 2 and your own knowledge, assess the importance of geographical location in trading relationships between major economies such as China and smaller less developed economies. 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. 6 AO1 = 2 AO2 = 4 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.