2020 Paper Mark Scheme.pdf

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