A-level
GEOGRAPHY
7037/2
Paper 2 Human Geography
Mark scheme
June 2022
Version: 1.0 Final
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE
2022
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 aqa.org.uk
2
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 –
JUNE 2022
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.
3
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE
2022
Section A
Total
Qu Part Marking guidance
marks
01 1 Outline threats to Antarctica from fishing and whaling. 4
AO1 = 4
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
threats to Antarctica from fishing and whaling. Candidates may
also consider the extent to which the threats are mitigated.
Candidates can gain maximum marks from covering fishing or
whaling, there is no requirement to consider both.
Antarctica marine waters are highly productive due to the
Antarctic Convergence where the upwelling and mixing
creates waters rich in oxygen and nutrients (1). This makes
them highly lucrative for fishing businesses and over-fishing
has occurred (1) (d).
Many species of whales have been over-exploited (1).
However, the threat is now less due to the establishment of
the IWC which banned commercial whaling globally in 1982
(1). However, some nations such as the Japanese still whale
under the guise of scientific research (1) (d).
Overfishing of krill removes a major supply of food as it is low
down in the food chain (1). It is a popular protein food in SE
Asia and commands high prices (1) (d). This demand is
making fishing of krill in the Southern Ocean unsustainable
(1) (d).
Illegal fishing is of grave concern in the Southern Ocean as it
is difficult to control and manage for organisations such as
ASOC (1). The long- line fishing of the Patagonian Toothfish
(1) has caused a massive depletion of stocks but also resulted
in the deaths of sea-birds due to loss of a food source (1) (d).
Fishing ships are also responsible for ocean pollution, often
dumping fishing gear and waste into the ocean (1). The cold
water temperatures are slow to break down pollutants (1)
(d).
Fishing and whaling boats have brought in invasive species
on the hull of their ships (1) such as the Mytilus bivalve (1)
(d).
The notes for answers are not exhaustive. Credit any valid
points.
4
GEOGRAPHY
7037/2
Paper 2 Human Geography
Mark scheme
June 2022
Version: 1.0 Final
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE
2022
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 aqa.org.uk
2
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 –
JUNE 2022
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.
3
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE
2022
Section A
Total
Qu Part Marking guidance
marks
01 1 Outline threats to Antarctica from fishing and whaling. 4
AO1 = 4
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
threats to Antarctica from fishing and whaling. Candidates may
also consider the extent to which the threats are mitigated.
Candidates can gain maximum marks from covering fishing or
whaling, there is no requirement to consider both.
Antarctica marine waters are highly productive due to the
Antarctic Convergence where the upwelling and mixing
creates waters rich in oxygen and nutrients (1). This makes
them highly lucrative for fishing businesses and over-fishing
has occurred (1) (d).
Many species of whales have been over-exploited (1).
However, the threat is now less due to the establishment of
the IWC which banned commercial whaling globally in 1982
(1). However, some nations such as the Japanese still whale
under the guise of scientific research (1) (d).
Overfishing of krill removes a major supply of food as it is low
down in the food chain (1). It is a popular protein food in SE
Asia and commands high prices (1) (d). This demand is
making fishing of krill in the Southern Ocean unsustainable
(1) (d).
Illegal fishing is of grave concern in the Southern Ocean as it
is difficult to control and manage for organisations such as
ASOC (1). The long- line fishing of the Patagonian Toothfish
(1) has caused a massive depletion of stocks but also resulted
in the deaths of sea-birds due to loss of a food source (1) (d).
Fishing ships are also responsible for ocean pollution, often
dumping fishing gear and waste into the ocean (1). The cold
water temperatures are slow to break down pollutants (1)
(d).
Fishing and whaling boats have brought in invasive species
on the hull of their ships (1) such as the Mytilus bivalve (1)
(d).
The notes for answers are not exhaustive. Credit any valid
points.
4
