international gcse - edexcel...clearly, section b in both paper 1 and 2 of the international gcse...

INTERNATIONAL GCSEGeography (9-1)EXEMPLARS WITH EXAMINER COMMENTARIESPAPER 2Pearson Edexcel International GCSE in Geography (4GE1)

Contents

Introduction 1

1.1 About this booklet 1

1.2 How to use this booklet 1

1.3 Further support 1

1.4 Assessment objectives 2

Question 1(f) 3

Exemplar response A 3

Exemplar response B 4

Question 1(i) 5



Question 2(g) 11



Question 3(h) 13



Question 4(a)(ii) 16



Question 4(d) 18



Question 4(e) 21



Question 7(b)(ii) 27



Question 7(c) 29



Question 7(f) 32


Question 8(f) 36



Question 9(g) 40


Pearson Edexcel International GCSE in Geography Paper 2 - Exemplar materials

Issue 1 – January 2020 © Pearson Education Limited 2020

1

Introduction

1.1 About this booklet

This booklet has been produced to support teachers delivering Pearson Edexcel International

GCSE in Geography (4GE1) specification. The Paper 2 exemplar materials will enable teachers

to guide their students in the application of knowledge and skills required to successfully

complete this course. The booklet looks at questions from all Sections of Paper 2 from the

June 2019 examination series, showing real candidate responses to questions and how

examiners have applied the mark schemes to demonstrate how student responses should be

marked.

1.2 How to use this booklet

Each example covered in this booklet contains:

• Question • Mark scheme • Exemplar responses for the selected question

• Example of the marker grading decision based on the mark scheme, accompanied by

examiner commentary including the rationale for the decision and where relevant,

guidance on how the answer can be improved to earn more marks.

The examples highlight the achievement of the assessment objectives at lower to higher

levels of candidate responses.

Centres should use this content to support their internal assessment of students and

incorporate examination skills into the delivery of the specification.

Due to the nature of optionality in the different sections, questions are taken from a range of

topics areas, but the demand and assessment objectives (AOs) remain the same in different

options. For example, an example of Question 1(i) could be used to better understand

Questions 2(i) and 3(i). For the fieldwork questions, they have all been taken from Question 4

as all questions are parallel and use very similar resources.

1.3 Further support

A range of materials is available from the Pearson qualifications website to support you in

planning and delivering this specification.

Centres may find it beneficial to review this document in conjunction with the Examiner’s

Report and other assessment and support materials available on the Pearson Qualifications

website.

https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-certificates/international-gcse-geography-2017.html

https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-certificates/international-gcse-geography-2017.html



2

1.4 Assessment objectives

This document references the assessment objectives, which are as follows:

% in International

GCSE

AO1 Demonstrate knowledge of locations, places, processes,

environments and different scale.

15–16

AO2 Demonstrate geographical understanding of:

• concepts and how they are used in relation to places,

environments and processes

• the interrelationships between places, environments and

processes.

25–26

AO3 Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues and to

make judgements.

34–35 (approx.

13% applied to fieldwork

context(s))

AO4 Select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings.

24–25 (approx.

10% used to

respond to fieldwork data

and context(s))



3

0BQuestion 1(f)

Explain two reasons why the production of energy varies between countries. (4)

Mark scheme

12BExemplar response A



4

Examiner’s comments:

This response was given 4 marks.

Both parts of the response (1+2) have a reason, e.g. economic development of a country (1)

and then a fully developed idea which is in the context of the response given. In 2019, these

types of responses had a mean score of around 3 in most instances. Candidates did not get

full marks when they did not properly develop both ideas or were only able to offer one

reason.



The two ideas present here have been credited as valid reasons: accessibility and level of

development. However, credit through explanation has only been rewarded in the second

answer – ideas around technology and access to money or resources. The ‘stable’ type of

energy is simply not a clear enough explanation to be given the second mark.

13BExemplar response B



5

1BQuestion 1(i)

Study Figure 1c in the Resource Booklet. Analyse the reasons for changes in primary and quaternary employment.

(8)

Mark scheme



6

14B



7


16B



8



This item in the examination, similar to Q2i and Q3i, uses resource material as part of the

question and so responses with too much case study material here are always likely to be

locked into L1. These extended writing questions have an AO balance of AO3(4) and AO4(4).

Analyse is defined as: ‘Investigate an issue by breaking it down into individual components

and making logical, evidence-based connections about the causes and effects or

interrelationships between the components.’ In other words, students need to ‘blend’ what

the resource shows (and make explicit reference to it) with their own geography

understanding.

In this response, just into Level 2, there is some understanding shown through explanation,

but limited logical connections between the resources and their own knowledge and

understanding. There are also some generalisations about the economic structure of China

and little analysis of the quaternary aspects. This response would have benefited from a

short summative statement to identify which reason might have been the most significant.



9

Exemplar response B



10



A strong answer that was rewarded the top of Level 3. There is good use of the evidence

from Figure 1c, including the extraction of data (e.g. use of percentages). This meets the

‘accurate information’ statement in the mark scheme. The response links together ideas

logically and uses sophisticated ideas and terminology, e.g. ‘sectoral shift’.

Again, this answer could be modified to perhaps improve its quality if so required; although it

has already reached the standard needed for Level 3. Some candidates awarded 8 marks

finished their answers with a short closing statement, which shows good practice (however, it is not a requirement when answering questions using command word

analyse).



11

2BQuestion 2(g)

Study Figure 2b in the Resource Booklet. Suggest one reason for the trend shown. (3)

Mark scheme




12



The AO balance in this response requires reference to the resource, Figure 2b. When

resources are provided, candidates must always show how they have extracted meaning,

data or evidence from them and include them as part of their response. If the first sentence

had said about grain production increasing, and ideally provided a date and/or some data,

then this would have got to 3 marks. Instead, the examiner cannot see an explicit link to the

resource so has been unable to award the third mark.

‘Trend’ is a term that many candidates find difficult to access so it is always worth providing

a glossary for candidates to use and access during their geography course.



The key here is ‘1949’, which shows direct use of the resource and then a brief argument

which is built around an explanation of the reason (globalisation) which shows clear

geographical understanding.

So, the marks are broken down as: Globalisation (1) ‘…. idea about having enough grain to

feed its own population (1) and now produces enough to export (3)’.

Links to the resource mostly tend to be more implicit than explicit, and the use of data in the

form of ‘number of tonnes’ would have been welcomed; nonetheless, there is sufficient for

the maximum 3 marks.




13

3BQuestion 3(h)

For a named developed country, explain two ways the rural-urban fringe has been developed.

Named developed country.

(4)

Mark scheme



14



Two clear ideas are presented around new housing (1) – linked to population growth and

growth of infrastructure, and (2) – to cope with new housing/population demand.



This response gets 2 marks for its initial idea – ‘science parks have been developed (1)

because of the space (1).’ The second idea about Greenfield sites has initial credit (1), but in





15

this instance the examiner did not credit the development as being correct. In the UK,

greenbelt was established as a planning measure to prevent urban sprawl rather than to

improve air quality or prevent pollution.

With an AO2 response such as this, the geography has to be valid in terms of reason.



16

4BQuestion 4(a)(ii) Explain one way this sampling technique helped you to collect reliable data

or information. (2)

Mark scheme



The reason in this fieldwork response is the idea around repeatable/reproducable. Although

it is similar to reliability in meaning, it was given as an acceptable reason in this instance as it

was well linked to a development around being able to compare results.


22B



17



This response was typical of a response which scored 0 marks where the candidate simply

described either a fieldwork method or technique. There is no linkage to reliability, or an

understanding of how that links to a particular sampling strategy.

Clearly, Section B in both Paper 1 and 2 of the International GCSE presents challenges for a

number of candidates, not least in terms of understanding specialist terms that are

associated with enquiry and fieldwork data collection.




18

5BQuestion 4(d)

Explain two limitations of the method that you used to collect qualitative data.

(4)

Mark scheme



19



‘Qualitative’ and ‘quantitative’ are terms associated with fieldwork that are often used in

assessments and need to be well understood by candidates.

In the first part of this answer, ‘pictures’ - and only representative of part of the site - gets the

first mark and there is credit for a linked idea of only taking two pictures at each venue. In

this instance, it was decided to allow this as a development of their first idea rather than

treating it as a separate idea.

In part (2), Google Maps is allowed as another piece of qualitive information (it could also be

counted as secondary as well) and this idea around phones running out of batteries linked to

being difficult to see was also credited as the same, linked idea.

Candidates should practise these sorts of responses so that they can be more confident in

developing a single idea for 2 marks.




20



The first idea, around being biased/reliability/subjectivity is not clear – so no credit. However,

the second part of the answer is stronger – ‘land-use’ and an explanation around the fact that

it was only ground floor gets 2 marks here.

Candidates need to be advised that these questions can be quite technical in terms of

language and access. A fieldwork glossary of terms is a good idea.




21

6BQuestion 4(e)

Study Figures 4a, 4b and 4c in the Resource Booklet. They show three different data presentation techniques from a student’s investigation into

developing energy resources.

The aim of the student’s enquiry was to investigate the attitudes towards the

plans for a new biomass power station in a rural part of Ireland.

The student used three different presentation techniques to help understand

people’s opinions towards the proposed energy development.

Evaluate how effective the techniques were in presenting the data and

information collected.

(8)

Mark scheme



22



23



24




25



This response was placed in Level 3 and awarded 8 marks for a very good analysis and

evaluation of both figures. This response has developed strands and chains of reasoning

which clearly demonstrate recognition that both resources have flaws but do show some

outcomes from the fieldwork. The answer is well structured, and the candidate uses high-

level terminology, e.g. ‘reliability’, ‘quantitative’, etc.

Another point to note is that the response shows a reasonably good balance between AO3

and AO4. AO4 calls for direct and explicit use of the resources whereas AO3 calls for showing

an understanding of the implications or meaning of the resources in relation to the question.

The last paragraph at the end of this answer provides some closure and opinion.




26



This response is more like a series of statements rather than a developed evaluation of the

resources provided. It has been scored at the top of Level 1. The response does not explicitly

make reference to the range of resources provided so in this instance it lacks balance.

For these sorts of question, candidates are going to access Level 3 when they show detailed

chains of reasoning rather than a series of individual statements. Also, this level requires the

‘deconstruction’ of information and the related application of knowledge and understanding.



27

7BQuestion 7(b)(ii)

Suggest two reasons for the pattern shown on Figure 7a. (4)

Mark scheme




28



‘Pattern’ is a term that students often find challenging. It can be most easily shown in this

instance by referring to a particular region, group of countries, or an individual country. In

other words, there needs to be some reference to an element of the map (there are two AO3

marks here). The mark scheme also allowed e.g. low population densities as a reason for the

pattern – derived explicitly from the map resource.

The first part of this response has been given 2 marks – ‘leading to’ is a key phrase for the

explanation of the reason. The second part is somewhat short on explanation. The candidate

needed to go beyond the ‘afford much fossil fuel’ and the ‘sustainable methods’, which is not

really relevant.



This is a 2+2 response. Countries are identified and reasons given. Note the language again –

‘because of...’ and ‘so as to supply…’. These connectives are often key in demonstrating that

an explanation has been given. Note the number of these types of questions across the

whole of the International GCSE – they number quite a few in total.




29

8BQuestion 7(c)

Explain two negative effects of deforestation on people in fragile environments.

(4)

Mark scheme



30



Again, this is a 2+2 response. There are two well-developed ideas here – deforestation

leading to infertile (soils) (1) – this means that crops will struggle to grow therefore increasing

food expense because of imports (1).

Also risk of mudslides from deforestation (1) and loss of life (1) is the most relevant point in

the second part of the response.




31


This response was given 1 mark.

There is just one mark here for an idea around CO2 and health, linked to deforestation. The

effects of CO2 are of course more indirect than direct; however, it was thought that there was

just enough here for a single mark credit. Again, this illustrates the need for strong AO2

knowledge across the specification in order to deal with and explain questions such as this.

In the summer 2019 series, the mean mark for this question was 2.79.

This response also illustrates another characteristic of a number of candidates who answer

the question without making specific reference to the question asked, i.e. here, implying that

they are writing about ‘the effects of deforestation’.




32

9BQuestion 7(f)

Discuss the view “Those people contributing the most to climate change will experience the greatest impact”.

Use Figures 7a, 7b and 7c from the Resource Booklet and your own knowledge and understanding to support your answer.

(12)

Mark scheme



33



34




35



Preceding questions within each topic follow a chain of thought with resources that are used

to amplify the answer to a 12-mark question. This final ‘f’-part question has both a unique

command instruction (discuss) and a unique set of AOs (AO2, AO3 and AO4). What is

required is an assimilation of the specific resources and then investigating the issue (through

the statement: agree vs disagree) through reasoning or argument. The characteristics of a

Level 3 response are one where the candidate shows a good understanding of concepts and

interrelationships in the geography. They also deconstruct ideas across resources, with

explicit use of data and evidence. A conclusion is a clear way of providing closure on the

argument and ideas presented and then making a judgement around the view itself.

This response has been awarded 9 marks, getting it into the bottom of Level 3. In the main,

the response shows accurate understanding of concepts and the interrelationship of places,

environments and processes. They also apply understanding of the resources (AO3) and

make connections leading to some judgements. AO4 calls for evidence from the direct use of

a range of source material that links to their argument.

To get to the top of Level 3, the response needed to be aligned more closely with question

focus – i.e. contributing vs impact, and then link that to an ‘agree or disagree’ idea (discussing

the view).



36

10BQuestion 8(f)

Study Figure 8c in the Resource Booklet. Assess the different factors that have enabled globalisation.

(6)

Mark scheme



37



38



Reference to the Examiner’s Report in relation to this question reveals how many candidates

found it difficult to interpret the assess command instruction. In the specification, this is

defined as:

‘Use evidence to determine the relative significance of something. Give consideration to all

factors and identify which are the most important.’

In other words, candidates are expected to identify which they think is the most important

though not necessarily provide evidence as to why that choice has been made. Very few were

able to do this, instead simply resorting to copying the information provided, typically

resulting in a Level 1 response. This answer is an example of a pattern of responses in this

category – the response being descriptive, with items of information lifted directly from the

resource. Also, it is relatively brief and there is not a clear attempt to identify what is most

important.





39



This response covers a better range of explicit information adapted (rather than directly

lifted) from Figure 8c and therefore shows a blending of AO3 and AO4. There is some

assessment, albeit implicit rather than explicit, that was enough to get the work securely into

Level 2. The AO3 in this question is signally an ability to make sense of resources and cover a

number of strands: interpret, analyse, evaluate and make judgements. It is the

interpretation and judgement that are especially significant here – applying understanding to

an unfamiliar situation.

Note that the assess command does not require a conclusion or an evidenced judgement.



40

11BQuestion 9(g)

Discuss the view “International strategies are only one part of the solution to

closing the development gap”.

Use Figures 9a, 9b and 9c from the Resource Booklet and your own knowledge and understanding to support your answer. (12)

Mark scheme

35B



41

36B




42



This response is typical of a lower Level 2 answer. Although there is a link to the

agree/disagree idea (first line), it is the AO4 and AO3 ideas that are mostly scarce here. They

come from direct use of the resources (evidence) and the ability to apply understanding.

There is a mention of Figure 9b and 9c, and there are judgements that are supported by

evidence only occasionally. The response needs structure and an identifiable conclusion that

could provide synthesis and closure.

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international gcse - edexcel...clearly, section b in both paper 1 and 2 of the international gcse...

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