paper 2 mark scheme - faculty...

Paper 2 Mark scheme Question number

Answer Mark

1(a) AO1 (1 mark) Award 1 mark for correct definition, for example: • Company with operations in more than one country (1) • Company with an international production and sales network

(1). Accept any other appropriate response.

(1)

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1(b)(i) AO3 (1 mark) Answer: 19.6% (1) Accept rounded to 20% (1) Do not accept any other value.

(1)

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1(b)(ii) AO3 (1 mark) C

(1)

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1(b)(iii) AO1 (2 marks)/AO2 (1 mark) Award 1 mark for analysing the information to identify a possible reason for the rising number of Chinese TNCs, and a further 2 marks for expansion, up to a possible 3 marks. For example: • Chinese TNCs can out-compete ‘western’ ones (1) as labour

costs are lower (1) so finished goods are cheaper (1). • Government investment in / ownership of Chinese TNCs (1)

providing them with subsidised investment (1) boosting their R&D compared to non-Chinese TNCs (1).

• Chinese TNCs beginning to export products / brands abroad (1) so they move from local only to global (1) examples include Lenovo the PC maker (1).

• Western TNCs have fallen out of the top 500 (1) because of high production costs (1) and weak demand for their expensive products (1).

Accept any other appropriate response.

(3)

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1(c) AO1 (4 marks) For each way, award 1 mark for a government led way, and a further 1 mark for expansion, up to a maximum 2 marks each. For example: • Agreement / signing of trade agreements / membership of

trade blocs (1) which makes cross border trade easier (1) and promotes globalised companies (1).

• Privatisation of nationalised industries (1) which can then expand into other markets through acquisition / merger (1).

• Low tax regimes / incentives for foreign companies / free trade zones to enter domestic markets (1) encouraging cross border trade (1)


(4)

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1(d) AO1 (6 marks) Marking instructions Markers must apply the descriptors in line with the general marking guidance and the qualities outlined in the levels-based mark scheme below. Indicative content guidance The indicative content below is not prescriptive and candidates are not required to include all of it. Other relevant material not suggested below must also be credited. Relevant points may include: • Physical isolation of some locations, such as the Sahel, with extreme

climates and low population densities making the development of infrastructure difficult so that places lack transport connections.

• Landlocked countries, e.g. Chad, Uganda, Bolivia are difficult to access and have to rely on agreements with other countries for import / export trade; this may incur additional costs or disruption risks deterring investors.

• Global internet infrastructure, e.g. fibre optic cables, is only just reaching some locations, e.g. East Africa’s EASSy cable; bandwidth is low and costs are still high.

• Political isolation, e.g. in North Korea – a deliberate policy of closing off connections to the outside world so the country remains isolated; there are partial ‘closures’ in Cuba, Russia and China due to restricted access to the internet and other media.

• Trade in low incomes countries is restricted to the export of commodities, e.g. Zambian copper, oil from Sudan, so complex trade networks fail to develop leading to a ‘shallow version’ of globalisation.

Level Mark Descriptor

0 No rewardable material.

Level 1 1–2 • Demonstrates isolated elements of geographical knowledge and understanding, some of which may be inaccurate or irrelevant. (AO1)

• Understanding addresses a narrow range of geographical ideas, which lack detail. (AO1)

Level 2 3–4 • Demonstrates geographical knowledge and understanding, which is mostly relevant and may include some inaccuracies. (AO1)

• Understanding addresses a range of geographical ideas, which are not fully detailed and/or developed. (AO1)

Level 3 5–6 • Demonstrates accurate and relevant geographical knowledge and understanding throughout. (AO1)

• Understanding addresses a broad range of geographical ideas, which are detailed and fully developed. (AO1)

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1(e) AO1 (3 marks)/AO2 (9 marks) Marking instructions Markers must apply the descriptors in line with the general marking guidance and the qualities outlined in the levels-based mark scheme below. Responses that demonstrate only AO1 without any AO2 should be awarded marks as follows:

• Level 1 AO1 performance: 1 mark • Level 2 AO1 performance: 2 marks • Level 3 AO1 performance: 3 marks.

Indicative content guidance The indicative content below is not prescriptive and candidates are not required to include all of it. Other relevant material not suggested below must also be credited. Relevant points may include: AO1 • Ethical consumption consists of a range of consumer actions that are

choices, partly determined by availability, to buy / use different products to those in the mainstream.

• Choices are largely determined by the belief that ‘normal’ consumer goods are unethical, unfair or cause environmental damage so should be avoided.

• It is motivated by a desire to promote equality and environmental sustainability and promote sustainable development, largely by western consumers.

AO2 • The considerable growth in UK consumer spending, especially after

2005, might suggest increasing concern and awareness of ethical consumption, although a slow-down in growth 2007 / 2008 might suggest it is fickle, i.e. recession slowed growth.

• Overall spending has grown from £13 billion to close to £80 billion since 1999 – impressive but likely to represent a small slice of total UK consumer spending, so how much of an effect does this have on social and environmental ethical issues?

• The large growth in ethical money since 2009 / 10 could also be linked to the financial crisis 2007-08, although some might question how much ethical banking benefits social and environmental issues; the Co-Op bank claims not to invest in ethically dubious schemes.

• Ethical food and drink, which includes Fair-trade, is a very small slice of all ethical spending and has grown only slowly; Fair-trade can have direct social benefits for developing world producers but some might comment that it is a small slice of total spending so the impact is small.

• Lack of high spending in some areas might be put down to the high cost of products, e.g. fair trade coffee and chocolate, plus lack of knowledge on the part of UK consumers, e.g. lack of understanding of how money in banks is invested.

• Much of the spending could be argued as benefitting the UK environment (e.g. low emissions cars, recycling) and UK people (e.g. local sourcing of food) but perhaps much less of a benefit to developing world producers.

Overall, there is evidence of a quite significant shift in consumption in the UK with growth in ethical consumerism especially since 2005; total value of this spending is small and it benefits environmental issues in the UK perhaps more than social and ethical concerns in the developing world; many might conclude that for these reasons the data shown suggest limited overall impact.




• Applies knowledge and understanding of geographical information/ideas, making limited logical connections/relationships. (AO2)

• Applies knowledge and understanding of geographical information/ideas to produce an interpretation with limited relevance and/or support. (AO2)

• Applies knowledge and understanding of geographical information/ideas to make unsupported or generic judgements about the significance of few factors, leading to an argument is unbalanced or lacks coherence. (AO2)


• Applies knowledge and understanding of geographical information/ideas logically, making some relevant connections/relationships. (AO2)

• Applies knowledge and understanding of geographical information/ideas to produce a partial but coherent interpretation that is mostly relevant and supported by evidence. (AO2)

• Applies knowledge and understanding of geographical information/ideas to make judgements about the significance of some factors, to produce an argument that may be unbalanced or partially coherent. (AO2)


• Applies knowledge and understanding of geographical information/ideas logically, making relevant connections/relationships. (AO2)

• Applies knowledge and understanding of geographical information/ideas to produce a full and coherent interpretation that is relevant and supported by evidence. (AO2)

• Applies knowledge and understanding of geographical information/ideas to make supported judgements about the significance of factors throughout the response, leading to a balanced and coherent argument. (AO2)

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2(a) AO1 (1 mark) B (1)

(1)

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2(b) AO3 (2 marks) • Liverpool compared to England and Wales / employed

(fulltime) (%) cell: -5.8 (1) • Liverpool unemployed (%) cell: 6.7 (1)

NB: the percentage sign (%) is not required.

(2)

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2(c) AO1 (2 marks)/AO2 (1 mark) Award 1 mark for analysing the resource to identify a difference in city growth patterns, and a further 2 marks for expansion, up to a maximum 3 marks. For example:

• High growth cities are generally in the South and SE / surrounding London (1) because of a stronger core economy (1) and jobs growth attracting people to move there (1) and easy links to the EU market (1)

• Lower growth is in the North and NW / peripheral regions (1) due to deindustrialisation (1) and out-migration (1) plus lack of investment to replace lost jobs (1).


(3)

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2(d) AO1 (4 marks) For each reason, award 1 mark for an understanding of the cause of conflict, and a further 1 mark for expansion, up to a maximum 2 marks each. For example:

• Regeneration may bypass local people as they are not involved in drawing up plans (1) because it often carried out by a ‘quango’ organisation with limited local accountability (1)

• Plans may not meet the specific needs of a local community (1) for instance affordable housing / education and skills development (1).

• Jobs in regenerated areas may be inaccessible to local people due to lack of skills / education (1) so people feel the regeneration does not benefit them / improve income or opportunity (1).


(4)

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2(e) AO1 (6 marks) Marking instructions Markers must apply the descriptors in line with the general marking guidance and the qualities outlined in the levels-based mark scheme below. Indicative content guidance The indicative content below is not prescriptive and candidates are not required to include all of it. Other relevant material not suggested below must also be credited. Relevant points may include:

• The post-production countryside refers to rural areas where food production and other primary industries (fishing, mining) have given way to tertiary sector employment.

• Rebranding often involves farm diversification into retail, tourism accommodation and specialist types of leisure activity, e.g. paint-balling, so provides an alternative form of income to farm production.

• Large swathes of the countryside have been made into NPs and AONB, which are often branded themselves to attract people from towns and cities to come and consumer in them; in many cases specific brands link to popular TV programmes or other forms of arts and media.

• Heritage and history are also popular ways of rebranding, as is active sport such as mountain biking: some might make the point that rebranding appeals to different demographic groups.

• Much rebranding is small scale and local although there are exceptions such as the Eden project where specific large- scale projects have aimed to provide significant employment while at the same time providing an economically deprived area with a new image.


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2(f) AO1 (3 marks)/AO2 (9 marks) Marking instructions Markers must apply the descriptors in line with the general marking guidance and the qualities outlined in the levels-based mark scheme below. Responses that demonstrate only AO1 without any AO2 should be awarded marks as follows:


Indicative content guidance The indicative content below is not prescriptive and candidates are not required to include all of it. Other relevant material not suggested below must also be credited. Relevant points may include: AO1 • Different stakeholders include local and national government, local

businesses and residents as well as a range of specific groups, such as pressure or community groups. • Change can involve change to the built environment in terms of

demolition and subsequent reconstruction of the regenerated space.

• It also involves population change, both people leaving and arriving as regeneration progresses, as well as structural change to employment.

AO2 • A key role is funding and where the money for regeneration comes

from; national government has been a key source of this but it is usually ‘matched’ or exceeded by private investment.

• Government spending is used as pump priming or leverage to attract private investment so often focuses on key infrastructure and land acquisition to make an area more attractive to private investment.

• Private investors might be seen as having considerable leverage in determining overall plans because they are the source of finance, perhaps to the detriment of local community views.

• Planners have some say in regeneration, but planning regulations are often relaxed in areas being regenerated to allow construction of tall buildings or alternate densities; again suggesting that those funding regeneration have a significant role to play.

• Local councils can have a direct role in regenerating some areas especially when housing regeneration / sink estates are involved but increasingly this is given over to housing associations and private developers, i.e. a proportion of housing being affordable.

• Community groups and residents might be seen as being marginally involved, forming pressure groups and interest groups to seek change that meets their needs – although in some cases such groups can prevent or alter regeneration.

A summary/conclusion is not required but may be included. Many might argue that regeneration ‘follows the money’ giving the key role to sources of finance, which in many instances is private business and investment.

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3(a)(i) AO3 (1 mark) Award 1 mark for a statement such as: • There is no difference between the views of different groups

/ categories / types of people (1) Accept any similar statement with both a ‘ no difference’ + ‘groups’ element.

(1)

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3(a)(ii) AO3 (2 marks) Award 1 mark for each of the following:

• O-E / Retired people cell: 2 (1) • Total / X2 cell = 3.9 (1)

(2)

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3(a)(iii) AO3 (2 marks) Award 1 mark for each valid possible reason

• The groups represent a wide range of ages from students to retired people. (1)

• There is a range of incomes represented e.g. business owners versus students. (1)


(2)

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Indicative content Mark

3(a)(iv) AO3 (4 marks) Award 1 mark for identification of an appropriate type of secondary data and a further 1 mark for expansion, up to 2 marks each.

• Media / local press (1) positive coverage and reports of job creation or similar improvements (1).

• Census data (1) showing population growth over time / fall in average age of residents suggesting in-migration (1).

• Rising house price data trends (1) suggesting that the areas desirability is improving (1.)

• IMD data (1) showing reductions in income deprivation over time (1).

Accept any other appropriate response or type of presentation method.

(4)

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3(b) AO3 (9 marks) Marking instructions Markers must apply the descriptors in line with the general marking guidance and the qualities outlined in the levels-based mark scheme below. No marks for stating research question, but this should be used as the context for the answer. Indicative content guidance Content depends on candidates’ choices of field research and the conclusions drawn. Assessment should include the following: • ideas should cover primary data researched, e.g. land use mapping of

regeneration schemes, questionnaires focusing on why regeneration was needed, changes and whether this was successful, EQS surveys or similar fieldwork quantifying environmental improvement

• choice of methods should be explained and assessed with reference to the field research question and conclusions drawn. A comparison of their relative merits may be included

• credit assessment of choice and range of fieldwork data collection methods used if linked to the conclusions drawn and their validity / reliability

• credit assessment of bias and reliability linked to sampling strategy and locations of fieldwork data collection if appropriate

• critical assessment of the effectiveness of the sources of fieldwork methods used, with a judgement about their value, and degree to which the chosen fieldwork methods helped in terms of coming to conclusions.



Level 1 1–3 • Shows evidence that fieldwork investigation skills used may not have been fully appropriate or effective for the investigation of the geographical questions/issue. (AO3)

• Considers the fieldwork investigation process/data/evidence, with limited relevant connections and/or judgements. (AO3)

• Argument about the investigation is simplistic and/or generic. (AO3)

Level 2 4–6 • Shows evidence that fieldwork investigation skills used were largely appropriate and effective for the investigation of the geographical questions/issue. (AO3)

• Critically considers the fieldwork investigation process/data/evidence in order to make some relevant connections and valid judgements. (AO3)

• Argument about the investigation may have unbalanced consideration of factors, but is mostly coherent. (AO3)

Level 3 7–9 • Shows evidence that fieldwork investigation skills used were appropriate and effective for the investigation of the geographical questions/issue. (AO3)

• Critically considers the fieldwork investigation process/data/evidence in order to make relevant connections and judgements that are supported by evidence. (AO3)

• Argument about the investigation includes balanced consideration of factors and is fully developed and coherent. (AO3)

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4 AO1 (4 marks)/AO2 (12 marks) Marking instructions Markers must apply the descriptors in line with the general marking guidance and the qualities outlined in the levels-based mark scheme below. Responses that demonstrate only AO1 without any AO2 should be awarded marks as follows:

• Level 1 AO1 performance: 1 mark • Level 2 AO1 performance: 2 marks • Level 3 AO1 performance: 3 marks • Level 4 AO1 performance: 4 marks

Indicative content guidance The indicative content below is not prescriptive and candidates are not required to include all of it. Other relevant material not suggested below must also be credited. Relevant points may include: AO1

• Urban slums in the developing world are at least in part caused by globalisation and its role in fueling rural-urban migration.

• Cities like Mumbai are increasingly global or ‘world’ cities but face many urban problems, not least slum housing.

• Regeneration is one way of removing or improving slums, which may be seen as detrimental to the image of cities like Mumbai.

• Slums can be seen as positive, i.e. as places of employment and service provision, i.e. contributing to the urban economy.

AO2 • Conditions in Dharavi are very poor especially in terms of sanitation

and health, and regeneration could improve this for residents although it could be argued this come at a price.

• Residents / charities feel that some of them may not be re-housed, and may fear that their rents will become unaffordable and worry that business and home premises will be smaller than what they have now.

• Local businesses, which in some cases are dirty and polluting (but major employers and even exporters), may fear they will not be part of regeneration plans because of the nature of their industry; regeneration might be seen as a mixed blessing for existing residents and the very long gestation period of the plans might suggest that agreement has been very hard to come by.

• The high % of Muslim residents might suggest Dharavi is a ‘safe haven’ for them in a majority Hindi city, so Muslims might be particularly worried about the plans.

• The commercial, globalised business interests that would finance Dharavi’s regeneration could be seen as having a lot to gain from the redevelopment as the land has very high value in the centre of Mumbai so the potential for rent income is high.

• As Mumbai and India continue to globalise, the value of the land is only likely to rise so commercial interests have a lot to gain.

• The city authority seems to view redevelopment as a good thing, as it has persisted with plans over 20 years despite nothing happening so far; this may have much to do with the negative image of having

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such a huge slum so close to the centre of the city as well as genuine desire to improve living conditions to show Mumbai / India is moving away from the type of housing associated with the developing world.




• Applies knowledge and understanding of geographical information/ideas, making limited and rarely logical connections/relationships, to produce an interpretation with limited relevance and/or support. (AO2)

• Applies knowledge and understanding of geographical information/ideas to produce an unsupported or generic conclusion, drawn from an argument that is unbalanced or lacks coherence. (AO2)

• Limited synthesis of geographical ideas from across the course of study. (AO2)

Level 2 5–8 • Demonstrates geographical knowledge and understanding, which is occasionally relevant and may include some inaccuracies. (AO1)

• Applies knowledge and understanding of geographical information/ideas with limited but logical connections/relationships to produce a partial interpretation that is supported by some evidence but has limited coherence. (AO2)

• Applies knowledge and understanding of geographical information/ideas to come to a conclusion, partially supported by an unbalanced argument with limited coherence. (AO2)

• Argument partially synthesises some geographical ideas from across the course of study, but lacks meaningful connections. (AO2)

Level 3 9–12 • Demonstrates geographical knowledge and understanding, which is mostly relevant and accurate. (AO1)

• Applies knowledge and understanding of geographical information/ideas to find some logical and relevant connections/relationships to produce a partial but coherent interpretation that is supported by some evidence. (AO2)

• Applies knowledge and understanding of geographical information/ideas to come to a conclusion, largely supported by an argument that may be unbalanced or partially coherent. (AO2)

Level Mark Descriptor • Argument synthesises some geographical ideas from

across the course of study, making some meaningful connections. (AO2)


• Applies knowledge and understanding of geographical information/ideas to find fully logical and relevant connections/relationships to produce a full and coherent interpretation that is supported by evidence. (AO2)

• Applies knowledge and understanding of geographical information/ideas to come to a rational, substantiated conclusion, fully supported by a balanced argument that is drawn together coherently. (AO2)

• Argument comprehensively and meaningfully synthesises geographical ideas from across the course of study throughout the response. (AO2)

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5(a) AO1 (1 mark) C (1)

(1)

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5(b) AO3 (2 marks) Award the 2 marks as follows: • Asian / Liverpool compared to England cell: -3.4 (1) • Black / Liverpool cell: 2.6% (1)

(2)

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5(c) AO1 (2 marks)/AO2 (1 mark) Award 1 mark for interpreting the resource to identify a valid reason for the distribution, and a further 2 marks for expansion, up to a maximum 3 marks.

• Clustering of ethnic / immigrant groups (1) as subsequent immigrants are attracted to places where earlier immigrants live (1) for positive reasons (support, services) or negative ones (prejudice, exclusion).

• Proximity to arrival location (1) many immigrants will have arrived in London and stayed there (1) due to lack of money to move on (1).

• Job availability in large cities (1) such as London or Birmingham (1) due to a wide range of low skill occupations (1).


(3)

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5(d) AO1 (4 marks) For each reason, award 1 mark for a group of people, and a further 1 mark for expansion, up to a maximum 2 marks each. For example: • Some rural areas are very isolated for people without cars

(1) with limited and costly transport links to other places such as infrequent / expensive buses (1).

• Older people depending on health services (1) may have to make frequent journeys to access towns and cities at high cost (1).

• Young people in their late teens and early 20s (1) may suffer from limited access to education as higher-order institutions are some distance away (1) or may have very limited choices in terms of employment due to a lack of major employers (1).

(4)

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5(e) AO1 (6 marks) Marking instructions Markers must apply the descriptors in line with the general marking guidance and the qualities outlined in the levels-based mark scheme below. Indicative content guidance The indicative content below is not prescriptive and candidates are not required to include all of it. Other relevant material not suggested below must also be credited. Relevant points may include: • Suburban locations may be perceived as positive by some groups,

especially those in the later stages of their life cycle; older families, retirees.

• Suburban locations can be perceived as boring by the young, but safe by older groups due to low crime rates compared to inner cities.

• Certain employment types, e.g. retail, offices, are close to suburban areas due to decentralisation, limiting commuting times; out-of-town services such as malls are also close.

• Recreation and leisure areas and facilities (golf, horse-riding, football centres) can be easily accessed from the suburbs, which may be a priority for families and older people.

• Families and older groups may consider suburbs less polluted, safer in terms of crime and better in terms of services – especially schools; the costs of high house prices and large distances to travel are less significant due to higher incomes in the later life-cycle stages. Immigrant groups may perceive suburbs as unwelcoming as well as very expensive.



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5(f) AO1 (3 marks)/AO2 (9 marks) Marking instructions Markers must apply the descriptors in line with the general marking guidance and the qualities outlined in the levels-based mark scheme below. Responses that demonstrate only AO1 without any AO2 should be awarded marks as follows:


Indicative content guidance The indicative content below is not prescriptive and candidates are not required to include all of it. Other relevant material not suggested below must also be credited. Relevant points may include: AO1 • Different stakeholders include local and national government, local

businesses and residents as well as a range of specific groups, such as pressure or community groups.

• Change could involve the influx of new groups into an area, either ethnically different or from different countries but ethnically similar, e.g. EU migration to the UK.

• Change could involve changes to land use, services, employment and housing.

AO2 • Local councils could be argued as the key player in managing rapid

cultural change as the change is often highly localised; councils provide culturally specific and more generic services in terms of education, health and social services.

• In places with rapid cultural change and ‘churn’, there are major challenges in providing some services, especially education, if numbers of children are rapidly rising and special language provision needs to be made – a key challenge for local councils and academy chains.

• This might be even more significant (i.e. costly) in rural areas such as north Lincolnshire or western Scotland where services provision is not concentrated in certain locations.

• Government at a national level might be argued as having a key role in terms of managing numbers, as well as attitude and tone towards newcomers; immigration rules and even quotas could be seen as important.

• Local community groups – both in terms of ethnic / national groups or religious groups could be seen as crucial in terms of community engagement and integration; also from the perspective of the host’s population in terms of outreach and understanding.

• Businesses also provide services in areas of rapid cultural change in terms of shops and other services, either set up by entrepreneurs from an ethnic group or by others.

A summary/conclusion is not required but may be included. Local councils and community groups might be seen as most significant in terms of managing the process of integration and promoting understanding in areas

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of rapid change where the potential for tension exists.















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6(a)(i) AO3 (1 mark) Award 1 mark for a statement such as: • There is no difference between the views of different groups

/ categories / types of people (1) Accept any similar statement with both a ‘no difference’ + ‘groups’ element.

(1)

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6(a)(ii) AO3 (2 marks) Award 1 mark for each of the following:

• O-E / Retired people cell: 2 (1) • Total / X2 cell = 3.9 (1)

(2)

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6(a)(iii) AO3 (2 marks) Award 1 mark for each valid possible reason

• The groups represent a wide range of ages from students to retired people. (1)

• There is a range of incomes represented e.g. business owners versus students. (1)


(2)

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6(a)(iv) AO3 (4 marks) Award 1 mark for identification of an appropriate type of secondary data and a further 1 mark for expansion up to a maximum 2 marks each.

• Census data (1) could be used to track changes in ethnicity over time using proportions of Asian, Black etc. (1).

• Goad maps or similar land use /service maps (1) could be used to show changes in religious buildings and other cultural services (1).

• Local newspapers (1) by analysing trends in reporting of stories relating to specific cultural groups (1).

Accept any other appropriate response or type of presentation method.

(4)

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6(b) AO3 (9 marks) Marking instructions Markers must apply the descriptors in line with the general marking guidance and the qualities outlined in the levels-based mark scheme below. No marks for stating research question, but this should be used as the context for the answer. Indicative content guidance Content depends on students’ choices of field research and the conclusions drawn. Assessment should include the following: • ideas should cover primary data researched, e.g. land use mapping

of changes, questionnaires focusing on diversity and change, EQS surveys or similar fieldwork quantifying environmental improvement

• choice of methods should be explained and assessed with reference to the field research question and conclusions drawn. A comparison of their relative merits may be included

• credit assessment of choice and range of fieldwork data collection methods used if linked to the conclusions drawn and their validity / reliability.

• credit assessment of bias and reliability linked to sampling strategy and locations of fieldwork data collection if appropriate

• critical assessment of the effectiveness of the sources of fieldwork methods used, with a judgement about their value, and degree to which the chosen fieldwork methods helped in terms of coming to conclusions.



Level 1 1–3 • Shows evidence that fieldwork investigation skills used may not have been fully appropriate or effective for the investigation of the geographical questions/issue. (AO3)

• Considers the fieldwork investigation process/data/evidence, with limited relevant connections and/or judgements. (AO3)

• Argument about the investigation is simplistic and/or generic. (AO3)

Level 2 4–6 • Shows evidence that fieldwork investigation skills used were largely appropriate and effective for the investigation of the geographical questions/issue. (AO3)

• Critically considers the fieldwork investigation process/data/evidence in order to make some relevant connections and valid judgements. (AO3)

• Argument about the investigation may have unbalanced consideration of factors, but is mostly coherent. (AO3)

Level 3 7–9 • Shows evidence that fieldwork investigation skills used were appropriate and effective for the investigation of the geographical questions/issue. (AO3)

• Critically considers the fieldwork investigation process/data/evidence in order to make relevant connections and judgements that are supported by evidence. (AO3)

• Argument about the investigation includes balanced consideration of factors and is fully developed and coherent. (AO3)

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7 AO1 (4 marks)/AO2 (12 marks) Marking instructions Markers must apply the descriptors in line with the general marking guidance and the qualities outlined in the levels-based mark scheme below. Responses that demonstrate only AO1 without any AO2 should be awarded marks as follows:

• Level 1 AO1 performance: 1 mark • Level 2 AO1 performance: 2 marks • Level 3 AO1 performance: 3 marks • Level 4 AO1 performance: 4 marks

Indicative content guidance The indicative content below is not prescriptive and candidates are not required to include all of it. Other relevant material not suggested below must also be credited. Relevant points may include: AO1

• Boston has seen a major increase in cultural diversity as a result of immigration by EU migrants.

• Once a ‘sleepy’ rural market town it has seen connections to many parts of Europe grow and can be viewed as increasingly globalised.

• The pace of change in Boston is dramatic, which might be expected to increase tensions.

• Immigration brings costs and benefits in all cases. AO2 • EU migrants, many of them from Eastern Europe, appear to have

benefitted much from locating in Boston, although their average wages are lower than that of UK workers; most seem happy with their ‘lot’ in Boston (quotes).

• Many will send remittances home, although an increasing number have settled with their families; the fact that they own and run many local businesses increases the perception that they view Boston as home, and contribute to its economy.

• The data suggests the immigrants work for less pay but have a higher employment rate than their UK born counterparts, which works against the ‘stealing our jobs’ view put forward by some.

• Local agricultural businesses depend on EU migrant workers, and their low wages could be seen as lowering costs and increasing competitiveness, which benefits the area in a globlalised market.

• There is pressure on local services in terms of numbers of newcomers and their specific needs, e.g. education services, and this may place significant challenges on local councils.

• Local people may have very mixed views, with some in support and some against the change; some major changes in land use are suggested by the resources, which local people may view as changing Boston in very obvious ways that they are uncomfortable with; a large proportion voted for UKIP in the 2015 General Election suggesting they are uncomfortable with mass migration and globalisation.




• Applies knowledge and understanding of geographical information/ideas, making limited and rarely logical connections/relationships, to produce an interpretation with limited relevance and/or support. (AO2)

• Applies knowledge and understanding of geographical information/ideas to produce an unsupported or generic conclusion, drawn from an argument that is unbalanced or lacks coherence. (AO2)

• Limited synthesis of geographical ideas from across the course of study. (AO2)

Level 2 5–8 • Demonstrates geographical knowledge and understanding, which is occasionally relevant and may include some inaccuracies. (AO1)

• Applies knowledge and understanding of geographical information/ideas with limited but logical connections/relationships to produce a partial interpretation that is supported by some evidence but has limited coherence. (AO2)

• Applies knowledge and understanding of geographical information/ideas to come to a conclusion, partially supported by an unbalanced argument with limited coherence. (AO2)

• Argument partially synthesises some geographical ideas from across the course of study, but lacks meaningful connections. (AO2)

Level 3 9–12 • Demonstrates geographical knowledge and understanding, which is mostly relevant and accurate. (AO1)

• Applies knowledge and understanding of geographical information/ideas to find some logical and relevant connections/relationships to produce a partial but coherent interpretation that is supported by some evidence. (AO2)

• Applies knowledge and understanding of geographical information/ideas to come to a conclusion, largely supported by an argument that may be unbalanced or partially coherent. (AO2)

• Argument synthesises some geographical ideas from across the course of study, making some meaningful connections. (AO2)


• Applies knowledge and understanding of geographical information/ideas to find fully logical and relevant connections/relationships to produce a full and coherent interpretation that is supported by evidence. (AO2)

• Applies knowledge and understanding of geographical information/ideas to come to a rational, substantiated conclusion, fully supported by a balanced argument that is drawn together coherently. (AO2)

• Argument comprehensively and meaningfully synthesises geographical ideas from across the course of study throughout the response. (AO2)

paper 2 mark scheme - faculty...

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