Ug030050 International Gcse in Geography Master Booklet Spec Sams For Web 220212

Specification and Sample Assessment Material
Edexcel International GCSE in Geography (4GE0)

First teaching September 2012
First examination June 2014
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Pearson Education Limited 2012
International GCSE
Geography (4GE0)
Specification

Introduction
The Edexcel International GCSE in Geography is designed for use in schools and
colleges. It is part of a suite of qualifications offered by Edexcel.
Key subject aims

The Edexcel International GCSE in Geography enables students to:
apply and build on the fundamental building blocks of geographical knowledge
actively engage in the process of geographical enquiry to develop as effective

and independent learners and as critical and reflective thinkers with enquiring
minds
develop their knowledge and understanding of geographical concepts and

appreciate the relevance of these concepts to our changing world
develop a framework of spatial awareness in which to appreciate the importance

of the location of places and environments from a local to global scale
appreciate that people have different views of, and attitudes to, the world, its
environments and its issues
develop and apply practical geographical enquiry skills
undertake geographical investigations that include both primary and secondary

data collection and presentation, analysis and drawing conclusions
develop and apply their learning to the real world through fieldwork
develop their awareness of global issues and recognise the need for a
sustainable future.
This Edexcel International GCSE in Geography has 120140 guided

learning hours (GLH).
Key features and benefits of the qualification
It adds an international dimension to the study of geography.
It encourages practical enquiry skills that underpin knowledge and

understanding of geography.
Assessment is through one externally-assessed examination.
It provides a solid basis for progression to GCE AS and Advanced qualifications

in geography, or equivalent qualifications such as BTEC Nationals in Travel and
Tourism and land-based subjects.
Contents
Specification at a glance
Qualification content
Knowledge and understanding
Examination Paper
Section A The Natural Environment
Section B People and their Environments
Section C Practical Geographical Enquiry
12
Section D Global Issues
16
Assessment
19
Summary table of assessment
19
Assessment Objectives and weightings
19
Entering your students for assessment
20
Assessing your students
21
Student recruitment
22
Progression
22
Grade descriptions
23
Support and training
25
Edexcel support services
25
Training
25
Textbooks and resources
26
Specification at a glance
Overview of content
The International GCSE has four sections. Sections A, B and D contain optional
topics and Section C draws on the practical geographical enquiry skills that
underpin the study of Sections A and B.
Complete two of the three topics:
1
River environments
Coastal environments
Hazardous environments

Complete two of the three topics:
4
Economic activity and energy
Ecosystems and rural environments
Urban environments

The development of practical geographical enquiry skills related to the investigation
of each selected topic from Sections A and B.
Complete one of the three topics:
7
Fragile environments
Globalisation and migration
Development and human welfare
Examination Paper
Paper code: 4GE0/01
Externally-assessed through a 3-hour examination paper, set and marked by

Edexcel.
Availability: June series.
First assessment: June 2014.
The single tier of entry will contain a variety of question types, such as multiplechoice questions, short and extended answer questions, graphical and data
questions and practical enquiry questions.
The total number of marks available is 180.
UG029657 Specification Edexcel International GCSE in Geography (4GEO)

Issue 1 January 2012 Pearson Education Limited 2012
The paper will be a question and answer booklet and candidates have to
answer:
two questions from a choice of three in Section A
two questions from a choice of three in Section B
two questions; one question from a choice of two related to Topics 1 to 3

and one question from a choice of two related to Topics 4 to 6 in Section
Cone question from a choice of three in Section D.
Each question in Sections A, B and C is worth 25 marks; each question in

Section D is worth 30 marks.

Qualification content
Knowledge and understanding
The specification content is set out in detail in Topics 1 to 9. The content of this
qualification has taken the following points into account, that:
coverage should touch the main subject areas that are appropriate at this level
the natural environment, resources and production, population and settlement as
well as the related topics of globalisation, human welfare and sustainability
emphasis should be placed on the relationship between people and the

environment
geography should be recognised as a dynamic discipline in continuous change
content should be specified in such a way that students can explore the geography
of their own countries
case studies are used to exemplify key ideas
students are required to undertake fieldwork and other practical exercises to

underpin knowledge and understanding, as well as to illustrate the key ideas
students should become competent in the use of a range of skills and techniques.
Teachers have the freedom to construct their own teaching programme based on this
specification, but any programme must fulfil the following requirements:
the study of a range of themes which, taken together, involve work at different
spatial scales (small (local), regional, national, international, global), in different
parts of the world and in different types of environment
the development of skills used in geographical enquiry, including fieldwork

investigation.

The content in detail

The specification content pages for each topic are divided into the following sections.
Key ideas
Each topic is divided into a number of key ideas which give a focus to the content.
Essential content
Each key idea is broken down into a number of bulleted content points which specify
what must be studied. Examination questions will be based on this content.
Scale
The scale column indicates the spatial scale at which the content should be covered,
where appropriate.
Required exemplification
This column indicates case studies that illustrate and support some of the essential
content. It is important that the bulleted content should be studied in the context of
real places. Students will be expected to demonstrate accurate knowledge of location
in the examination.
Fieldwork opportunities and practical skills
This column indicates recommended exercises involving the collection and analysis of
primary and secondary data. An essential part of this practical work is using a range of
geographical enquiry skills. This practical learning is an integral part of the questions
relating to Sections A and B of the specification content. Fieldwork opportunities are
identified with an (F) and practical skills are identified with a (P).
Abbreviations used
In the topics the following abbreviations have been used:
BRICS Brazil, Russia, India, China, South Africa
CBD Central Business District
GDP Gross Domestic Product
GNI Gross National Income
HDI Human Development Index
HIC High Income Country
HYV High Yielding Variety
LIC Low Income Country
MIC Medium Income Country
NIC Newly Industrialised Country
TNC Transnational Company

Examination Paper
Overview of paper
Candidates are asked to complete two out of three questions based on the three
topics:
1
River environments
Coastal environments
Hazardous environments.

Candidates asked to complete two out of three questions based on the three topics:
4
Economic activity and energy
Ecosystems and rural environments
Urban environments.

Candidates asked to complete one out of two questions related to Section A and one
out of two questions related to Section B.
Candidates asked to complete one question drawn from one of the three topics:
7
Fragile environments
Globalisation and migration
Development and human welfare.
Overview of assessment
The assessment of this qualification is through a 3-hour examination paper, set

and marked by Edexcel.
questions and fieldwork questions.
The paper will be a question and answer booklet and students have to answer:
two questions; one question from a choice of two related to Topics 1 to 3 and
one question from a choice of two related to Topics 4 to 6 in Section C
one question from a choice of three in Section D.
Each question in Sections A to C is worth 25 marks; each question in Section D is

worth 30 marks.

Processes: weathering and mass movement; erosion and

deposition. Factors affecting these processes (climate, stream
velocity, slope, geology).
River channel changes downstream and the formation of

valleys, interlocking spurs, waterfalls, meanders, oxbow lakes,
flood plains and levees.
The uses of water: agriculture, industry, human hygiene and

leisure. The demand for and supply of water: areas of water
shortage and water surplus.
Reasons for variations in water quality. Sources of pollution

(sewage, industrial waste, agriculture). The storage and supply
of clean water (dams and reservoirs; pipelines; treatment
works).
Flooding: causes (intensity of rainfall, snowmelt, steep slopes,

impermeable surfaces, human activities) and control.
Water is vital to people

and varies in availability
and therefore needs
careful management.
Case study of the

rising demand for
water in one
country.
Case study of a
water storage
project to include
its construction,
management and
impacts.
Investigating water
quality (F).
National
and small
(local)
Annotated sketches
based on photographs
(P).
Investigating channel
characteristics (F).
The hydrograph and river regimes: factors affecting them

(precipitation, temperature, land use, water abstraction,
dams).
Small
(local)
Features of a drainage basin, including watershed and channel

network.
Running water has a

significant influence on
the development of
landforms.
Channel network
mapping (P).
Global
and small
(local)
The hydrological cycle: characteristics, stores and transfers.
The worlds water supply

is contained within a
closed system the
hydrological cycle. Water
is transferred between
its various stores.
Case study of the

physical features
of a drainage
basin.
Recommended
fieldwork
opportunities (F)
and practical skills
(P)
Required case
studies
Scale
Essential content
Key ideas
Topic 1 River environments
Physical factors affecting the distributions of coastal

ecosystems.
Coastal ecosystems are of value to people, but are threatened

by tourism and other developments (industrialisation,
agricultural practices, deforestation).
Conflicts between different users of the coast and between

development and conservation.
Coastal retreat and its management. Coastal protection: soft

and hard engineering; conflicting views.
Management of both
physical processes and
human activities is
needed to sustain
coastal environments.
National,
regional
and small
(local)
Coastal ecosystems (coral reefs, mangroves, sand dunes, salt

marshes) and their biodiversity.
Global
and small
(local)
The impact of geology, vegetation, people and sea-level

changes on coasts.
Distinctive ecosystems
develop along particular
stretches of coastline.
Landforms: erosional (headlands and bays; cliffs; wave-cut

platforms; caves; arches, stacks and stumps); depositional
(beaches, spits, bars).
Case study of a
retreating
coastline
causes, impacts
and management.
Case study of one

coastal
ecosystem.
Investigating the
conflicts between
development and
conservation on a stretch
of coastline (F).
Investigation of coastal
ecosystems based on
maps, photographs and
other sources of
information (P).
Investigating beach
profiles and sediment
characteristics (F).
Annotated sketches
based on photographs
(F/P).
Regional
and small
(local)
The coast as a natural system and its processes: marine (wave

action, erosion, deposition, longshore drift); sub-aerial
(weathering, mass movement).
Physical processes give

rise to characteristic
coastal landforms.
Case study of two

geologically
contrasting
coastlines.
Recommended
fieldwork
opportunities (F)
(P)
Required case
studies
Scale
Essential content
Key ideas
Topic 2 Coastal environments
The global distributions, causes and characteristics of: tropical

storms, volcanoes and earthquakes.
Methods of monitoring weather conditions.
Identifying the scale of natural disasters and their short-term

and long-term impact in countries at different levels of
development.
Reasons why people continue to live in areas at risk from

hazard events.
Predicting and preparing for hazards (education, early warning

systems, shelters, defences).
Coping during hazards (evacuation, mitigation).
Consequences of hazards: short-term (emergency aid and

disaster relief); long-term (risk assessment, rebuilding, review
and adjustment, improving prediction and preparation).
Mitigating the
consequences of hazards
involves taking actions
before, during and after
the event.
National
Regional
and small
(local)
Global
and
regional
Scale
Case study of the

management of a
tectonic event.
Case study of the
management of
either river
flooding or coastal
flooding.
A case study of
the comparative
impacts of a
tropical storm in
an LIC and an
HIC.
2
Required case
studies
Investigating peoples
views on the
management of a hazard
event (F).
Research into a recent

hazard event (P).
Investigating weather
conditions (F).
Mapping the global

distribution of recent
hazards (P).
Recommended
fieldwork
opportunities (F)
(P)
Different types of hazard (climatic, tectonic).
Some places are more

hazardous than others.
Hazards have an impact

on people and the
environment.
Essential content
Key ideas
Topic 3 Hazardous environments
Factors affecting the changing location and growth of tertiary

and quaternary activities (prosperity, new technology,
accessibility, transport, government policy).
Factors affecting the changing location of manufacturing (TNCs,

raw materials, labour, new technology, government policy).
The rising demand for energy and the energy gap.
The concept of finite energy resources and the need for energy
efficiency.
The relative merits of using renewable (eg wind, tidal and

solar) versus non-renewable sources of energy (eg fossil fuels
and nuclear power).
Increased economic
production creates a
rising demand for
energy and/or energy
efficiency.
Global,
national
and small
(local)
Global
Case study of the

factors affecting
the development
and location of
one high-tech
industry.
Case study of a
de-industrialised
area causes,
consequences and
subsequent
development.
Investigating peoples
conflicting views on the
use and impacts of
renewable and nonrenewable energy (F).
Research into energy

sources of home country
(P).
Investigating the location

factors of factories or
services (F).
Informal employment: causes and characteristics.
Regional
The relative importance of these economic sectors changes with

development and variations between and within countries.
The location and growth

of particular types of
economic activity are
influenced by a range of
factors.
Graphical representation
of employment sector
data (P).
Global,
national
and
regional
The classification of employment by sector: primary,

secondary, tertiary and quaternary.
Economic activity
sustains people and
involves output from a
number of different
economic sectors.
A comparative
study of sectoral
shifts in one HIC
and one LIC.
Recommended
fieldwork
opportunities (F)
(P)
Required case
studies
Scale
Essential content
Key ideas
Topic 4 Economic activity and energy
10
Rural environments are

changing.
HIC rural settlement changes: new economic activities; rural

depopulation; counter-urbanisation; service provision.
Causes and consequences of food shortages and attempts to

tackle these problems.
LIC rural settlement changes: farming changes (eg move to

cash cropping); rural-to-urban migration and its impact.
The farm as a system. Different types of farming:

arable/pastoral; commercial/subsistence; intensive/extensive
and ways of raising agricultural production (eg irrigation,
glasshouses, genetic engineering, HYVs).
Characteristics of rural environments: employment; population

size and structure; land use (including quarrying, recreation
and tourism); accessibility; conservation.
Case study of a
national park or
protected area:
management and
reasons for protection.
Case study of two
ways of raising
agricultural production.
Location of rural
settlements based
on map and
photographic
evidence (P).
Investigating how a
farm works as a
system (F).
National,
regional
and small
National
and
regional
The nature of the temperate grassland biome and its

agricultural use.
Farming is the principal

means of livelihood in
most rural
environments.
Ecosystems and their components: rocks; soils; climate;

vegetation; fauna; key ecological processes and concepts
(adaptation, succession, zonation, food webs, biodiversity).
Annotated sketch of
a soil profile from
photographs, eg
chernozem, podzol
(P).
Investigating a
small-scale rural
and/or coastal
ecosystem (F).
Global,
national
and small
(local)
Biomes and their global distributions.
Ecosystems exist at a
range of scales and
involve the interaction of
living and
non-living components.
Case study of an
ecosystem
exemplifying ecological
processes.
Recommended
fieldwork
opportunities
(F) and practical
skills (P)
Required case studies
Scale
Essential content
Key ideas
Topic 5 Ecosystems and rural environments
The nature of urbanisation (including suburbanisation and

counter-urbanisation); the factors affecting the rate of
urbanisation and the emergence of mega-cities.
The problems associated with rapid urbanisation including

congestion, transport, employment, crime and environmental
quality.
Reasons for factors encouraging similar land uses to

concentrate in particular parts of the urban area (eg locational
needs, accessibility, land values).
Consequences of different land uses, eg the distribution of

different socio-economic and ethnic groups, accessibility.
Implications of rapidly developing urban areas in LICs, eg

shanty towns (squatter settlements, location, growth, problems
and mitigating strategies including self-help).
The nature of, and reasons for, the changes taking place at the
edge of HIC cities (eg retail complexes, business parks and
industrial estates). The greenfield versus brownfield debate.
Areas of social deprivation and poverty in HIC cities: symptoms

and locations. The changing fortunes of inner-city areas.
The roles of decision makers (planners, politicians, property

developers and industrialists) in urban regeneration and
rebranding.
A growing percentage of
the worlds population
lives in urban areas.
Changes occur as urban

environments age and
the needs of people
change.
Urban environments can

be characterised by the
distribution of different
land uses and of people
of different economic
status and ethnic
background.
Essential content
Key ideas
Topic 6 Urban environments
Small
Small
(local)
Global
and small
(local)
Scale
Case study of one

named urban area in
an HIC to explain how
and why changes are
taking place.
Case studies of
shanty-town
management in a LIC
city and the contrast
with unmanaged
shanty towns.
Case study of one city

to show the land use
patterns and the
distribution of
social/ethnic groups.
11
Annotated sketches
of urban change
based on the
analysis of
photographs and
maps (P).
Investigating change
in urban land use
(F).
Investigating change
in environmental
quality survey (F).
Mapping of the
changing global
distribution of megacities (P).
Recommended
fieldwork
opportunities
(F) and practical
skills (P)

Throughout their course, learners need to acquire a range of geographical skills through
fieldwork and linked practical exercises.
Fieldwork is integral to the enquiry process that underpins the qualification.
The Field Studies Council (FSC) and Ofsted (2011 subject report) both support the view that
good and regular fieldwork motivates learners and enhances their understanding of geography.
There is also evidence that fieldwork encourages a higher than average take-up of academic
qualifications.
Fieldwork and enquiry skills should include:
pre-fieldwork planning designing a fieldwork investigation, as per the qualification

content
primary field skills undertaking a field investigation; the need for sampling, data
collection and recording techniques
presentation, analysis, conclusions and evaluation skills using the range of data
presentation techniques; analysis of data and drawing conclusions; evaluating the
techniques used and the conclusions drawn.
These concepts are shown more fully in the Suggested fieldwork opportunities diagram on
page 15.
Fieldwork and exceptional circumstances
Edexcel recognises that for some centres and/or individuals, fieldwork (specifically first hand
data collection activities) can be constrained by:
(i)
geographical location/physical nature of the region
(ii)
cultural/religious exceptions
(iii)
illness
(iv)
physical disability, or
(v)
security.
In these rare circumstances other fieldwork data could be used instead, eg from another
agency/organisation, books/magazines or from other learners who were able to collect the
data themselves (including from previous cohorts). More examples of other sources of
fieldwork data, including relevant websites, can be found in Edexcel International GCSE in
Geography teacher support materials. All other aspects of the enquiry process should remain
unchanged for those learners (Stages 1-3 and 5-7 in the enquiry process) who have not
collected their own data. These learners should work with the substitute data, eg graphing,
analysis, conclusions, evaluations etc, as if it were their own.
When exceptional circumstances are employed as part of the fieldwork process, either for an
individual, group or cohort, centres must justify their particular circumstances to Edexcel
through contact with Edexcels Ask the Expert Service or the Geography Subject Advisor both
available from www.edexcel.com/Subjects/Geography/Pages/Default.aspx.
12

Practical geographical enquiry process

Details and additional notes
(2) Contextualising
the fieldwork
(3) Design: Where

and how many?
(4) Equipment
considerations; how
to record. Primary
data collection
Primary field skills
(1) Identification of
the question
Pre-fieldwork and planning
Stages
What are the possible fieldwork opportunities* presented

by this environment(s)? Are they practical, realistic or
achievable given the circumstances of the locations etc?
Research into relevant background information

(internet/ICT, magazines, books), ie secondary information
and/or data. Opportunity to develop own ideas and
models* or use existing ones. Development of predictions,
hypotheses and/or suitable questions.
Number of fieldwork sites* (practically); group or individual

work. Consideration of appropriate sampling procedures
(systematic vs random vs stratified) and sample size.
Consideration of H&S + undertake risk assessments*.
Selection and use of appropriate equipment* to ensure

accuracy and reliability. Development of recording sheets
to undertake the investigation.
Note: in constrained circumstances (see page 14) other data may
(5) Data collation and

suitable presentation
(6) Analysis and

conclusions
(7) Evaluating the

process and results
Notes:
a)
Presentation, analysis, conclusions and

evaluation
be used to supplement primary data.
Use of ICT to manage data and collate information, eg

shared spreadsheets and VLE/ cloud to store for easy
retrieval. Using ICT and/or hand-drawn graphs/diagrams to
present information in a suitable way*.
Describe the findings*, explain possible reasons and make

links between patterns etc. Simple statistics may be
relevant, eg measures of central tendency when there is
sufficient quantitative data. Students should return to the
original predictions/hypotheses.
A review of the fieldwork process (including any additional

research information). Comments on the accuracy, validity
and reliability of the conclusions*.
Stages 1-3 should form part of the fieldwork planning process, before data collection
b) * Indicates that there are strong links with assessment. Section C questions will normally use
unseen information but in environments that have been studied.

13
Health and safety in the field

All centres must comply with local and national rules, laws and good practice relating to health
and safety. For example, the requirements of relevant legislation and codes of practice,
including the Department for Education Health and Safety Guidance for Schools and Health and
Safety Executive School Trips and Outdoor Learning Activities.
Centres must ensure safe working is an inherent part of practical learning, for example
learners know and understand the importance of ensuring their own safety and that of others.
This could involve learners developing risk assessments as part of the preparation for fieldwork
(Stage 3 Design), for example by using Google Maps and Google StreetView to assess likely
hazards and/or risk.
Health and safety learning must include the concepts of:
Hazard = the danger that could reasonably be expected to cause harm, eg contact with
slippery rocks next to a stream
Impact/severity = how someone might be harmed
Risk = the chance that someone will be harmed by a particular hazard, eg a fall, slip or
trip.
For example, a Risk Rating can be developed, based on likelihood and severity (or worst case
outcome); whilst working in a river the likelihood of slipping on wet rocks may be described as
infrequent (a score of 3/5), whilst the severity could be injury (a score of 3/5). These two
together give a risk-rating score of 9/25 (3 x 3/5 x 5), which would indicate that a control
should be in place to minimise the chance of injury through slipping.
Additional support on this aspect of the specification is available in the Edexcel International
GCSE in Geography teacher support materials.
Assessment of fieldwork skills
Fieldwork opportunities are assessed in Section C of the examination paper. Students must be
able to demonstrate fieldwork skills and competencies related to each of the selected topics.
It is recommended that students undertake a minimum of two fieldwork opportunities per
selected topic (a total of eight fieldwork opportunities).
In the examination, questions may be asked on any given four of the six topics from
Sections A and B: two from Section A and two from Section B. Candidates will select two
questions which will be based around the enquiry process; one from Section A and one from
Section B.
As part of and in addition to undertaking the geographical enquiry, students should acquire
and be able to apply the following skills:
Practical skills
graphical skills compiling graphs and flow lines; using proportional symbols; annotating
maps; diagrams and photographs
map skills with particular reference to maps (including digital maps): using grid
references; understanding scales; recognising symbols; identifying landforms and human
features of the landscape
photo-interpretation skills reading vertical and oblique aerial photographs and satellite
images, including GIS
sketching skills communicating ideas through simple sketch maps and field sketches
spatial awareness identifying the relative locations and relationships between features.
14

Cognitive enquiry skills
analysis of findings reviewing and interpreting quantitative and qualitative information

using appropriate media
use of statistical skills simple descriptive statistics, such as lines of best fit, means,
medians, modes etc
conflict resolution skills identifying the views of interested people (stakeholders),

recognising that stakeholders may have strongly different attitudes and feelings towards a
particular issue
evaluation of findings appraisal and review of data and information, to see if these are
accurate, suitable for the purpose or misleading and unreliable.
Suggested fieldwork opportunities

Topic
SECTION A
SECTION B
River
environments
Coastal
environments
Hazardous
environments
Suggested fieldwork opportunities
Measuring water quality

Measuring channel characteristics
Measuring beach profiles and sediment characteristics
Investigating the conflicts between development and conservation on

a stretch of coastline
Measuring and recording weather data
Investigating peoples views on the management of a hazard event

(river flooding, coastal retreat, tropical storms or tectonic events)
Investigating the location factors of factories or services
Economic
activity and
energy
Investigating peoples conflicting views on the use and impacts of
Ecosystems
and rural
environments
Urban
environments
renewable and non-renewable energy
Investigating a small-scale ecosystem or rural aid project

Investigating how a farm works as a system
Investigating change in environmental quality survey

Investigating change in land use

15
Causes of soil erosion and desertification: drought;

population pressure; fuel supply; overgrazing; migration.
Consequences (reduced agricultural output; malnutrition;

famine; refugees) and management of soil erosion.
Causes of deforestation: commercial timber extraction;

agriculture; mining; transport; settlement.
Consequences: loss of biodiversity; contribution to global

warming; economic development.
Managing rainforests in a sustainable way (agro-forestry);

the need for international cooperation.
Global warming and climate change debate: human causes,

including deforestation; use of fossil fuels; air pollution;
agricultural change; natural causes, including orbital
changes, volcanic activity and solar output.
Consequences: rising sea levels; more hazards; ecosystem

changes; new employment opportunities; changing
settlement patterns; health and wellbeing, including food
supply.
Managing the causes (anti-pollution legislation, alternative

energy sources, international cooperation) and adapting to
the consequences of global warming and climate change.
Global
and
national
Global
and
regional
Regional
Scale
Case study of the threats posed by

global warming and climate change
to one country: consequences and
management.
Case study of international attempts
to tackle the problems of global
warming and climate change.
Case study of an area of threatened

tropical rainforest: causes,
consequences and management.
Case study of an area affected by

desertification, including ways to
alleviate soil erosion.
The fragile nature of environments; the concept of

sustainability.
Environmental abuse
has serious
consequences. Its
causes need to be
tackled to ensure a
more sustainable
future.
16
Essential content
Key ideas
Topic 7 Fragile environments
The rise of the global economy (growth of production and

commodity chains) and the factors encouraging it (trade,
foreign investment, aid, labour, modern transport and
information technologies).
The global shift in manufacturing and the reasons for this

(labour costs, resources, profiteering).
TNCs: organisation; role as key players in the global

economy; benefits and costs to countries hosting TNCs.
The growth of global tourism and its causes (increased

leisure, the package holiday, modern transport,
marketing).
The impact of mass tourism on the environment, economy

and people of destination areas.
Attempts to make tourism more sustainable (ecotourism).
Migration a component of population change;

international migration; net migration.
Types of migration (voluntary versus forced); the push-pull

factors affecting migration.
Managing migration refugee and asylum-seeker issues:

the case for controlling migration flows.
Globalisation is
making the nations of
the world increasingly
interdependent. Major
movements of people
are both a cause and
a consequence of this
interdependence.
Essential content
Key ideas
Topic 8 Globalisation and migration
Global,
national
and
small
Global,
national
and
small
Global,
national
and
small
Case study of one international

migration flow: causes and
consequences.
17
Case study of one sustainable

tourism project: reasons for and
nature of.
Case study of the global operations

of a TNC or a TNCs operations in
one LIC.
Case study of India and Chinas

changing role in the global economy:
reasons and consequences.
Scale
Development indicators: per capita GDP/GNI; employment

by sector; energy consumption; birth, death and infant
mortality rates; life expectancy.
Quality of life indicators: housing; health and healthcare;

access to services; diet; literacy; security and safety;
political freedom; the HDI.
The classification of countries according to their level of

economic development HIC, MIC and LIC.
The changing pattern of global development, emerging

economies, NIC, BRICS.
The development gap at different spatial scales (symptoms

and causes) global (North-South divide); regional (growth
versus decline; core versus periphery) within countries;
local (deprivation versus affluence) within urban areas.
Rapid population growth and its quality of life consequences

(poverty, unemployment, inadequate housing and physical
infrastructure).
Government policies to manage population change.
Managing disparities in development and quality of life:

appropriate aid; using intermediate technology; fair and
freer trade; debt relief.
Global,
regional
and
small
Global
and
national
Scale
Case study of a UN aid agency

project in an LIC.
Case study of a non-governmental
aid agency project in an LIC.
Case study of how population

changes are being managed in one
country.
Case study of regional disparities

within one country: nature, causes,
consequences and management.
The nature of development (a complex, multi-strand

process) and quality of life.
Differences in
development and
human welfare exist
at a range of scales
and are subject to
change over time.
18
Essential content
Key ideas
Topic 9 Development and human welfare
Assessment
Summary table of assessment
Examination Paper
Paper code: 4GE0/01
Externally-assessed through a 3-hour examination paper, set and marked by

Edexcel.
Availability: June series.
First assessment: June 2014.
questions and fieldwork questions.
The paper will be a question and answer booklet and students have to answer:
two questions; one question from a choice of two related to Topics 1 to 3

and one question from a choice of two related to Topics 4 to 6 in Section C
one question from a choice of three in Section D.
Each question in Sections A, B and C is worth 25 marks; each question in

Section D is worth 30 marks.
Assessment Objectives and weightings

% in
International
GCSE
AO1:
recall, select, and communicate their knowledge and

understanding of places, environments and concepts
10-20%
AO2:
apply their knowledge and understanding in familiar and

unfamiliar contexts
45-55%
AO3:
select and use a variety of skills, techniques and

technologies to investigate, analyse and evaluate questions
and issues
30-40%
TOTAL

100%
19
Entering your students for assessment

Student entry
Details of how to enter students for this qualification can be found in Edexcels
International Information Manual, copies of which are sent to all active Edexcel
centres. The information can also be found on our website: www.edexcel.com.
Forbidden combinations
It is forbidden for students to study this qualification at the same time as the
Edexcel Certificate in Geography qualification.
Classification code
Centres should be aware that students who enter for more than one qualification
with the same classification code will have only one grade (the highest) counted for
the purpose of the school and college performance tables.
Access arrangements and special requirements

Edexcels policy on access arrangements and special considerations for GCE, GCSE,
International GCSE, and Entry level qualifications aims to enhance access to the
qualifications for students with disabilities and other difficulties without
compromising the assessment of skills, knowledge, understanding or competence.
Please see the Edexcel website (www.edexcel.com/iwantto/Pages/access-gq.aspx)
for:
information on the Joint Council for Qualifications (JCQ) policy Access

Arrangements, Reasonable Adjustment and Special Consideration
the forms to submit for requests for access arrangements and special
considerations
dates for submission of the forms.
Requests for access arrangements and special considerations must be addressed

to:
Special Requirements
Edexcel
One90 High Holborn
London WC1V 7BH
Equality Act 2010

Please see our website (www.edexcel.com) for information on the Equality Act 2010
and Edexcels Equality Policy in light of this, in particular about how to ensure equal
and fair access to qualifications and assessment.
20

Assessing your students

The first assessment opportunity for Paper 1 is in the June 2014 series and in each
following June series for the lifetime of the qualification.
Your student assessment opportunities

Paper
June 2014
Examination Paper
June 2015
June 2016
June 2017
Awarding and reporting

The grading, awarding and certification of this qualification will comply with the
requirements of the current GCSE/GCE Code of Practice, published by the Office of
Qualifications and Examinations Regulation (Ofqual). The International GCSE in
Geography qualification will be graded and certificated on an eight-grade scale from
A* to G.
The first certification opportunity for the Edexcel International GCSE in Geography
will be in 2014.
Students whose level of achievement is below the minimum judged by Edexcel to
be of sufficient standard to be recorded on a certificate will receive an unclassified
U result.
Language of assessment
Assessment of this qualification will be available in English only. Assessment
materials will be published in English only and all work submitted for examination
must be produced in English.
Stretch and challenge

Students can be stretched and challenged in the assessment through the use of
different assessment strategies, for example:
a requirement for extended writing
use of a wider range of question types to address different skills for example
open-ended questions, case studies.
Malpractice and plagiarism

For up-to-date advice on malpractice and plagiarism, please refer to the Joint
Council for Qualifications (JCQ) Suspected Malpractice in Examinations and
Assessments: Policies and Procedures document on the JCQ website,
www.jcq.org.uk.

21
Student recruitment
Edexcels access policy concerning recruitment to our qualifications is that:
they must be available to anyone who is capable of reaching the required

standard
they must be free from barriers that restrict access and progression
equal opportunities exist for all students.
Progression
This qualification supports progression to:
BTEC Nationals in the land-based sector
GCE in Environmental Sciences
GCE in Geography
GCE in Geology
GCE in Leisure and Recreation
GCE in Travel and Tourism
other training or employment.
22

Grade descriptions
Grade A
Candidates accurately recall detailed information about places, environments and
themes, across all scales, as required by the specification, and show detailed
knowledge of location and geographical terminology.
Candidates thoroughly understand geographical ideas from the specification
content, and apply their understanding to analyses of unfamiliar contexts. They
understand the way in which a wide range of physical and human processes
interact to influence the development of geographical patterns, the geographical
characteristics of particular places and environments, and their interdependence.
They understand complex interrelationships between people and the environment,
and how considerations of sustainable development affect the planning and
management of environments and resources. They evaluate the significance and
effects of values and attitudes of those involved in geographical issues and in
decision making about the use and management of environments.
Candidates undertake geographical enquiry, identifying relevant questions,
implementing effective sequences of investigation, and collecting a range of
appropriate evidence from a variety of primary and secondary sources. They use
relevant skills and techniques effectively, drawing selectively on geographical ideas
to interpret evidence, reaching substantiated conclusions, communicating outcomes
clearly and effectively, and critically evaluating the validity and limitations of
evidence and conclusions.
Grade C
Candidates accurately recall information about places, environments and themes, at
a range of scales, as required by the specification, and show a broad knowledge of
location and geographical terminology.
Candidates understand geographical ideas from the specification content in a
variety of physical and human contexts. They understand a range of physical and
human processes and their contribution to the development of geographical
patterns, the geographical characteristics of particular places and environments,
and their interdependence. They understand interrelationships between people and
the environment and appreciate that considerations of sustainable development
affect the planning and management of environments and resources. They
understand the effects of the values and attitudes of those involved in geographical
issues and in decision making about the use and management of environments.
Candidates undertake geographical enquiry, identifying questions or issues,
suggesting appropriate sequences of investigation, collecting appropriate evidence
from a variety of primary and secondary sources, using a range of relevant skills
and techniques, reaching plausible conclusions, communicating outcomes, and
appreciating some of the limitations of evidence and conclusions.

23
Grade F
Candidates can recall basic information about places, environments and themes, at
more than one scale, as required by the specification, and show an elementary
level of knowledge of location and geographical terminology.
Candidates can understand some simple geographical ideas in a particular context
from the specification content. They understand some simple physical and human
processes and recognise that they contribute to the development of geographical
patterns and the geographical characteristics of places and environments. They
have a simple understanding of some interrelationships between people and the
environment, and the idea of sustainable development. They show some awareness
of the values and attitudes of people involved in geographical issues and in decision
making about the use and management of environments.
Candidates undertake geographical enquiry, collecting and recording geographical
evidence from primary and secondary sources, drawing simple maps and diagrams,
communicating information and outcomes by brief statements, and recognising
some of the limitations of evidence.
24

Support and training

Edexcel support services
Edexcel has a wide range of support services to help you implement this
qualification successfully.
ResultsPlus ResultsPlus is an application launched by Edexcel to help subject
teachers, senior management teams and students by providing detailed analysis of
examination performance. Reports that compare performance between subjects,
classes, your centre and similar centres can be generated with one click. Skills
maps that show performance according to the specification topic being tested are
available for some subjects. For further information about which subjects will be
analysed through ResultsPlus and for information on how to access and use the
service, please visit www.edexcel.com/resultsplus.
Ask the Expert To make it easier for you to raise a query with us online, we
have merged our Ask Edexcel and Ask the Expert services.
There is now one easy-to-use web query form that will allow you to ask any
question about the delivery or teaching of Edexcel qualifications. Youll get a
personal response, from one of our administrative or teaching experts, sent to the
email address you provide.
Well also be doing lots of work to improve the quantity and quality of information
in our FAQ database where youll be able to find answers to many questions.
Examzone The Examzone site is aimed at students sitting external examinations
and gives information on revision, advice from examiners and guidance on results,
including re-marking, re-sitting and progression opportunities. Further services for
students many of which will also be of interest to parents will be available in the
near future. Links to this site can be found on the main homepage at:
www.examzone.co.uk.
Training
A programme of professional development and training courses, covering various
aspects of the qualification and examination, can be arranged by Edexcel. Full
details can be obtained from our website: www.edexcel.com.

25
Textbooks and resources

The following book is recommended:
Witherick M and Milner S Edexcel IGCSE Geography Student/Active Book
(Pearson, 2010) ISBN 9780435016951
5474sb181111G:\WORDPROC\LT\PD\INTERNATIONAL GCSES 2012\UG029657 INTL GCSE IN GEOGRAPHY SPEC (4GE0).DOC.1-30/2
26

International GCSE
Geography (4GE0)
Sample Assessment Material

Contents
Sample Mark Scheme
1
61
General Marking Guidance

x
All candidates must receive the same treatment. Examiners must mark
the first candidate in exactly the same way as they mark the last.
Mark schemes should be applied positively. Candidates must be

rewarded for what they have shown they can do rather than penalised
for omissions.
Examiners should mark according to the mark scheme not according to

their perception of where the grade boundaries may lie.
There is no ceiling on achievement. All marks on the mark scheme

should be used appropriately.
All the marks on the mark scheme are designed to be awarded.

Examiners should always award full marks if deserved, ie if the answer
matches the mark scheme. Examiners should also be prepared to award
zero marks if the candidates response is not worthy of credit
according to the mark scheme.
Where some judgement is required, mark schemes will provide the

principles by which marks will be awarded and exemplification may be
limited.
When examiners are in doubt regarding the application of the mark

scheme to a candidates response, the team leader must be consulted.
Crossed out work should be marked UNLESS the candidate has replaced
it with an alternative response.
Write your name here

Surname
Other names
Edexcel
International GCSE
Centre Number
Candidate Number
Geography
Paper Reference

Time: 3 hours
4GE0/01
You must have:

Calculator
Total Marks
Instructions
black ink or ball-point pen.

t Use
in the boxes at the top of this page with your name,
t Fill
centre number and candidate number.
seven questions, two questions from Section A, two questions from
t Answer
Section B, two questions from Section C and one question from Section D.
the questions in the spaces provided
t Answer
there may be more space than you need.
Information
total mark for this paper is 180.

t The
marks for each question are shown in brackets
t The
use this as a guide as to how much time to spend on each question.
The
following abbreviations are used: LIC Low Income Country, HIC High
t Income
Country, NIC Newly Industrialised Country and CBD Central Business
District.
Advice
each question carefully before you start to answer it.

t Read
Keep
an eye on the time.
t Remember
t important. that clear English and careful presentation of your answers is
t Check your answers if you have time at the end.
S40994A
2011 Pearson Education Ltd.
Turn over
*S40994A0160*
Edexcel International GCSE in Geography
Sample Assessment Materials
Pearson Education Ltd 2012
SECTION A: The natural environment

Answer TWO questions from this section
Indicate which question you are answering by marking a cross in the box . If you change your
mind, put a line through the box and then indicate your new question with a cross .
If you answer Question 1 put a cross in the box
1 River environments
(a) Study Figure 1 which shows the distribution of rainfall in Spain and plans to
transfer water around the country.
Water surplus
Water shortage
Figure 1
(i)
Put a cross
in the box next to the correct answer.
The wettest area of Spain is in the

(1)
A centre
B
east
north west
D south east
(ii) In which direction does the River Ebro flow?
(1)
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(iii) What is the purpose of Spains plan to transfer water around the country?
(2)
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(b) (i)
What is a flood plain?

(2)
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(ii) Levees occur along some rivers.

Describe how levees are formed. A labelled diagram may help your answer.
(4)
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(c) Explain the steps involved in supplying clean water to users.

(6)
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(d) For a named water storage project, discuss the different views that groups of
people have about its impacts.
(9)
Named water storage project . . . . . . . . . . . . . . . . ...............................................................................................................................
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(Total for Question 1 = 25 marks)
BLANK PAGE
2 Coastal environments
(a) Study Figures 2a and 2b which show a cliff coastline undergoing change.
Figure 2a
Figure 2b
(i)
State one way in which the coastline has changed as shown in Figure 2b.
(1)
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(ii) Label the following features on Figure 2b:

1. cliff face
2. wave-cut platform
(2)
(iii) Name one process that causes cliffs to change.
(1)
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(b) (i)
What is a beach?
(2)
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(ii) Spits are formed along some coastlines.

Describe how spits are formed. A labelled diagram may help your answer.
(4)
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(c) Explain why people hold different views about the use of hard engineering for
coastal protection.
(6)
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10
(d) Discuss ways in which the threats to a named coastal eco-system are being
managed.
(9)
Named coastal ecosystem
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11
3 Hazardous environments
(a) Study Figure 3 which shows a volcanic eruption.
Figure 3
(i)
Give one piece of evidence the volcano is active.

(1)
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(ii) Give three reasons why some people choose to live close to volcanoes.
(3)
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12
(b) (i)
What is a tectonic plate?

(2)
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(ii) Volcanoes are formed at plate boundaries.

Describe how volcanoes are formed at constructive plate boundaries.
A labelled diagram may help your answer.
(4)
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13
(c) Explain the causes and characteristics of tropical storms.

(6)
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14
(d) Discuss the reasons why the impacts of tropical storms are normally more severe
in LICs.
Examples will help your answer.
(9)
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TOTAL FOR SECTION A = 50 MARKS
15
SECTION B: People and their environments

Answer TWO questions from this section
4 Economic activity and energy

(a) Study Figure 4 which shows a new manufacturing area.
Figure 4
(i)
To which economic sector do the activities in Figure 4 belong? Put a cross in

the box next to the correct answer.
(1)
A primary
B
secondary
tertiary
D quaternary
(ii) Give three factors that make the location, shown in figure 4, ideal for
manufacturing industry.
(3)
1 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . .. . . . . . . . . . . . . . .
2 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . .. . . . . . . . . . . . . . .
3 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . .. . . . . . . . . . . . . . .
16
(b) (i)
Define the term hi-tech industry.

(2)
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(ii) Outline two characteristics of informal employment.

(4)
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2 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . .. . . . . . . . . . . . . . .
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(c) Explain the advantages and disadvantages of renewable sources of energy.

(6)
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17
(d) Discuss the consequences of de-industrialisation in one named area of a HIC.

(9)
Named area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................... ...............................................................
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18
BLANK PAGE
19
5 Ecosystems and rural environments

(a) Study Figure 5 which shows an incomplete diagram of a farm system.

....................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . .......................................................
..............................................................
Figure 5
(i)
What type of farming is shown in Figure 5?

(1)
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(ii) Complete Figure 5 by adding another example to each of the three boxes.
(3)
(b) (i)
What is subsistence farming?

(2)
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(ii) Outline two reasons why food shortages exist in some LICs.
(4)
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20
(c) Explain some changes taking place in HIC rural settlements.

(6)
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21
(d) For one named protected area, such as a national park, discuss the reasons why it
is being conserved.
(9)
Named area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................... ...............................................................
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22
BLANK PAGE
23
6 Urban environments
(a) Study Figure 6 which shows the distribution of shanty towns in So Paulo.
Figure 6
(i)
In which direction from the city centre is the largest concentration of shanty
towns? Put a cross in the box next to the correct answer.
(1)
A north east
B
north west
south
D south west
(ii) Suggest three reasons why the shanty towns are mainly found towards the
edge of the city.
(3)
1 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . .. . . . . . . . . . . . . . .
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24
(b) (i)
What is a mega-city?
(2)
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(ii) Outline two reasons why similar types of land use tend to concentrate in
particular parts of an urban area.
(4)
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(c) Explain why groups of people have different views on the development of
greenfield sites.
(6)
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25
(d) With reference to a named city, discuss the ways in which shanty towns are being
improved.
(9)
Named city . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..............................................................................................................................
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TOTAL FOR SECTION B = 50 MARKS
26
BLANK PAGE
27
SECTION C: Practical geographical enquiry

Answer TWO questions from this section. EITHER question 7 or 8
AND EITHER question 9 OR 10.
7 River Environments Fieldwork

Figure 7a shows two pieces of fieldwork equipment used in the investigation of river
water quality.
(Source: Field Studies Council (c))
(Source: Field Studies Council Nettlecombe Court)
Figure 7a
28
(a) (i)
Identify the two pieces of field equipment shown.

(2)
1 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . .. . . . . . . . . . . . . . .
2 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . .. . . . . . . . . . . . . . .
(ii) For one of the pieces of equipment shown, briefly describe how it could be
used to collect data on water quality.
(3)
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(iii) What factors should be considered when choosing sites at which to use this
equipment?
(3)
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29
(b) Figure 7b shows some freshwater invertebrate data recorded at five different sites
along a river.
Site
Species of Freshwater Invertebrate

Stonefly
Flattened
Mayfly
Swimming
Mayfly
Burrowing
Mayfly
Cased
Caddis
Non-biting
midge
Freshwater
Shrimp
Hoglouse
Rat-tailed
maggot
10
20
15
15
10
10
15
15
Figure 7b
(i)
In the space below, draw a simple sketch to present and compare the results
from Site 1 and Site 5.
(4)
(ii) Justify your choice of data presentation technique in (b)(i).

(3)
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30
(iii) What conclusions can be drawn about the trends in water quality along the
river, based on the data in Figure 7b. You may support your answer using
simple statistics.
(6)
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(iv) Comment on the validity of using indicator species as a way of finding out
about river water quality.
(4)
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31
8 Hazardous Environments Fieldwork

Figure 8a shows two pieces of fieldwork equipment used to measure local weather.
(Source: David Holmes / GeographySouthWest)
Figure 8a
32
(a) (i)
Identify the two pieces of field equipment shown.

(2)
1 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . .. . . . . . . . . . . . . . .
2 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . .. . . . . . . . . . . . . . .
(ii) For one of the pieces of equipment shown, briefly describe how it could be
used to measure local weather.
(3)
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(iii) What factors should be considered when choosing sites at which to use this
equipment?
(3)
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33
(b) Figure 8b shows some data recorded at a school weather station (9.00 am) over a
six-day period.
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Units
Cloud cover
Oktas
Pressure
millibars
996
992
988
1000
1004
1003
Temperature
Rainfall (over 24hrs)
mm
Figure 8b
(i)
In the space below, draw a simple sketch to show how you could present and
compare the results from temperature and rainfall.
(4)

(3)
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. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
34
(iii) What conclusions can be drawn about the trends in weather data, based on
the information in Figure 8b? You may support your answer using simple
statistics.
(6)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
(iv) Comment on the validity of the measurements in Figure 8b as a way of

recording the changes in weather over one week.
(4)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
35
9 Ecosystems and Rural Environments Fieldwork

A group of students investigated the characteristics of sand dune ecosystem along a
transect. Figure 9a shows the locations of where the data was collected.
sea
sand dune
GIS map of a sand dune ecosystem
A transect profile (A-B) and six sampling points

Figure 9a
36
(a) (i)
Suggest one possible aim of this investigation.

(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
(ii) Identify two possible risks associated with fieldwork in this type of location.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
(iii) Briefly describe the some of the equipment you might use to collect data
about characteristics of the sand dune ecosystem.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
(iv) Why do you think the points in Figure 9a are spaced at unequal distances
from each other?
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
37
(b) Study Figure 9b which shows some of results from the students fieldwork transect.
Site 1
Site 2
Site 3
Site 4
Site 5
Site 6
Distance from start of transect (m)
10
190
340
440
620
720
Number of species
12
Marram grass (% frequency)
20
55
10
7.5
7.5
7.0
6.5
6.0
5.5
Soil pH
Figure 9b
(i)
In the space below, draw a simple sketch to show how you could best present
these results.
(4)

(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
38
(iii) What conclusions can be drawn about the trends in soil and vegetation along
the transect? You may support your answer using simple statistics.
(6)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
(iv) Comment on the accuracy and reliability of the data in Figure 9b.
(4)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
39
10 Urban Environments Fieldwork

A group of students investigated environmental quality at six points along an urban
road. Figure 10a shows the locations of where the data was collected.
Site 2 (CBD)
Site 3 (Outer CBD)
Site 5 (Redevelopment)
Riv
er S
tow
tch
r Le
Rive
East Road
Road
West
(M
99
A3
Site 1 (CBD)
Site 4 (Inner city)
Scale
0
Site 6 (Inner suburbs)
Key
500
metres
Route taken by student

X
Data collection sites

Main roads
Figure 10a
40
(a) (i)
Suggest one possible aim of this investigation.

(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
(ii) Identify two possible risks associated with fieldwork in this type of location.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
(iii) Briefly describe some of the equipment (including recording sheets) you
might use to collect data about urban environmental quality.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
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(iv) Why do you think the points in Figure 7a are spaced at equal distances from
each other?
(2)
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. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
41
(b) Study Figure 10b which shows the results from the students environmental
quality survey.
Site 1
Site 2
Site 3
Site 4
Site 5
Site 6
Street
cleanliness
10
Exterior
appearance
of shops and
buildings
10
Litter and
vandalism
10
10
TOTALS
27
18
30
13
Note all categories have a maximum and score of +10 (very good) and
a minimum of 10 (very bad)
Figure 10b
(i)
In the space below, draw a simple sketch to show how you could best present
these results.
(4)
42

(3)
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(iii) What conclusions can be drawn about the trends in environmental quality
along the road? You may support your answer using simple statistics.
(6)
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43
(iv) Comment on the accuracy and reliability of the data in Figure 10b.
(4)
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TOTAL FOR SECTION C = 50 MARKS
44
BLANK PAGE
45
SECTION D: Global issues

Answer ONE question from this section
11 Fragile environments
(a) Study Figure 11 which shows how the average annual global temperature varied
between 1860 and 2005.
Figure 11
(i)
Which of the following was the warmest decade (10-year period)?

Put a cross in the box next to the correct answer.
(1)
A 18801890
B
19401950
19501960
D 19902000
(ii) Describe the trend from 1980 to 2000.
(2)
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46
(iii) Name two human activities that cause atmospheric pollution which may
result in global warming.
(2)
1 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . .. . . . . . . . . . . . . . .
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2 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . .. . . . . . . . . . . . . . .
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(b) (i)
Suggest the likely impact that climate change might have on:
(4)
1. ecosystems
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2. food supply
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
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(ii) Outline one way climate change could be addressed through an international
agreement.
(2)
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47
(iii) Describe the successes and failures of an international agreement to tackle

climate change.
(4)
Successes:
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
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Failures:
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . .
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(c) Explain the methods used to reduce soil erosion in a named area affected by
desertification.
(6)
Named area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................... ...............................................................
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48
(d) Discuss how a named threatened tropical rainforest might be managed in a

sustainable way.
(9)
Name of threatened tropical rainforest ........................................................................................................................
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49
12 Globalisation and migration

T-shirt from Cambodia
(South East Asia)
Shirts from Bangladesh

(South Asia)
Pullover from Thailand

(South East Asia)
Jacket from Thailand
(South East Asia)
Trousers from Bulgaria

(Europe)
Shoes from the
Dominican Republic
(Central America)
Products retailed in 30 countries,

mainly in North America, Europe and Asia
US company employing 5550 retail staff
and having a revenue of 1 billion a year
Figure 12
(a) (i)
Name one piece of clothing, worn by the man in Figure 12, that is not
manufactured in South East Asia.
(1)
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(ii) Which global region contributed the most items to clothe the man in Figure 12?
(1)
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50
(iii) What is a TNC?

(1)
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(iv) Give two disadvantages for the host country of the establishment of TNCs.
(2)
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(b) (i)
Define the term mass tourism.

(2)
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(ii) Outline two impacts of mass tourism.

(4)
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51
(iii) Describe how tourism could be made more sustainable.

(4)
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(c) Describe the main advantages and disadvantages of globalisation.

(6)
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52
(d) Discuss the reasons for one international migration.

(9)
Named international migration
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53
13 Development and human welfare

(a) Study Figure 13 which shows some development indicators for Sri Lanka and the
United Kingdom (UK).
Indicator
Sri Lanka
United Kingdom
Urban Population
(% of total population)
23
92
Infant Mortality Rate

(per 1000 people)
17
Gross National Product (GNP)

(US$ per person per year)
800
20 800
TVs
(per 1000 people)
82
612
Doctors
(per 1000 people)
23
164
Literacy Rate
(% of total population)
91
99
Figure 13
(i)
In the UK, GNP is higher than in Sri Lanka, by how many dollars per person?
(1)
A 200
B
2 000
20 000
D 200 000
(ii) When compared to Sri Lanka, the UK has a lower
(1)
A infant mortality rate
B
literacy rate
number of doctors
D number of TVs
54
(iii) Which of these countries is an LIC?

(1)
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(iv) Define the term infant mortality?

(2)
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(b) (i)
What are emerging economies?

(2)
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(ii) For one emerging economy, outline two reasons for its development.
(4)
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(iii) The global development gap has created a North South divide. Outline two
characteristics of countries in the North of the divide.
(4)
1 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . .. . . . . . . . . . . . . . .
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55
(c) Explain why there are regional differences within a country.

(6)
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56
(d) Discuss the successes and failures of a non-governmental agency project in an LIC.
(9)
Named project/country . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............................................................................................. .................................
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . .
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TOTAL FOR SECTION D = 30 MARKS
TOTAL FOR PAPER = 180 MARKS
57
BLANK PAGE
58
BLANK PAGE
59
BLANK PAGE
60
Section A: The natural environment

Question 1 River environments
Question
Number
1(a)(i)
Question
Number
1(a)(ii)
Question
Number
1(a)(iii)
Acceptable responses
Mark
C - north west
Mark
South east ( 1)
Accept east south east (1); south south east (1)
Mark
any two from

taking water from wet to dry areas/from areas of water surplus
to shortage (1)
movement of water south (1)
to meet the demands of tourism (1)
to meet the demands of farming (1)
2
to meet the demands of settlements (1)

(2 x 1)
Question
Number
1(b)(i)
Mark
flat land alongside a river (1) on which flooding/deposition

occurs (1)
2
Question
Number
1(b)(ii)
Mark
a description involving the following series of steps in the

formation process :
formed by : river flooding/water level rises (1); deposition (1)
when a river overflows on flood plain (1); river retreats and
process repeated (1). Credit outline but implicit reference to
each step (e.g. repetition only in 4th step).
4
marks may be awarded if answers are shown on a fully labelled
diagram
61
Question
number
1(c)
Indicative content
Mark
an explanatory answer which includes the following:

x water collection lakes, reservoirs, rivers, wells, tanks
etc
x movement of water rivers, canals and pipelines
x water cleaning levels of pollution, definition of
cleanliness, recognition that standards will vary, water
treatment processes
x water supply to users stand pipes, bowsers, pipeline
networks
Level
Level 0
Mark
0
Descriptor
No acceptable response
Level 1
12
Level 2
34
Level 3
5-6
Gives a brief explanation of some of the steps involved in the collection,

movement, cleaning and supply of clean water.
Gives a clear explanation of most of the steps involved in the collection,
movement, cleaning and supply of clean water.
Gives a detailed explanation of all of the steps involved in the collection,
movement, cleaning and supply of clean water. Has an overview of the
whole process.
Question
number
1(d)
Level 0
Level 1
13
Level 2
4-6
62
Indicative content
Mark
Candidates are asked to name a dam/reservoir or reservoir,

identify its impacts and discuss how various groups
of/individual people see them as either advantages/positive
or disadvantages/negative. Reference should be made to
the following :
x impacts flood & drought control; irrigation; HEP;
deposition behind dam; decreased fish catches;
population displacement; drowning of landscape,
habitats etc ..
x groups or individuals industry; government; local
farmers; conservationists
x reasoned viewpoints e.g. local farmers benefit from
increased irrigation opportunities (L2); villagers
welcome dam as previous floods have killed but
regret moving to make way for dam (L3) ..
Purely generic responses failing to name an actual and
appropriate water storage project (e.g. Three Gorges; Lake
Mead; Kielder; Aswan Dam-Lake Nasser ..) to be restricted
to Level 1. Level 3 responses should show match between
the project, the impacts and people referred to.
Expect either impacts identified or a limited range of views exchanged

between interest groups (e.g. power generating companies for it;
conservationists object).
Expect range of impacts related to groups/individuals. Different views
that groups/individuals hold appreciated with reasoning outlined(e.g.
conservationists object to the flooding ..). Some consideration of conflicts
Level 3
7-9
of interest and water storage as an issue.

Expect a range of impacts with conflicting viewpoints to them, and some
analysis as to why i.e. an appreciation of differing experiences, priorities,
values. Understands that an impact can be seen as positive by one but
negative by another. An examination of the argument raised by the issue
of water storage with lines of reasoning evident.
TOTAL: 25 MARKS
63
Question 2 Coastal environments

Question
Number
2(a)(i)
Mark
any one of the following ways creditable :

the cliff face has retreated/moved further back (1)
there is now a shingle beach (1)
there is now a wave-cut platform (1)
1
Question
Number
2(a)(ii)
Mark
1 mark for each correct label added :

1. cliff face = the exposed area of chalk (1)
2. wave-cut platform = the area between the cliff face and the
deeper sea (1)
(2 x 1) 2
Question
Number
2(a)(iii)
Mark
any one of the following processes acceptable :

erosion/abrasion/wave pounding/hydraulic action or any other
erosional process (1)
weathering (1)
mass movement (1)
1
Question
Number
2(b)(i)
Question
Number
2(b)(ii)
Mark
an accumulation of sand and/or shingle (1) which is deposited

by the sea (1)
Mark
an description linking the following:

the movement of sediment (1) due to longshore drift (1) which
is deposited when the coastline changes direction (1)
marks may be awarded if answers are shown on a fully labelled
diagram
64
Question
Number
2(c)
Indicative content
Level
Level 0
Level 1
Mark
0
1-2
Level 2
3-4
Level 3
5-6
Expect an explanatory answer which addresses :

6
x the nature of hard engineering i.e. structures
using steel, concrete and civil engineering
skills, including examples sea walls; groynes;
breakwaters; rock armour; cliff drainage
x conflicting viewpoints re hard versus soft
engineering e.g. eyesore; unnatural; expensive;
effective
x views on relative strengths and weaknesses of
types of hard engineering e.g. sea walls
expensive but effective; rock armour cheap
x reasons behind the views, perhaps related to
groups of people e.g. tourists favour sea walls
and promenades rather than ugly breakwaters;
groynes favoured by councils because lower cost
and easy to repair but environmentalists
concerned about sediment flow along coast.
Descriptor
Expect simple clarification of the meaning of hard engineering and some
basic attempt to point out a few strengths and weaknesses of such(re soft
engineering but unspecified as so)
Clear explanation of the nature of hard engineering, including reference
to hard structures, and a reasonable appreciation of conflicting viewpoints
towards such (in relation to soft strategies) in which some reasoning
evident. Reasons may be related to identified coastal user groups.
Thorough explanation of both hard engineering strategies and of
conflicting and reasoned views as to its use. Expect reference to coastal
user groups e.g. beach tourists; bird-watchers Some may offer
viewpoints which distinguish between different types of hard engineering.
65
Question
Number
2(d)
Indicative content
x
the focus is on management i.e. policies, actions,

schemes ..
there should be understanding of the issues and

threats facing the named coastal ecosystem e.g.
pressures on coral reefs from anchorages, tourist
souvenirs, agricultural pollution ..
expect case study knowledge of such as coral reefs,

mangrove stands, sand dunes, salt marshes (and
accept other coastal environments e.g. beaches,
estuaries .. for max of Level 2 or purely generic
responses without a named ecosystem for Level 1
max.)
there should be understanding of how management is

working to hopefully minimise the threats i.e. the
process, and why these strategies were adopted
(e.g. coral reef protection measures introduced by
some Caribbean islands)
Level
Level 0
Level 1
Mark
0
1-3
Level 2
4-6
Level 3
7-9
as a higher-order discuss question there should be

some scope to extend the examination of
management strategies into an
evaluation/assessment of how well they are working
and the reasons why.
Descriptor
Lists the threats facing the named ecosystem and gives a brief explanation
of a few of the actions involved in its management.
Explains key issues and threats facing the named ecosystem (e.g. loss of
biodiversity) and gives a clear explanation of some of the key actions
involved in its management to minimise the threats.
Discusses thoroughly key issues and threats facing the named ecosystem
and gives a strong explanation, including rationale for key actions involved
in its management which minimise threat. Has good case study
understanding.
Better responses may attempt a reasoned evaluation of current policy and
practice for the named ecosystem e.g. references to the success of
current ecosystem protection measures.
TOTAL: 25 MARKS
66
Question 3 Hazardous environments

Question
Number
3(a)(i)
Question
Number
3(a)(ii)
Mark
Smoke/ash clouds (1)
Mark
any three of the following:

fertile soil (1)
tourism (1)
geothermal power/heat (1)
scientific research (1)
tradition (1)
(3 x 1) 3
Question
Number
3(b)(i)
Question
Number
3(b)(ii)
Mark
a rigid section or giant slab of the Earths crust (1) which can
move/floats on top of the mantle (1)
Mark
A description linking the following steps in formation:

magma rises/moves up (1) a rift in Earths crust (1)
rift formed by the separating plates (1)
magma accumulates/cools/builds up to form volcano (1)
Marks may be awarded if steps are shown on a fully labelled
diagram
67
Question
Number
3(c)
Indicative content
Level
Level 0
Level 1
Mark
0
1-2
Level 2
3-4
Level 3
5-6
68
an answer which includes:

6
x understanding of why storms happen warm water
for energy (27 degrees C plus); rising, swirling air
around low pressure eye; rising and cooling air.
x some development of weather characteristics low
pressure; revolving; dense clouds; calm clear eye;
heavy rainfall; violent winds around edge of eye.
Genuine explanation calls for cause and
characteristic to be linked. Better candidates will do
this.
Descriptor
Simple explanatory points about either the weather characteristics of a
storm or some suggestion of causation unlinked to their weather.
Expect clear explanation of key weather characteristics with some linkage
to the reasons why. Reasons likely to be outline for each characteristic or
the explained characteristics limited in range.
Detailed and developed explanation which links characteristics to causes.
Shows good understanding of causation with reasons for the key weather
characteristics explicit.
Question
Number
3(d)
Indicative content
9
An answer which includes the following reasons,

perhaps set in a spatial context :
x
the contrasting availability of weather forecasts in

LICs and HICs
the varying degrees of warning systems and

communications between the two groups of
countries
differing levels of preparation such as the availability

of methods to mitigate the impacts such as shelters
and evacuation
the ability of buildings and infrastructure to

withstand the event will be influenced by the income
and technology available
the level of development will directly influence the

ability of a country to respond to the event
Level
Level 0
Level 1
Mark
0
1-3
Level 2
4-6
Level 3
7-9
the level of development will influence the long

term impacts and rate of recovery
x reference to named storms e.g. Floyd and/or named
affected locations e.g. Caribbean islands & Florida.
Storms affecting both LICs & USA around Gulf of
Mexico effective for this question.
x some reference to impacts and damage
x the tropical location with its storms of many LICs
Descriptor
Expect some reference to impacts and damage of a tropical storm,
perhaps in an LIC and a brief consideration of the reasons for the severe
damage. Reasons likely to be limited in depth and scope.
Expect a reasonable consideration with some examination of the role of a
range of factors as contributory reasons for tropical storm damage
generally being greater in LICs than HICs. May be reference to examples of
storms and/or places and level of damage with an element of HIC/LIC
comparativeness evident. Some of reasons offered need to show some
development and depth.
Expect a comparative response, perhaps case study-led on the reasons for
differential damage in HIC(s) & LIC(s).Clear examination of a range of
reasons with an element of assessment/evaluation of the significance of
factors as reasons. Has an overview/synthesis of how the level of
development of HICs/LICs affects the preparation for and the recovery
from tropical storms.
TOTAL: 25 MARKS
69
Section B: People and their environments

Question 4 Economic activity and energy
Question
Number
4(a)(i)
Question
Number
4(a)(ii)
Mark
Mark
Credit up to any three valid and observable factors e.g.

flat land (1)
room for expansion (1)
Question
Number
4(b)(i)
Question
Number
4(b)(ii)
good transport links (1)

Accept one implied factor e.g. technology and skills base (1);
government support for industry (1) .. i.e. factors implied by the
photograph likely to have been shot in a HIC or MIC/NIC. (3 x 1)
Mark
manufacturing involving technology (1)

that is advanced (1)
or an appropriate example for the 2nd mark, such as micro-chip
production, genetic engineering (1)
Mark
any two of the following linked answers:

unregulated/unofficial (1) so not controlled by
government/legislation (1)
black economy/cash-in-hand economy (1) so no taxes paid/poor
working conditions (1)
child labour (1) so children work in unsafe conditions/high level
of abuse (1)
insecure (1) so no guarantee of steady income/employment (1)
(2 x 2) 4
70
Question
Number
4(c)
Indicative content
an answer which covers the following aspects of renewable
energy sources :
x advantages : not finite/inexhaustible; generally
cleaner; no serious adverse environmental impacts;
compatible with Nature; non-combustible
Level
Level 0
Level 1
Level 2
Mark
0
12
34
Level 3
56
disadvantages : expensive; unpredictable output;

some visual and noise pollution; inefficient for mass
energy generation
identification of main renewable sources : tidal &

wave; HEP; wind; solar; biomass; geothermal
Descriptor
Expect a limited range of stated advantages and/or disadvantages.
Expect some clear explanation of both advantages and disadvantages in
generic renewable terms or of a limited range of both advantages and
disadvantages related to a named renewable source. Evidence of a
developed answer.
Expect detailed explanation of a range of advantages and disadvantages
for either one or more named renewable sources or renewable sources
generally. Explanations supported with detailed references to impacts and
perhaps assessed in relation to non-renewable sources.
71
Question
Number
4(d)
Indicative content
9
An answer which :
Level
Level 0
Level 1
Mark
0
13
Level 2
46
Level 3
79
names an HIC area in which manufacturing is

declining or has recently died
defines de-industrialisation (e.g. decline of

traditional manufacturing, due to competition from
other countries, such as NICs)
identifies direct short-term consequences (e.g.

unemployment; derelict sites; poverty; crime; social
problems; vicious spiral ..)
refers to longer-term consequences (e.g. emerging

tertiary/quaternary sector; government financial
support; regeneration schemes; re-branding/reimaging ..)
If the named area is not identified in the given place, but is

named in the response then the mark scheme should be
applied in the normal way. Generic responses unrelated to a
named area = Level 1. Level 2 max where area can be
implied from the response but is not directly named.
Descriptor
Gives a brief identification of some key consequences as issues to be
resolved, especially short-term ones. Likely to be generic or related a
named HIC area.
Gives a clear consideration to a range of key consequences, including
perhaps longer-term ones. Clearly linked to a named HIC area.
Gives a detailed consideration of a range of short- and longer-term
consequences, including some evaluation of the extent of the problems
and opportunities faced. Detailed links to the named area of the HIC with
an element of synthesis of the local issues.
TOTAL: 25 MARKS
72
Question 5 Ecosystems and rural environments

Question
Number
5(a)(i)
Question
Number
5(a)(ii)
Mark
Expect arable (1)

Accept commercial (1); crop (1)
Mark
input box
any one of the following related to arable farming:
money (investment)/fuel (energy)/labour/machines/water/seeds
process box
cultivation/applying fertilisers/harvesting
output box
other mature (harvested) cereal crops/animal fodder
(3 x 1) 3
Question
Number
5(b)(i)
Question
Number
5(b)(ii)
Mark
each of the following for max:

farming where no profit is obtained (1)
crops/animals kept for own consumption(1)
Mark

rapid population growth (1) so demand exceeds supply (1)
political problems/wars (1) too dangerous to farm in some areas
(1)
climate change (1) making some areas unsuitable for farming(1)
(2 x 2) 4
73
Question
Number
5(c)
Indicative content
Level
Level 0
Level 1
Mark
0
12
Level 2
34
Level 3
56
74
An answer which includes reference to :

x
accessible countryside and new economic activities/

employment opportunities i.e. recreation, leisure
and tourism (e.g. golf; stables ..); counterurbanisation and commuting; broadband and
telecottaging; light industrial activities (e.g. haulage
contractors ..)
remote countryside and rural depopulation. Spiral of

decline and poor service provision.
diversification/less dependence on farming.

Diversification of farming (e.g. organic; B&B ..)
changes in building use/farm buildings have become

industrial units/farm workers houses have become
holiday cottages
generic explanations fine but examples of named

accessible and/or remote rural areas welcome.
LIC rural observations not creditable unless apply also to

HICs generally.
Descriptor
Expect either one explained and valid rural change or a range of valid
changes stated and undeveloped.
Expect clear and reasonable explanation of why or how some valid rural
changes have happened. Reference can be to either accessible or remote
areas only.
Expect a wide-ranging explanation of why or how a number of key rural
changes in both accessible and remote rural areas have occurred.
Response should offer reasons and be developed and linked. Locational
examples may be given.
Question
Number
5(d)
Indicative content
Answers could focus on legislative requirements to
conserve landscape or the need to protect both landscape
and to provide recreational opportunities, depending on
named area given.
Answers could include the following reasons :

x protection of areas with special landscape qualities
x
the need to prevent development whilst supporting

the socio-economic well being of local residents
the need to protect areas of natural beauty
the need to protect areas with special ecological

values

named in the text then the mark scheme should be applied
in the normal way. Award max of Level 2 where location can
be inferred from the candidates writing.
Level
Level 0
Level 1
Mark
0
13
Level 2
46
Level 3
79
However, if the named area cannot be identified from what

the candidate has written then Level 1 is the max award.
Descriptor
Gives a brief explanation of some reasons for protection. Likely to be
generic rather than for a named protected area.
Shows consideration of a number of valid and distinctive reasons for
protection of the area. Clearly linked to a named protected area and
evidence of evaluating/assessing the prime motives for protection.
Offers a thorough discussion of a range of reasons for protection of the
area. Detailed links to specific examples drawn from the protected named
area. Recognises the significance of protection for the area identified in a
synthetic way and the challenges in trying to protect/manage National
Park landscape and habitats.
TOTAL: 25 MARKS
75
Question 6 Urban environments

Question
Number
6(a)(i)
Question
Number
6(a)(ii)
Question
Number
6(b)(i)
Question
Number
6(b)(ii)
Mark
D - South west (1)
Mark
Allocate 1 mark to each valid and distinctive reason offered e.g.

previously unoccupied land (1)
poor and looking for rent-free locations (1)
first part of city they come to (1)
other poor people already there (1)
not too far from city jobs (1)
(3 x 1) 3
Mark
Credit full and accurate definition with 2 marks e.g. city with
population of over 10 millions.
Award 1 mark for following responses : largest cities (1);
millionaire or million city (1); large or very large city (1); large
urban area (1); large and rapidly growing city (1).
Mark

similar land uses have the same locational needs(1) they need a
large amount of space/being accessible to customers and
employees (1).
land values decline from the centre (1) the retail industry can
usually pay most so are found concentrated at the centre (1).
similar land uses can afford the same land values(1) so those that
can pay more concentrate in the CBD (1).
(2 x 2) 4
76
Question
Number
6(c)
Indicative content
6
An answer which includes :
Level
Level 0
Level 1
Mark
0
12
Level 2
34
Level 3
56
clarification of the term, greenfield site (open land

on mainly the urban fringe)
greenfield site developments : housing; industry;

shopping; recreation; public services ..
the greenfield versus brownfield debate, and not

everyone being happy with loss of countryside
around urban areas
the advantages of greenfield sites cheap and

accessible; attractive environment; choice of layout;
housing supply increases; space for development
the disadvantages of greenfield sites addressed by

advantages of brownfield sites (term clarified) loss
of attractive scenery; habitat disturbance; urban
sprawl; countryside pollution ..
linking of advantages/disadvantages to views of

named groups i.e. house-builders; industrialists;
supermarket shoppers; environmentalists ..
Descriptor
Expect simple generic views identified for and against greenfield
development.
Expect clear explanation of either some generic advantages and some
generic disadvantages of greenfield developments or a limited range of
named groups and their key reasoned views explained. May be a strong but
unbalanced account addressing one side of argument only.
Expect detailed explanation of a range of named groups and their
developed reasons for greenfield development and a range of named
groups and their developed reasons against greenfield development.
Groups and reasons to be linked. Must be balanced and show conflicting
and reasoned viewpoints.
77
Question
Number
6(d)
Indicative content
9
Answers could focus on one or more of the following

mitigating strategies, depending on the named city :
x demolition and eviction
Level
Level 0
Level 1
Mark
0
13
Level 2
46
Level 3
79
local authority provision including new town

building, government housing in shanty town,
improving existing housing ..
service programmes and self-help schemes
rural enterprise schemes to reduce rural-to-urban

migration
some evaluation of the above strategies e.g.

bulldozing short-term and no solution; local
authorities low on funds
clarification of nature of shanty town i.e. residential

area of illegal squatters lacking formal organisation
and basic services ..
If the named city is not identified in the given place, but is

named in the candidates response, the mark scheme should
be applied in the normal way.
Max of Level 2 where named city can at best be only
implied.
However, if the named city cannot be identified al all but
strategies written about are valid albeit generic then award
max of Level 1 marks.
Descriptor
Expect either some generic strategies identified or an outline account of
upgrading in a named citys shanty towns.
Gives a clear consideration of how a named city is managing its shanty
towns so as to improve living conditions. Expect some case-study
knowledge and clarification of key shanty town issues.
Offers a detailed discussion of the strategies being adopted in a named
city to improve living conditions in its shanty towns (e.g. the favelas of Rio
de Janeiro). Case-study knowledge expected as is some evaluation of
strategy. Actual shanty towns may be identified and/or their nature and
problems explicit.
TOTAL: 25 MARKS
78
Section C: Practical geographical enquiry

Question 7 River Environments Fieldwork
Question
Number
7(a)(i)
Mark
1 = (Fold out) identification chart / to find out what the

stream animal are etc
2 = pH test kit or alkalinity / acidity etc
(2 x 1)
Question
Number
7(a)(ii)
Mark
Identification chart: identify animals / invertebrates (1),

indicators of water quality (1), levels of oxygen (1), use a
net to catch / kick sample (1), follow the taxonomic key /
match
pH test kit: alkalinity / acidity (1), how good water quality

is (1), put in indicator solution (1), watch for colour change
(1), read off against colour chart (1)
(3 x 1)
Question
Number
7(a)(iii)
Mark
Access / ownership of land (1), distance from school / base

/ field centre (1) health and safety considerations (1),
weather (past / forecast) (1), depth of water (1) distance
sites apart / sampling (1), land use (1)
(3 x 1)
Question
Number
7(b)(i)
Mark
Simple bar chart or histogram sketch (1), plots / indicates /

compares sites 1 and 5 (1), axes labelled (1) approximate /
some data on graph (1), title (1), appropriate key (1)
(4 x 1)
Question
Number
7(b)(ii)
Mark
It is the best way to display this environmental quality data

(1), and makes it easy for user to interpret (1), quick and /
or easy to draw (1), can be created easily on a computer
spreadsheet (1), shows visual patterns and trends well (1),
makes comparison between different points easier (1)
(3 x 1)
79
Question
Number
7(b)(iii)
Level
Level 0
Level 1
Mark
0
1-2
Level 2
3-4
Level 3
5-6
Question
Number
7b(iv)
Indicative content
Mark
an answer which:
x There is a clear change in environmental quality data
from site 1 to site 5, based on species present which are
indicators. These species are sensitive to pollution and
their demands for oxygen in the water.
Stoneflies and Mayflies are found at the cleanest sites

(1+2)
Site 1 is cleanest; site 4 probably worst.
Hoglouse and Rat-tailed maggot (indicators of poorer

water quality) common at 3, 4 and 5
Site 2 and 3 have highest levels of diversity
Non-biting midge common at all sites = can be found in a

range of different water qualities.
Descriptor
Very brief description of some of the data provided. Reference to
conclusions will be likely absent or very limited.
Some comparison of changes between sites, including the idea of patterns.
Conclusions mentioned. May use data to support.
A good conclusion revealing the overall trend and comparison of changes
from at least two sites. Some consideration of individual sites and
possible reasons for that occurrence. Simple statistics may be used.
Mark
Results may be treated with caution (1), as this represents

a small sample / limited number of sites (1), point sample
(1), no chemical test(s) to validate (1), only done at one
period of time / not repeated (1), misidentification / poor
counting / recording (1).
But these species may be good as longer term invertebrate
indicators (1), no calibration of equipment / technology to
go wrong when testing (1)
(4 x 1)
An extra mark (+1) can be awarded for appropriate
development or extension of an idea
TOTAL: 25 MARKS
80
Question 8 Hazardous Environments Fieldwork

Question
Number
8(a)(i)
Mark
1 = wind speed indicator / anemometer

2 = rain gauge / rainfall total / amount of rain
(2 x 1)
Question
Number
8(a)(ii)
Mark
Wind speed indicator: hold in the air (1), set height above
ground(1) away for obstructions, e.g. buildings (1), write
down measurements (1), repeat over a series of hours /
days (1), get average / maximum wind speed
No credit for it measures wind / wind strength

Rain gauge: put on floor (1), or a suitable flat surface (1),
record a daily / hourly / weekly precipitation etc basis (1),
convert to mm / day / hour etc (1), exposed location (1)
No credit for it records amount of rain
(3 x 1)
Question
Number
8(a)(iii)
Mark
Access / ownership of land W+R (1), distance from school /

base / field centre W+R (1) health and safety considerations
W+R (1), weather (past / forecast) W+R (1), levelness of
ground R (1) proximity to buildings W+R (1) proximity to
large trees W+R(1) distance sites apart / sampling W+R (1)
(3 x 1)
W = wind
R = rain
Question
Number
8(b)(i)
Mark
Simple bar chart / histogram / line graph sketch (1) plots /

indicates / compare temperature and rainfall (1) axes
labelled (1) approximate / some data on graph (1) title (1)
appropriate key (1)
(4 x 1)
81
Question
Number
8(b)(ii)
Mark
It is the best way to display this weather data (1), and

makes it easy for user to interpret (1), quick and / or easy
to draw (1), can be created easily on a computer
makes comparison between different points / days easier
(1)
(3 x 1)
Question
Number
8(b)(iii)
Indicative content
Mark
an answer which:
x There is a clear change in the weather variables
recorded from Day 1 Day 6
Level
Level 0
Level 1
Mark
0
1-2
Level 2
3-4
Level 3
5-6
82
Temperature varies from 3-8C (low variation over the

period)
Only days 2+3 have rain; others were dry
All days were cloudy; day 1+6 had least cloud at 9.00am.
Day 2 + 3 were the cloudiest
Pressure shows generally an increasing trend over the

period 996 1003 mb
This data is typical during the passage of a depression

over the UK.
Descriptor
Some comparison of changes between days, including the idea of patterns.
A good conclusion revealing some overall trends and comparison of
changes for at least two variables over time. Simple statistics, including
data, may be used.
Question
Number
8b(iv)
Mark

a small sample / limited number of days (1), point sample
in one place (1), limited range of variables monitored (1),
only done at 9.00am / not repeated (1) poor counting /
recording (1).
But some of these approaches may be good as no calibration

of equipment / technology to go wrong when testing (1),
low tech (1), easy for novice / inexperienced (1)
(4 x 1)
TOTAL: 25 MARKS
83
Question 9 Ecosystems and Rural Environments Fieldwork

Question
Number
9(a)(i)
Mark
Accept any plausible aim, as long as it includes idea of

measuring / observing / monitoring / recording changes
(spatially) in a sand-dune environment .
Question
Number
9(a)(ii)
Mark
Slips / trips / bumps (1), Stranger dander (1), cuts and

abrasions from plants / litter in sand (1), hypothermia in
winter (1), sunburn in summer (1) golf-ball strike (1)
Accept other possible risks, even if they cant be identified

from the map (may have visited site)
(2 x 1)
Question
Number
9(a)(iii)
Mark
Big range of equipment here: clinometers, quadrat, tape,

ranging-pole etc
Allow (1) for type of equipment and (1) for a more detailed
discussion of how it might be used.
Max 2 if only 2+ types of equipment are stated and no

description of use.
Question
Number
9(a)(iv)
Mark
This is a form of stratified sampling (1), fairest / most

reliable way to do it (1), coincide with particular aspects of
the changing slope profile (1) links to slope gradient / beak
in slope (1).
No credit for quickest, easiest or was best without any

justification or support.
Question
Number
9(b)(i)
84
Mark

appropriate key (1)
(4 x 1)
Question
Number
9(b)(ii)
Mark
It is the best way to display this transect data (1), and

makes comparison between different points / variables
easier (1)
(3 x 1)
Question
Number
9(b)(iii)
Indicative content
Mark
an answer which:
x There is a clear change in the soil and plants spatially
along the transect therefore the soil + environmental
conditions must also be changing (biotic + abiotic)
Level
Level 0
Level 1
Mark
0
1-2
Level 2
3-4
Level 3
5-6
Soil pH changes from neutral to slightly more acidic at

5.5 at 720 metres
The highest distributions of Marram grass are restricted

to sites 2-3 (190-340m), It is largely absent at other
sites
There is a general increase in the range / diversity of

species indicating better growing conditions / less
hostile.
Descriptor
Some comparison of changes between sites, including the idea of patterns.
changes for at least two variables spatially. Simple statistics, including
data, may be used.
85
Question
Number
9b(iv)
Mark

in one place (1), gaps between sites (1), limited range of
variables measured (1), poor counting / recording /
identification (1).

(4 x 1)
TOTAL: 25 MARKS
86
Question 10 Urban Environments Fieldwork

Question
Number
10(a)(i)
Mark
Accept any plausible aim, as long as it includes idea of

measuring / observing / monitoring / recording changes
(spatially) in an urban / CBD environment.
Question
Number
10(a)(ii)
Mark
Slips / trips / bumps (1), Stranger dander / other street

users (1), traffic / roads (1), hypothermia in winter (1),
sunburn in summer (1), getting lost (1) mugging (1)
Accept other possible risks, even if they cant be identified

from the map + images.
(2 x 1)
Question
Number
10(a)(iii)
Mark
Bi-polar / environmental quality sheets likely to be

important; possibly GIS / GPS (including smartphones),
sound meters, lichens for air quality etc. Questionnaires
also acceptable if linked to perception of quality.
Allow (1) for type of equipment and (1) for a more detailed
discussion of how it might be used.
Max 2 if only 2+ types of equipment are stated and no
description of use.
Question
Number
10(a)(iv)
Mark
This is a form of systematic sampling (1), fairest / most

reliable way to do it (1), correct approach with
environmental gradient / change (1)
No credit for quickest, easiest or was best without any

justification or support.
Question
Number
10(b)(i)
Mark

appropriate key (1)
(4 x 1)
87
Question
Number
10(b)(ii)
Mark
It is the best way to display this transect data (1), and

makes comparison between different sites / variables easier
(1)
(3 x 1)
Question
Number
10(b)(iii)
Indicative content
Mark
an answer which:
x There is a clear change overall in EQ survey, but the
pattern is not clear directional improvement therefore
suggests pockets of good and less-good quality.
Level
Level 0
Level 1
Mark
0
1-2
Level 2
3-4
Level 3
5-6
Question
Number
10b(iv)
Site 4 generally seems to be the worst, with site 1 and

site 5 much better when compared with total scores.
All variables measured show a big range litter and

vandalism the most -6 to +10. There is least variation in
street cleanliness.
Descriptor
Some comparison of changes between sites, including the idea of patterns
/ pockets. Conclusions mentioned. May use data to support.
changes for at least two indicators spatially. Simple statistics, including
data, may be used.
Mark

in one place (1), gaps between sites (1), limited range of
variables measured (1), poor counting / recording /
identification (1), based on EQ data which is subjective (1)

(4 x 1)
TOTAL: 25 MARKS
88
Section D: Global Issues

Question 11 Fragile environments
Question
Number
11(a)(i)
Question
Number
11(a)(ii)
Mark
Mark
any two from the following:

upward/rising(1)
rising more rapidly since 1980 (1)
fluctuating (1)
use of specific data (1)
(2 x 1) 2
Question Acceptable responses

Number
11(a)(iii) any two from the following:
Mark
burning fossil fuels (1)

vehicle emissions (1)
burning tropical rainforests (1)
agricultural activities (1)
(2 x 1) 2
Question
Number
11(b)(i)
Mark
ecosystems
any one of the following linked statements:
global warming (1) may cause irreversible damage to identifiable
ecosystems (1)
loss of biodiversity/loss of species(1) will result in damage to food
chain (1)
food supply
may be regional shortages/surpluses(1) where changes the
conditions available for crop growth/livestock production occur
(1)
change in the distribution of vectors and diseases (1) which
impacts on the number of plants and animals (1)
(2 x 2) 4
89
Question
Number
11(b)(ii)
Mark
Credit :
reduce CO2 emissions (1) by setting agreed targets for countries
(1)
or other relevant outline

Number
11(b)(iii) Successes (2 marks)
the majority of countries have ratified the agreement (1) which
has promoted international cooperation (1)
European emissions have been cut(1)which indicates it is possible
to slow the rate of climate change globally (1)
Mark
Failures (2 marks)
not ratified globally (1) therefore will not be successful until
major emission producing countries/USA ratify (1)
emerging economies/China (1) are increasing emissions (1)
(2 x 2) 4
90
Question
Number
11(c)
Indicative content
6
An answer that includes :
Level
Level 0
Level 1
Mark
0
1-2
Level 2
3-4
Level 3
5-6
prevention methods such as avoiding overgrazing or

over cultivation
use of intercropping/cover crops
use of humus rich fertilisers
contour ploughing
use of wind breaks, bunds and stone walls
education of farmers
reduce human population pressure
control of global climate change and the spread of

deserts

named in the candidates response, the mark scheme should
be applied in the normal way.
Where the location can be at best only implied, Level 2 max
applies.
However, if the named area cannot be identified from what
the candidate has written but methods are valid albeit
generic then Level 1 marks to be awarded.
Descriptor
Gives a brief explanation of some of the methods used to reduce soil
erosion. Likely to be generic, rather than for the named area.
Gives a clear explanation of some of the methods used to reduce soil
erosion. Clearly linked to the named area.
Gives a detailed explanation of a number of the methods used to reduce
soil erosion. Detailed links to specific methods related to the named area.
91
Question
Number
11(d)
Indicative content
9
An answer that focuses :

x
identification of threats to rainforests
preventing of blanket logging
selective felling and replanting programmes
legislation and its enforcement
agroforestry and associated schemes
incentives to encourage local people, such as

tourism, to use alternative methods to logging to
secure income
education
If the named threatened tropical rainforest is not identified

in the given place, but is named in the candidates
response, the mark scheme should be applied in the normal
way. Where the location can be implied in the text then
Level 2 maximum marks apply.
Level
Level 0
Level 1
Mark
0
1-3
Level 2
4-6
Level 3
7-9
However, if the named threatened tropical rainforest

cannot be identified from what the candidate has written
but generic sustainable forestry is referred to then a max of
Level 1 marks can be awarded.
Descriptor
Expect to see some of the threats to a named rainforest or generically
identified and limited suggestions offered as to how it might be
sustainably managed.
Gives a clear consideration of a number of the threats to the named
rainforest and a number of suggestions as to how it might be sustainably
managed.
Offers a detailed discussion of the threats to the named rainforest and
range of detailed suggestions as to how it might be sustainably managed.
TOTAL: 30 MARKS
92
Question 12 Globalisation and migration

Question
Number
12(a)(i)
Question
Number
12(a)(ii)
Mark
trousers or shoes
Mark
South East Asia

Number
12(a)(iii) Trans National Company
Accept a valid definition e.g. a large company operating in a
number of countries (1).
Mark
Question
Number
12(a)(iv)
Mark
Question
Number
12(b)(i)
Question
Number
12(b)(ii)
any two of the following:

exploitation of workforce (1), money goes out of the country (1),
uses the resources without development (1)
(2 x 1) 2
Mark
the movement of large numbers of people (1) in a short period of

time to a tourist location (1)
Mark
any two of the following linked statements:

rapid development (1) of hotels and infrastructure(1)
loss of ecosystems(1)causing a reduction in biodiversity(1)
loss of traditional culture(1) which reduces the stability of
communities
increased income for the area(1) causing a rise in the standard of
living (1)
(2 x 2) 4
93

Number
12(b)(iii) any two of the following linked statements:
Mark
the development of ecotourism(1) which involves small numbers

of tourists(1)
people are educated(1) so that they appreciate the local
cultures(1)
it is locally orientated (1) which reduces the impacts of importing
services and products(1)
it tries to reduce the use of non-renewable resources(1) and
therefore reduces environmental damage(1)
it is based on conservation (1) therefore fragile environments are
protected(1)
(2 x 2) 4
Question
Number
12(c)
Indicative content
advantages
increased trade between countries
increased aid to LICs and areas of low economic

development
increased foreign investment
increased global quality of life
increased communications and the spread of

information
disadvantages
Level
Level 0
Level 1
Mark
0
1-2
Level 2
3-4
Level 3
5-6
94
loss of national identities
exploitation of people in some areas
disparities within a country may increase
Descriptor
Gives a brief explanation of some of the advantages and disadvantages
Likely to be a very generalised and unbalanced answer.
Gives a clear explanation of some of the advantages and disadvantages.
Will be more specific and will include both advantage and disadvantages.
Gives a detailed explanation of a number of the advantages and
disadvantages. Will be more specific and will give a more balanced
account of both advantage and disadvantages.
Question
Number
12(d)
Indicative content
The content of the answer will be determined by the
international migration selected. Focus will be on one or
more of the following sets of reasons :
x voluntary migration for economic reasons/for work
x
retirement migration
forced migration due to hazards/war/ethnic cleansing
Likely to be set in a push-pull factors framework.

Level
Level 0
Level 1
Mark
0
1-3
Level 2
4-6
Level 3
7-9
Descriptor
Expect basic reason(s) for named migration flow stated or an explanation
of push-pull model.
Gives a clear consideration to motivation to re-locate, including some of
the key advantages and disadvantages of the migration origin and
destination.
Offers a detailed discussion, including evaluation/assessment of the
relevant push and pull factors. Expect a more balanced account of both
advantages of the destination and disadvantages of the point of origin.
TOTAL: 30 MARKS
95
Question 13 Development and human welfare

Question
Number
13(a)(i)
Question
Number
13(a)(ii)
Mark
Mark

Number
13(a)(iii) Sri Lanka
Mark
Question
Number
13(a)(iv)
Mark
Question
Number
13(b)(i)
Question
Number
13(b)(ii)
for 1 mark expect outline but valid definition e.g. death of a

child/infant
for 2 marks expect full definition, including an age limit e.g.
under-1s, under-5s
(1 + 1) 2
Mark
nations where business activity(1) is in the process of rapid

growth/industrialisation (1)
Mark
any two of the following linked statements depending on the

example selected (do not directly penalise candidates failing to
identify one emerging economy award max for sound but
generic responses):
the growth manufacturing (1) due to cheap labour
the increased global demand for consumer goods(1) has led to
industrialisation
increased technology(1) has allowed natural resources to be
exploited(1)
the use of English as an international language(1) has enabled call 4
centres to open (1)
Do not credit response where example invalidates reason
(e.g. China cannot yet claim good use of English, except in Hong
Kong ..)
(2 x 2)
96

Number
13(b)(iii) any two of the following linked statements:
Mark
high GDP of industry (1), development of service sector (1), low

child mortality (1) because of health care (1), high literacy rate
(1) because of formal education to age 16 (1)
or similar plausible linked answers
(2 x 2) 4
Question
Number
13(c)
Indicative content
6
An answer focussing on :
Level
Level 0
Level 1
Mark
0
1-2
Level 2
3-4
Level 3
5-6
relief makes transport/communications difficult

leading to poverty
the climate of an area may not be suitable for

agriculture
little employment outside agriculture the incomes

are usually very low
government policy by investing more in other regions
areas of civil unrest within a country causing low

investment from companies
the closure of traditional industries causing long

term unemployment
Descriptor
Gives a brief explanation of some of the reasons for differences. Likely to
be generic, rather than for a named country.
Gives a clear explanation of some of the reasons for differences. Clearly
linked to the named country.
Gives a detailed explanation of the reasons for differences. Detailed links
to specific variations within the named country.
97
Question
Number
13(d)
Indicative content
9
An answer which refers to :

x
a named LIC NGO project set in a location e.g. Oxfam

HIV/AIDS project in South Africa ..
successes depending on project chosen e.g.

appropriate development (food; appropriate
technology ..); community-based; disaster relief;
quality of life raised; long-term gains
failures depending on project chosen e.g. extent of

problem; insufficient finance; cultural clashes ..
some synthetic appreciation of project as mixed

blessing, the development problems it seeks to
address and that peoples views about its
progress/outcomes vary
If the named non-governmental aid agency project is not

fully valid and is not clearly identified in the given place,
but is so in the candidates response, the mark scheme
should be applied in the normal way. Where the project can
at best be implied from the text or is only partly valid (e.g.
no spatial context) then a max of Level 2 can be awarded.
Level
Level 0
Level 1
Mark
0
1-3
Level 2
4-6
Level 3
7-9
However, if the named non-governmental aid agency project

cannot be identified from what the candidate has written,
but is about aid projects in LICs generally and valid then no
marks above Level 1 can be awarded. Creditable answers
must be about LICs and LIC development issues; not HICs !
Descriptor
Expect a brief identification of some the successes and/or failures of a
specified project to improve the quality of life. Equally may be a generic
response on the successes and failures of aid.
Gives a clear consideration to the key successes and failures of the
specified project. Clearly linked to a named non-governmental aid agency
project in a specified location and the aid/development needs of LICs.
Offers a detailed discussion of a range of successes and failures of a
specified non-governmental aid agency project to improve the quality of
life in a named location. Expect strong links to the specific project in casestudy fashion and clear sense of both synthesis re the actual project and
some realisation that views towards its outcomes/progress vary between
people.
TOTAL: 30 MARKS
98
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Specification and Sample Assessment Material

Edexcel International GCSE in Geography (4GE0)

Authorised by Martin Stretton

First teaching September 2012

Key subject aims

apply and build on the fundamental building blocks of geographical knowledge

actively engage in the process of geographical enquiry to develop as effective

develop their knowledge and understanding of geographical concepts and

develop a framework of spatial awareness in which to appreciate the importance

develop and apply practical geographical enquiry skills

undertake geographical investigations that include both primary and secondary

This Edexcel International GCSE in Geography has 120140 guided

Key features and benefits of the qualification

It adds an international dimension to the study of geography.

It encourages practical enquiry skills that underpin knowledge and

Assessment is through one externally-assessed examination.

It provides a solid basis for progression to GCE AS and Advanced qualifications

Knowledge and understanding

Section A The Natural Environment

Section B People and their Environments

Section C Practical Geographical Enquiry

Section D Global Issues

Summary table of assessment

Assessment Objectives and weightings

Entering your students for assessment

Assessing your students

Support and training

Edexcel support services

Textbooks and resources

Section B People and their Environments

Economic activity and energy

Ecosystems and rural environments

Section C Practical Geographical Enquiry

Globalisation and migration

Development and human welfare

Paper code: 4GE0/01

Externally-assessed through a 3-hour examination paper, set and marked by

Availability: June series.

First assessment: June 2014.

The total number of marks available is 180.

UG029657 Specification Edexcel International GCSE in Geography (4GEO)

two questions from a choice of three in Section A

two questions from a choice of three in Section B

two questions; one question from a choice of two related to Topics 1 to 3

Each question in Sections A, B and C is worth 25 marks; each question in

UG029657 Specification Edexcel International GCSE in Geography (4GEO)

emphasis should be placed on the relationship between people and the

geography should be recognised as a dynamic discipline in continuous change

case studies are used to exemplify key ideas

students are required to undertake fieldwork and other practical exercises to

the development of skills used in geographical enquiry, including fieldwork

UG029657 Specification Edexcel International GCSE in Geography (4GEO)

The content in detail

UG029657 Specification Edexcel International GCSE in Geography (4GEO)

Section B People and their Environments

Economic activity and energy

Ecosystems and rural environments

Section C Practical Geographical Enquiry