GCSE MARKING SCHEME

SUMMER 2019

GEOGRAPHY SPECIFICATION A
COMPONENT 1
C111U10-1

© WJEC CBAC Ltd.

INTRODUCTION

This marking scheme was used by WJEC for the 2019 examination. It was finalised after
detailed discussion at examiners' conferences by all the examiners involved in the
assessment. The conference was held shortly after the paper was taken so that reference
could be made to the full range of candidates' responses, with photocopied scripts forming
the basis of discussion. The aim of the conference was to ensure that the marking scheme
was interpreted and applied in the same way by all examiners.

It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conference, teachers
may have different views on certain matters of detail or interpretation.

WJEC regrets that it cannot enter into any discussion or correspondence about this marking
scheme.

© WJEC CBAC Ltd.

 EDUQAS GCSE GEOGRAPHY SPEC A

COMPONENT 1

SUMMER 2019 MARK SCHEME

Instructions for examiners of GCSE Geography when applying the marking scheme

1. Positive marking

It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE Geography marking schemes are presented in a common format as shown below:

This box contains the The columns to the right indicate the
sub-question assessment objective(s) targeted by
the question and its mark tariff.

3 (a) (i) Describe the location of the island of Lefkada.

AO2.1
AO2.2

Total
AO1

AO3
AO4
2 2

Credit two simple statements In western Greece (1) In Ionian Sea (1) north of Cephalonia
based on map evidence. (1) 275km (+/-10) from Athens (1) 280km (+/-10) from
Credit accurate use of Thessaloniki (1)
compass points max 1
Credit accurate use of scale
line max 1

This box contains the This box contains the candidates' expected
rationale i.e. it explains the responses for point-based marking. For some sub-
principles that must be questions, those with a closed question, this box will
applied when marking each indicate the only response that is acceptable. For
sub-question. The more open ended sub-questions this box will illustrate
examiner must apply this a number of likely responses that are credit worthy. It
rationale when applying the may be that this list will be extended at the
marking scheme to the examiner's conference after actual scripts have been
response. read. For banded mark schemes this box contains
indicative content. For further details see below
under Banded mark schemes Stage 2.

1
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2. Tick marking
Low tariff questions should be marked using a points-based system. Each credit worthy
response should be ticked at the appropriate place on the response. The number of ticks
must equal the mark awarded for the sub-question. The mark scheme should be applied
precisely using the expected outcomes box as a guide to the responses that are acceptable.
Do not use crosses to indicate answers that are incorrect. If the candidate has not attempted
the question, then the examiner should enter a dash (-) or use the not attempted icon on E-
marker.
3. Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains a range of marks. Examiners should first read and annotate, using the
comment bank, a learner’s answer to pick out the evidence that is being assessed in that
question. Do not use ticks on the candidate’s response. Once the annotation is complete,
the mark scheme can be applied. This is done as a two-stage process.
Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance, if a response is mainly in
band 2 but with a limited amount of band 3 content, the answer would be placed in band 2,
but the mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark candidates down as a result of small omissions in minor
areas of an answer.
Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band. Where a response is not
creditworthy, that is contains nothing of any significance to the mark scheme, or where no
response has been provided, no marks should be awarded.

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 Core Theme 1 – Question 1

(a) (i) Give the four figure grid reference for the square outlined in red.

AO2.1

AO2.2
Cicrle the correct answer below.

Total
AO1

AO3

AO4
Credit this response 5348 (1) 1 1
only.

(a) (ii) Circle the correct answer in the following sentence.

AO2.1

AO2.2

Total
AO1

AO3

AO4
Credit this response steep (1) 1 1
only.

(a) (iii) Many people visit this part of the UK each year. Give two

AO2.1

AO2.2
features of this landscape that attract visitors.

Total
AO1

AO3

AO4
Credit two valid Ebbor Gorge (1) caves (1) nature reserve 2 2
features on the map (1) walks/trails/long distance path (1)
each for one mark. views/vantage points (1) paper mill (1)
museum (1) camp site (1) National Trust (1)
tumuli (1) cairn (1)

This is not an exhausitive list.

(a) (iv) Describe one positive impact and one negative impact of
AO2.1

AO2.2

having many visitors in a physical landscape you have studied.

Total
AO1

AO3

AO4

Credit two valid Positive: 4 4

statements for one Helps the economy/local businesses (1) as
mark each and up to visitors spend money (1) at shops/pubs
two developments for a etc... (1)
further mark(s). Allows rural areas to diversify (1) create
(2 + 2) or (3+1) jobs (1)
Leads to protection of the landscape (1)
Credit example for one more sustainable (1)
mark if in context Negative:
Carrying capacity can be exceeded (1)
damaging the landscape (1)
Results in issues like litter, parking or
footpath erosion etc... (1) that need
managing (1)

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(b) (i) Identify landform A. Tick ( ) the correct box below.

AO2.1

AO2.2

Total
AO1

AO3

AO4
Credit this response Wave-cut platform (1) 1 1
only.

(b) (ii) Complete the paragraph by selecting the correct term from the

AO2.1

AO2.2

Total
AO1

AO3

AO4
box below.

Credit these responses bedding planes (1) 3 3

only. hydraulic action (1)
stacks (1)

(b) (iii) Explain why rock falls occur on the cliffs of some UK

AO2.1

AO2.2
coastlines.

Total
AO1

AO3

AO4
6 6
This question assesses AO2.2, inter-relationships (in this Responses should focus on the
case between process and landform). reasons for the occurrence of rock
Use the descriptors below, working upwards from the falls on cliffs.
lowest band.

Band Marks Descriptor

Wave action (abrasion/hydraulic
3 5-6 Thorough and elaborated action/corrosion) at the foot of a cliff
understanding of the link between result in the formation of wave-cut
processes and landform. Depth of notches which undermine the cliff
understanding is demonstrated above. A huge mass of rocks is now
through chains of reasoning. unsupported and overhangs the
2 3-4 Elaborated understanding of some notch and will eventually collapse as a
of the links between the processes rock fall due to gravity.
and landform. Bedding planes and joints in cliff –
1 1-2 Simple, valid statement(s) exposed to weathering (winter frosts/
demonstrate basic understanding rainfall/biological) – and widened -
of the process/landform. weakens cliff – unstable – collapse -
gravity
0 Award 0 marks if the answer is
incorrect or wholly irrelevant.

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(c) (i) Calculate the median value for these erosion rates. Show your

AO2.1

AO2.2
working in the space below.

Total
AO1

AO3

AO4
Credit working for one Put the data into rank order to identify the 2
mark as shown. median value (1)

Credit this response for The median value is 0.98 (1)

one mark.

(c) (ii) Explain why the median value may not be regarded as the most

AO2.1

AO2.2

Total
AO1

AO3

AO4
appropriate measure of central tendency for these erosion rates?

Credit two valid The median value does not take into 2
statements or one account extreme (wide range) of values (1)
which is developed. but the mean does (1) which can give a
misleading picture of erosion rates (1)

The median discounts extreme values (1)

there are no extremes in this data (1)

The data set can have an even number of

figures (1) which leads to further
calculation (1)

(c) (iii) For one coastal management strategy, explain why there can
AO2.1

AO2.2

Total
AO1

AO3

AO4
be unintended consequences of human intervention.

4 4
This question assesses AO2.2, inter-relationships (in Responses should focus on the
this case between human activity and process). reasons for the unintended
Use the descriptors below, working upwards from the consequences of any one coastal
lowest band. management strategy which was
designed to reduce erosion.
Band Mark Descriptor
Groynes are designed to trap
2 3-4 Understanding demonstrated sediment and prevent its natural
through elaborated explanation. movement (longshore drift) along the
1 1-2 Simple valid statement(s) coast. Beaches further along the
demonstrate basic understanding. coast are starved of new sand and
0 Award 0 marks if the answer is natural protection is lost.
incorrect or wholly irrelevant.
Offshore dredging of sands and
gravels for beach replenishment may
affect the supply of material to some
beaches and increase erosion rates
especially on soft rock cliffs.

Sea walls/rip rap stop access to the

beach – could reduce tourism
5
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(d) Is ‘hard’ engineering the best option to reduce the risk of

AO2.1

AO2.2

SPaG
flooding in the city of Nottingham and the surrounding areas?

Total
AO1

AO3

AO4
Justify your reasons.

8 8
Use the descriptors below, working upwards from the This question requires candidates to
lowest band. synthesise links between different
areas of knowledge and understanding
Band Marks Descriptor to analyse and evaluate drainage basin
4 7-8 Exceptional application of management.
knowledge and understanding. All elements of AO3 are targeted.
• Comprehensive chains of Responses will ascribe specific
reasoning provide meaning to interpret and analyse the
sophisticated analysis. resources (novel information) before
• Balanced and coherent evaluating the evidence and making a
appraisal draws together judgement.
wider geographical
understanding to justify Candidates should develop lines of
decision. argument about future management
3 5-6 Thorough application of approaches to the problem of flooding
knowledge and understanding. in the UK.
• Chains of reasoning provide
They may argue that ‘hard’ engineering
elaborated analysis.
is the best option because:
• Balanced appraisal draws
the new defences will protect many
together wider geographical
homes and businesses and road and
understanding to support
rail infrastructure in the area and are
decision.
good value for money e.g. £6million
2 3-4 Sound application of knowledge under budget.
and understanding.
• Some connections provide They may argue that ‘hard’ engineering
valid but limited analysis. is not the best option because:
• Limited appraisal uses wider we should be managing rivers in the
geographical understanding upper catchments and that building on
to support decision. floodplains should be restricted or even
1 1-2 stopped; the defences might have
Some basic application of
negative environmental consequences
knowledge and understanding.
on wetland areas.
• Basic level of meaning
ascribed to the They may argue a combination of both
information/issue. hard and soft engineering are the best
• Limited and weak appraisal option.
uses some wider
geographical understanding
to support decision.
0 Award zero marks if the answer
is incorrect or wholly irrelevant.

Balance acknowledges both sides of the argument

but doesn’t necessarily give them equal weight.

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 Core Theme 2 – Question 2

(a) (i) Name one urban area in the south-east of Dorset.

AO2.1

AO2.2

Total
AO1

AO3

AO4
Credit one valid Swanage (1) Bournemouth (1) Poole (1) 1 1
response. Christchurch (1)

(a) (ii) Tick one box below to give the correct definition of sphere of

AO2.1

AO2.2
influence.

Total
AO1

AO3

AO4
Credit this response The area which is served by a town or city 1 1
only. (1)

(a) (iii) Give one reason why towns and cities have a large sphere of

AO2.1

AO2.2
influence.

Total
AO1

AO3

AO4
Credit one response They provide employment/services/tourist 2
and its development for attractions (1) as these are not available in
a further mark. rural areas (1) so attract people from long
distances (1)

(b) (i) Use Table 2.3 to calculate the percentage of people aged 65+
AO2.1

AO2.2

who lived in Poole in 2015. Show your working.

Total
AO1

AO3

AO4

Credit working for max. 33,470 / 151,500 x 100 (1) 2 2

1 mark as shown
Credit this response Accept within range of 22 – 22.1 (1)
only for one mark.

(b) (ii) Give two ways in which the structure of the over 65 population
AO2.1

AO2.2

is predicted to change in Dorset by 2033.

Total
AO1

AO3

AO4

Credit two valid More male/female 65+ (1) significantly more 2 2

statements for one 90+ (1) male/female differences are
mark each. reduced (1) the modal group has changed
from 60-64 to 65-69 (1)

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(b) (iii) Describe two ways in which an ageing population will create

AO2.1

AO2.2

Total
AO1

AO3

AO4
challenges for the UK.

Credit two valid Require health care (1) expensive/stress on 4 4

statements for one NHS (1)
mark each and up to
The government receives less money in
two developments for a
taxes (1) but pays more in state pensions
further mark(s).
(1) which could results in cuts to other
(2 + 2) (3 +1) services (1)
Loneliness (1) need for more support
services (1)
Need for more suitable housing (1)

(iv) The county of Dorset is largely rural with a sparse population.

AO2.1

AO2.2
Explain why the population of many remote rural areas is declining.

Total
AO1

AO3

AO4
6 6
This question assesses AO2.1, geographical concepts Responses should demonstrate
(in this case the consequences of the urban-rural understanding of reason(s) which
continuum). result in rural depopulation such as...
Use the descriptors below, working upwards from the
lowest band. In many remote rural areas there are:
a lack of jobs;
Band Marks Descriptor low income and part-time work;
lack of services;
3 5-6 Thorough and elaborated poor public transport and internet
understanding of the reasons. connections;
Depth of understanding is school closures;
demonstrated through chains of lack of affordable housing;
reasoning. issue of second homes;
2 3-4 Elaborated understanding of the pull factors of cities
reasons.
1 1-2 Simple, valid statement(s)
demonstrate basic understanding
of the reasons.
0 Award 0 marks if the answer is
incorrect or wholly irrelevant.

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(c) (i) Tick () three correct statements in the table which describe the

AO2.1

AO2.2
distribution and location of Amazon Centres in the UK.

Total
AO1

AO3

AO4
Credit three correct Correct statements 3 3
statements. 3
5
No marks if more than 6
three answers given. Only

(c) (ii) Give one reason why use of the internet has a negative impact

AO2.1

AO2.2

Total
AO1

AO3

AO4
on the high street of towns and cities.

Credit one response More people prefer to shop online (1) so 2 2

and its development for sales in shops decline (1) / so loss of jobs
a further mark. (1)
More people do online banking (1) branches
close and general decline of high streets (1)

(c) (iii) State three ways in which towns and cities have improved the

AO2.1

AO2.2
quality of the high street environment for shoppers.

Total
AO1

AO3

AO4
Credit up to three valid Pedestrianised streets/wide pavements (1) 3 3
statements each for street furniture (1) greenery (1)
one mark entertainment (1)
signage and information (1)
covered shopping malls (1)
CCTV cameras (1) lighting (1)
special events (1)
car park facilities (1)
access via park and ride (1)

9
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(d) ‘Global cities in HICs have fewer and different challenges

SPAG
AO2.1
AO2.2

Total
AO1

AO3
AO4
compared to global cities in NICs or LICs.’ How far do you agree with
this statement?

8 4 12
Use the descriptors below to work upwards from the This question requires candidates to
lowest band. synthesise links between different
areas of knowledge and
Band Marks Descriptor understanding to analyse and
evaluate urban issues in two
4 7-8 Exceptional application of contrasting global cities.
knowledge and understanding. All elements of AO3 are targeted.
• Comprehensive chains of
reasoning provide sophisticated Responses will ascribe specific
analysis. meaning to interpret and analyse the
• Balanced and coherent resources (novel information) before
appraisal draws together wider evaluating the evidence and making a
geographical understanding to judgement.
justify decision.
Candidates should develop lines of
3 5-6 Thorough application of knowledge argument about the consequences of
and understanding. urbanisation in two global cities.
• Chains of reasoning provide
elaborated analysis. They may disagree because:
• Balanced appraisal draws all cities have the challenge of
together wider geographical reducing poverty and providing
understanding to support sufficient housing;
decision. cities in HICs have areas of wealth
and poverty and people who sleep
2 3-4 Sound application of knowledge rough;
and understanding. cities in NICs and LICs have areas of
• Some connections provide slums and informal housing and
valid but limited analysis. emerging middle classes;
• Limited appraisal uses wider all cities have congestion issues.
geographical understanding to
support decision. They may agree because:
HICs have the means to tackle these
1 1-2 Some basic application of challenges and promote urban
knowledge and understanding. renewal;
• Basic level of meaning ascribed migration is rural to urban in
to the information/issue. NICs/LICs and international (including
• Limited and weak appraisal refugees and asylum seekers) in
uses some wider geographical HICs;
understanding to support UK cities have the challenge of
decision. creating sustainable communities.
0 Award 0 marks if the answer is
incorrect or wholly irrelevant.

Balance acknowledges both sides of the argument but

doesn’t necessarily give them equal weight.

10
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Once a mark has been awarded for the geographical content, apply the performance
descriptors for spelling, punctuation and the accurate use of grammar and specialist terms
that follow.

Band Mark Performance descriptions

• Learners spell and punctuate with consistent accuracy
• Learners use rules of grammar with effective control of
High 4
meaning overall
• Learners use a wide range of specialist terms as appropriate
• Learners spell and punctuate with considerable accuracy
• Learners use rules of grammar with general control of meaning
Intermediate 2–3
overall
• Learners use a good range of specialist terms as appropriate
• Learners spell and punctuate with reasonable accuracy
• Learners use rules of grammar with some control of meaning
Threshold 1
and any errors do not significantly hinder meaning overall
• Learners use a limited range of specialist terms as appropriate
• The learner writes nothing
• The learner’s response does not relate to the question
0 • The learner’s achievement in SPaG does not reach the
threshold performance level, for example errors in spelling,
punctuation and grammar severely hinder meaning

11
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 Theme 3 – Question 3

(a) Describe the changes shown on the graph

AO2.1

AO2.2

Total
AO1

AO3

AO4
Credit up to two valid Overall increase (1) peak at 20.17/20.18 2 2
statements each for peaks again after 20.30 (1) fluctuates (1)
one mark. quantification (1)

(b) (i) Give two human factors that increase the vulnerability of

AO2.1

AO2.2

Total
AO1

AO3

AO4
communities to tectonic hazards.

Credit two valid human Poverty (1) living in informal/poor 2 2

factors each for one housing/poorly built (1) level of education
mark. (1) age (1) disability (1) population density
(1) perception (1) lack of warnings (1)

(b) (ii) Explain why pyroclastic flows are a significant volcanic hazard.

AO2.1

AO2.2

Total
AO1

AO3

AO4
4 4
This question assesses AO2.2, inter-relationships (in Responses should focus on the
this case between process and people). reasons for the hazardous nature of
Use the descriptors below, working upwards from the pyroclastic flows.
lowest band.
Pyroclastic flows are fast moving (up to
Band Mark Descriptor 110 kph) so it is very difficult to get out
of their path. They are clouds of very
2 3-4 Understanding demonstrated hot (100°C+) gas, ash and rock (which
through elaborated explanation. range in size) that move like a liquid.
1 1-2 Simple valid statement(s) So therefore they can demolish
demonstrate basic understanding. buildings and the high temperatures
0 Award 0 marks if the answer is can start fires. There is also the danger
incorrect or wholly irrelevant. of inhalation of choking gases. Their
paths are also very difficult to predict.

12
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(c) Should permanent exclusion zones be set up around all active

AO2.1

AO2.2
volcanoes to reduce the risks associated with eruptions? Justify your

Total
AO1

AO3

AO4
decision.

8 8
Use the descriptors below to work upwards from the This question requires candidates to
lowest band. synthesise links between different
areas of knowledge and
Band Marks Descriptor understanding to analyse and
evaluate vulnerability and hazard
4 7-8 Exceptional application of reduction.
knowledge and understanding. All elements of AO3 are targeted.
• Comprehensive chains of
reasoning provide sophisticated Responses will ascribe specific
analysis. meaning to interpret and analyse the
• Balanced and coherent resources (novel information) before
appraisal draws together wider evaluating the evidence and making a
geographical understanding to judgement.
justify decision.
Candidates should develop lines of
3 5-6 Thorough application of knowledge argument about how hazard mapping
and understanding. may be used to reduce the risks
• Chains of reasoning provide associated with volcanic eruptions.
elaborated analysis.
• Balanced appraisal draws They may agree because:
together wider geographical hazard mapping allows local
understanding to support authorities to limit or restrict access to
decision. certain areas and control the
development of areas considered to
2 3-4 Sound application of knowledge be at risk;
and understanding. safe zones are therefore created.
• Some connections provide
valid but limited analysis. They may disagree because:
• Limited appraisal uses wider monitoring and improved emergency
geographical understanding to planning are used to reduce the risks;
support decision. lots of people depend on the fertile
soil for farming;
1 1-2 Some basic application of many also work in the tourist industry;
knowledge and understanding. hazard mapping will not prevent the
• Basic level of meaning ascribed cancellation of flights due to volcanic
to the information/issue. ash.
• Limited and weak appraisal Some volcanoes erupt infrequently
uses some wider geographical Some volcanoes are less dangerous
understanding to support
decision.
0 Award 0 marks if the answer is
incorrect or wholly irrelevant.

Balance acknowledges both sides of the argument but

doesn’t necessarily give them equal weight.

13
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 Theme 4 – Question 4

(a) Describe the changes shown on the graph.

AO2a

AO2b

Total
AO1

AO3

AO4
Credit up to two valid Overall increase (1) fluctuation (1) 2 2
statements each for quantification e.g overall increase by 80-
one mark. 90mm/above 80mm (1)

(b) (i) Give two human factors that increase the vulnerability of

AO2.1

AO2.2

Total
AO1

AO3

AO4
communities to coastal hazards.

Credit two valid human Poverty (1) living in informal/poor housing 2 2

factors each for one (1) level of education (1) age (1) disability
mark. (1) population density (1) lack of
investment/coastal defences (1)
perception (1)

(b) (ii) Explain why powerful storms can cause coastal flooding.

AO2.1

AO2.2

Total
AO1

AO3

AO4
4 4
This question assesses AO2.2, inter-relationships (in Responses should focus on the
this case between process and people). reasons for the hazardous nature of
Use the descriptors below, working upwards from the severe storms.
lowest band.
Low pressure in the atmosphere has
Band Mark Descriptor the effect of raising sea levels. Strong
winds create large waves which can
2 3-4 Understanding demonstrated result in storm surges.If storms
through elaborated explanation. approach a coastline at high tide the
1 1-2 Simple valid statement(s) risk of severe flooding is increased.
demonstrate basic understanding. Climate change may lead to rising sea
0 Award 0 marks if the answer is levels/warming seas – leads to more
incorrect or wholly irrelevant. powerful storm. This in turn results in
damage to coastal defences and
properties/businesses

14
© WJEC CBAC Ltd.
(c) Should all communities be protected from coastal flooding in the

AO2.1

AO2.2
face of rising sea levels? Justify your decision

Total
AO1

AO3

AO4
8 8
Use the descriptors below to work upwards from the This question requires candidates to
lowest band. synthesise links between different
areas of knowledge and
Band Marks Descriptor understanding to analyse and
evaluate the management of coastal
4 7-8 Exceptional application of hazards.
knowledge and understanding. All elements of AO3 are targeted.
• Comprehensive chains of
reasoning provide sophisticated Responses will ascribe specific
analysis. meaning to interpret and analyse the
• Balanced and coherent resources (novel information) before
appraisal draws together wider evaluating the evidence and making a
geographical understanding to judgement.
justify decision.
Candidates should develop lines of
3 5-6 Thorough application of knowledge argument about the concept of cost-
and understanding. benefit.
• Chains of reasoning provide
elaborated analysis. They may disagree because:
• Balanced appraisal draws some coastlines have low populations
together wider geographical and low value land;
understanding to support managed retreat has environmental
decision. benefits;
building coastal defences are
2 3-4 Sound application of knowledge expensive and need constant
and understanding. maintenance.
• Some connections provide
valid but limited analysis. They may agree because:
• Limited appraisal uses wider monitoring and improved emergency
geographical understanding to planning and hazard mapping are
support decision. used to reduce the risk of flooding;
the land is used for farming which
1 1-2 Some basic application of may be very productive;
knowledge and understanding. tourism is an important source of work
• Basic level of meaning ascribed and income for coastal communities.
to the information/issue.
• Limited and weak appraisal
uses some wider geographical
understanding to support
decision.
0 Award 0 marks if the answer is
incorrect or wholly irrelevant.

Balance acknowledges both sides of the argument but

doesn’t necessarily give them equal weight.

C111U10-1 EDUQAS GCSE GEOGRAPHY SPECIFICATION A COMPONENT 1

SUMMER 2019 MS/ED
15
© WJEC CBAC Ltd.