GCE EXAMINERS' REPORTS
Geography
AS/Advanced
SUMMER 2014
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Unit
Page
G1
1
G2
7
G3A
11
G3B
17
G4
21
© WJEC CBAC Ltd.
GCE GEOGRAPHY
General Certificate of Education
Summer 2014
Advanced Subsidiary/Advanced
G1 Changing Physical Environments
Principal Examiner:
Robert Adcock
General comments
It is encouraging to see up to date case study material being used in the examination and
especially pleasing to see materials that are local and have a relevance to the lives of the
candidates.
The skills sections of the examination paper proved to be a problem for some of the
candidates. Although the resources followed the format of previous examinations the content
seemed to require more time for interpretation. This was particularly the case for question
2a. Candidates need to read the questions carefully and take notice of the command words.
This was particularly evident in 2b where the command to compare was not addressed in the
majority of answers. There was more evidence of candidates reproducing factual information
rather than applying it to the question set. For instance in question 2c answers showed
knowledge of strategies but did not give enough emphasis to how they could manage
hazards. Timing was an issue for a number of candidates which may have been the result of
the nature of resources in questions 1a and 2a. Examiners continue to report on the
problems of poor handwriting when assessing examination scripts. Spelling, punctuation and
grammar are also an issue for a number of candidates.
© WJEC CBAC Ltd.
1
Question detail
Q.1
(a)
Candidates generally coped well with the resource and there were no reports
of candidates being confused by the term dzuds. Map interpretation skills
were well developed in the responses from some candidates showing the
ability to use compass points, latitude and longitude and the key. Nearly all
identified the increase in the number of dzuds. Most correctly noted that the
increase was in the north-west and/or described the latitude and longitude
correctly. Some gave the increase in the north-west whilst others gained
credit for the overall increase in maximum between the two figures. Many
went on to link the increase to Figure 1c, giving both the height and a
‘mountainous’ descriptor. Some noted the decrease in the central area that
had been the highest and also in the south west. Quite a few noted the
increase in the east whilst a small number noted the more even distribution in
Figure 1a. Few candidates organised the answer well. Most described all of
Figure 1a and then identified increases in relation to Figure 1b and this
approach took time. The better ones were more direct and focused directly
on change e.g. there has been an increase, especially in the NW from … to
…’. In some responses there was a need for precision in the use of the
resources. A number said that the increase was in the west rather than northwest or chose too low a height to demonstrate a mountainous area. Also
some gave latitudes/longitudes that were not inside the country.
Disappointingly a number of candidates displayed a lack of geographical
awareness, taking the border to be the coastline.
Few candidates drifted from the requirements of the question into explaining
why the distribution had changed but some did deviate from the requirements
of the command word.
(b)
Candidates did not clearly identify when they were discussing characteristics
and causes; whilst most covered both elements, causes were usually better
than characteristics.
The most frequent answers focused on El Nino/La Nina, a single volcanic
event such as the eruption of Mt. Laki or Mt. Pinatubo and the Little Ice Age.
Some candidates chose to use recent ‘global warming’ as their illustration of
short term climate change which was perfectly acceptable. Those that
selected El Nino/La Nina generally had a sound understanding of pressure
changes and linked these effectively with adjustments in trade winds and sea
temperatures. Some responses were excellent with detail using examples of
characteristics and diagrams to illustrate the change in processes. Although
many confined their comments to Australia and Chile/Peru some took a wider
view and considered how El Nino affected California and Indonesia and
others outlined the impacts on the occurrence of hurricanes. A number of
answers suffered from long descriptions of ‘the normal’ and then the same
again but with reversal of the winds. Low pressure and high pressure were
sometimes muddled or expressed poorly e.g. ‘air rose because it was low
pressure’ rather than showing grasp that the rising air caused the low
pressure. Good responses that selected volcanic events outlined how
aerosols increase the reflection of radiation from the Sun back into space,
cooling the Earth's lower atmosphere. Those that examined the Little Ice Age
produced some good responses that covered a range of causes including
volcanic activity, sunspots and Milankovitch cycles.
© WJEC CBAC Ltd.
2
Good answers displayed a clear understanding of the cause of short-term
climate change and many candidates were secure in this area. Those
responses that progressed to Level 3 also addressed the characteristics of
climate change in some detail. Responses that outlined changes in
precipitation, temperature, storm activity and drought in depth were well
rewarded.
Often good answers dealt with changes in both time and space. However
many did not understand ‘characteristics’ and took a broader view with
reference to the impacts of climate change, with for example the ‘Thames
river fairs’, fishing catches and bush fires. Some drifted into this from a
consideration of climate change but others seemed to give this a lot of
deliberate attention. In a number of answers the climatic characteristics were
superficial e.g. hot, wet, dry, cold etc.
(c)
There were various ways that the candidates addressed the need to describe
and explain two impacts. Many chose two different impacts, e.g. sea level
change and increasing temperature, and gave a description and explanation
of their influence on society. Others described two aspects, e.g. demography
and economy, of one impact such as sea level change. By far the most
popular, and best answered choice was sea level rise. Case studies usually
related to the Maldives, Bangladesh or Tuvalu but there were some
interesting examples using Florida and the Mekong Delta. Case studies
relating to melting ice in the Arctic regions were quite good and referred to the
impacts of melting sea ice and melting permafrost on Inuit society.
Responses that examined extreme weather usually addressed heatwaves in
Europe, drought in Sahel and Murray-Darling Basin, Hurricane Katrina and a
variety of floods e.g. Boscastle, Nepal and Peru. There were however other
more recent examples of extreme weather with a supposed link to climate
change such as the 2009 snowfall in the UK. Some answers looked at
people’s responses to climate change such as the Kyoto agreement or more
local responses and changing patterns of crop growing in the UK. Level 3
responses, no matter which approach was adopted, all had a clear
description of the impacts on society and a confident causal link to climate
change. Sometimes good knowledge had not been applied well and the links
to ‘on society’ fell short. For example, for Tuvalu, many mentioned migration
but not all developed a link to how it affected the society left on the islands. In
some cases the impacts were ‘environmental’, e.g. moving biomes and
drowning polar bears, with a linkage to society missed. Some candidates
were vague, so it was unclear what the two impacts were and indeed some
described three or four impacts. Others described just one impact in detail,
thus being limited to Level 2.
© WJEC CBAC Ltd.
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Q.2
(a)
Very few candidates were able to interpret the table in the time given and
found it difficult to answer the question succinctly. However many did score
marks as they had the necessary skills to describe variations within the table.
Many used either the development level or mortality category as
organisational tools to describe variations in the data e.g. ‘22.9% of
earthquakes that resulted in no deaths occurred in HICs compared with 9% of
earthquakes that resulted in over 100 deaths’. Others used relative amounts
to make points about variations such as MICs having the highest percentage
in all categories. A number quoted larger and smaller values within the
development levels and many quoted the three income group values within a
column. However when quoting figures, many neglected to say which was
higher(est). A significant number saw the relationship between magnitude and
mortality. In general there were a number of misunderstandings of data: in
particular, many interpreted the data as the number of earthquakes (rather
than a % of those that had occurred) or the chances of earthquakes
occurring. Often they went on to make incorrect assumptions about the
number of deaths.
(b)
This question was addressed well up to certain point, as candidates were
able to provide a lot of factual information about the impacts of tectonic
events. There was a wide range of examples used to support the description
of impacts. Volcanic activity was illustrated with reference to the eruptions of
Eyjafjallajökull, Montserrat, St. Helens, Nevado del Ruiz, Etna and Mt.
Nyiragongo or earthquakes in Haiti, Kobe, Tohoku 2011, and the 2004 Indian
Ocean tsunami. The better answers were structured around the required
scales and distinguished impacts that were regional and local in character.
Some candidates also organised their responses to highlight social, economic
and demographic impacts. To gain access to Level 3 candidates had to
address the command word but this was unfortunately not completed by the
majority of candidates. Those that did attempt to compare impacts at the
required scales did so within and/or between case studies and gave a
reasoned analysis of the similarities and/or differences. Those responses that
simply described the impacts of their selected tectonic event(s) were held
back by an inability to address the scale requirement. In some cases answers
were rather inaccurate with the detail of impacts and candidates need to
realise that examiners will check the veracity of data put forward in support of
points made. Some candidates confused regional and global scales. In some
responses the focus was on the causes of tectonic events and this was not
required by the question.
© WJEC CBAC Ltd.
4
(c)
Good answers displayed a clear knowledge and understanding of the
selected strategies. Many responses that scored Level 3 organised their
information in a suitable format and structured their answer demonstrating a
logical approach. These answers often used prediction, prevention,
preparation and adaptation as organising tools and gave a coherent link
between description of the strategy and how it was used to manage the
hazard. Many candidates who chose flood hazards organised their answers
around an outline of hard and soft engineering. Better answers had a strong
focus on case studies with reference to the popular examples of Boscastle,
Three Gorges, Mississippi, Rhine and Nile (Aswan) for flood hazards and
Japan, San Francisco, St. Helens, Pinatubo and Montserrat for tectonic
hazards. An encouraging feature was the emergence of the use of local rivers
as examples and these produced some perceptive answers. There were
some good studies of the Severn, Llyn Brenig, the Tryweryn and the Thaw
which displayed impressive local knowledge.
Answers that did not score so well often needed stronger direction as many
tended to give too much background material on the impacts of a previous
hazardous event. This was acceptable as a preamble but in some cases it
took up much of the answer. Other responses gave a detailed analysis of the
strengths and weaknesses of the chosen strategies, which was the focus of a
former question. Some did not read the question carefully and gave
information on strategies used in both flood and tectonic hazards.
Q.3
(a)
Most candidates were confident in the naming of three potential economic
impacts of flooding and many good responses developed these by reference
to detail such as the cost of repair, cost to insurers, cost due to loss of
income etc. Less secure answers needed further development as a number
just implied a cost e.g. ‘road flooded so commuters can’t get to work or
houses damaged’. The most frequently chosen fully supported map evidence
were named farms and named A roads. Reference to housing and schools
was hindered sometimes by a lack of clear locations. Sometimes there was a
vague identification of ‘businesses’ which lacked the precision required in the
answers. Although the better answers located features accurately on the map
a number of examiners commented on the inability of candidates to use grid
references.
(b)
There were a number of good responses that placed the use of Ordnance
Survey maps within the sequence of enquiry. There tended to be a focus on
one or two stages in the sequence but this proved to be adequate coverage.
Many commented on the use of Ordnance Survey maps for planning making
reference to sampling, risk assessment and access. Others chose to examine
the data that could be extracted from OS maps such as height, slope,
vegetation type and land-use change (if two maps were compared). Fewer
candidates commented on how they could be used in the presentation of
data. The common feature of good answers was the placing of ideas within
an investigation, whether a possible investigation or one that had been
undertaken by the candidate. This allowed relevant comments that had a
strong foundation and structure. Less successful answers focused on what
could be seen on an Ordnance Survey map that might be useful in an
investigation. Comments on how these maps showed roads, vegetation and
land use showed knowledge but did not apply this to the question.
© WJEC CBAC Ltd.
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(c)
The content of the answers varied by centre as was expected. Examiners
reported that where the candidates had completed a fieldwork investigation
the responses were generally sound or good. The better answers stated their
questions/hypotheses at the beginning of the response and thus had a
reference point for comments included. These answers stated their overall
conclusions and supported their comments with evidence from the study.
Conclusions were often related to theory, e.g. Bradshaw, and in places
commented on process. Evaluation was clear and based upon the
conclusions reached. Less effective answers simply stated that the
hypothesis was accepted or rejected without supporting evidence. Some
candidates chose to illustrate their answers with diagrams and graphs which
was a valuable method of outlining conclusions in an intelligible and efficient
manner. Although most were able to comment upon the conclusions to their
investigations a good number did not approach the evaluation aspect of the
question as competently. A number did not address this element of the
question at all, which may have been a timing issue. However others only
evaluated the methodology and did not place this in the context of the
conclusions. Where weaknesses in methods or improvements needed are
given they need to have a link to how these would impact on their
conclusions.
© WJEC CBAC Ltd.
6
GCE GEOGRAPHY
General Certificate of Education
Summer 2014
Advanced Subsidiary/Advanced
G2 Changing Human Environments
Principal Examiner:
Richard Rowbottom
General comments
The paper was familiar in style and content and provided candidates with an opportunity to
demonstrate what they knew and understood. Questions were rooted within the specification
and the majority of candidates had no difficulty in accessing the questions and interpreting
them correctly. A minority, however, did not pay full attention to the precise wording of
certain questions and thus wrote off topic. The answers to the three skills questions varied in
quality with generally high achievement for question 1a. The graph in question 2a proved to
be challenging, and many candidates misinterpreted it. The aerial photograph in question 3a
was comprehensively appreciated only by the better candidates. Q1b also proved
challenging for many where understanding of some demographic concepts proved awkward.
Candidates' knowledge of migrations was good, but reorganising memorised knowledge to
fit the actual question proved more difficult. Responses to the settlement questions again
displayed some very good knowledge, but often the precise focus of the question was
missed. The answers to the question on questionnaires, question 3b, very often displayed a
narrow view of this concept. The conclusions to an enquiry, question 3c, were completed
comprehensively by candidates from centres that had completed thorough and appropriate
research, but very often answers simply comprised a catalogue of results from an
investigation with very little development of the relevance or importance of such results. The
type of enquiry completed impacted greatly on the potential achievement of the candidate.
In addition:
 Time management did not appear to be an issue.

Most candidates failed to take heed of the emboldened and capitalised instruction on the
front of the paper referring to the use of case studies and illustrations. Too many
answers remained case study and location free, being quite vague and generalised, so
credit for knowledge was limited. An ideal place for illustrations would have been in
questions 2b, 2c and 3c.

The three skills questions, 1a, 2a and 3a, all demanded a description of different pieces
of geographical information; unfortunately some candidates attempted reasoning within
their answers and so wasted valuable time.

Geographical definitions and terminology could usefully be stressed; the difference
between CBD, inner city and total built up area is a case in point as is the difference
between suburbs, rural-urban fringe and extreme rural. The term gentrification appears
to have morphed into meaning total redevelopment and/or renewal rather than its original
meaning regarding the renovation and beatifying of an older residence, usually located in
the inner city.
© WJEC CBAC Ltd.
7
Question detail
Q.1
(a)
This was a familiar style of question which most appreciated. The majority of
candidates recognised and located areas of the world with various
percentage figures taken from the resource. A minority of candidates wanted
to explain the pattern demonstrated in the resource for which no credit was
forthcoming.
(b)
High mortality rates were defined well enough with specific reference to
statistics and case studies by the better candidates who then went on to
provide good reasoned information as to the consequences of such high
death rates. Candidates used LEDCs as case study material as well as
country examples correctly, such as Italy, Germany and Russia, where there
are relatively high death rates. However, there are several issues that limited
marks; case study free, generalised accounts, being one; another being the
quoting of vastly out of date, and/or inaccurate numbers, with no sense of
appreciating to what the numbers refer: death rates of 10, but 10 what? Infant
mortality rates of 65, but 65 what? Fertility rates of 7, but 7 what? Many
answers tangentially focused on the causes of high death rates, not
consequences.
The management of old people was also a popular misinterpretation of the
question. Information on the old age issue could have been made more
relevant, but most candidates did not take the opportunity. Many candidates
failed to appreciate some complexities of demographic study; when faced
with a question regarding the consequences of a high mortality rate, their
immediate response was to state that the population will decline, with no
sense of any other factors involved which may counteract that trend, such as
higher birth rates.
Q.2
(c)
The key words in the question were contrast and characteristics. Only a
minority attempted to organise their answers in line with what the question
had asked for. Such answers identified some key characteristics such as
gender and then considered differences (contrasts) between two types of
migration. The majority of candidates, in one short sentence, simply stated
one difference in a migration type such as voluntary versus forced and then
proceeded to write two separate accounts of all they could remember about
what they had learned about each migration. Instead of characteristics being
the focus of the answer, impacts and/or consequences were the focus, as this
was the way such migrations had been taught. So for knowledge, credit was
high, but for understanding and application, not so high.
(a)
Candidates certainly gained some credit for simply reading figures from the
compound graph. The majority of candidates, however, failed to appreciate
what the total resource demonstrated. The out of town graph showed a
decline over the years, but the decline was in the increase in retailing space
out of town. A lack of awareness and precision in reading the resource
correctly was demonstrated. So many candidates began their answer thus:
‘Retail space has declined in out of town as years have progressed’. This is
not correct. The correct interpretation is that the positive change in retail
space has declined in out of town retail as years have progressed.
© WJEC CBAC Ltd.
8
(b)
Changes in the rural-urban fringe were well known. Here was an ideal
opportunity to include a sketch map demonstrating the locations and variety
of such changes, but this opportunity was neglected by most. The better
answers located real changes well and attempted to consider the implications
of change, such as new developments, within a specific rural-urban fringe.
However, in the majority of answers there was an issue of what constitutes a
change and what constitutes an impact. Increases in house building is a
change that may have many impacts socially, environmentally and
economically. Many candidates simply stopped at house building as an
impact. Candidates that did attempt some consequences of change did not
develop impacts very fully and were content with phrases such as 'there will
be more roads so more congestion and pollution'. This was a typical phrase
which was a superficial generalisation and very common. A large proportion
of candidates strayed from the rural-urban fringe and developed their answer
into extreme rural situations and filled much of their answer with issues of
second home owners well away from fringe areas.
(c)
The better answers focused on a specific area within a settlement such as a
city, located that area by description, i.e. inner city, and by name, such as
Highfields, Leicester and then proceeded to identify responses within that
area as to why a particular segment of the population has found a home
there. Such answers usually included a second example, such as the name
and location of a university within a city, and proceeded to give reasons why a
student cluster had developed. The majority of answers to this question,
however, had flaws.
The first major one was not locating where segregation had taken place, yet
there were plenty of named areas, but no hint of where within a settlement
these areas were to be found; the term inner city, for example was missing
from the answer. The second issue was that core reasons for segregation
were not deeply developed. For example, with studentification the main
reason for its development is the vast growth in higher education numbers
and the inability of institutions to build purpose built accommodation quickly
enough. Most answers simply stated that students gathered around
universities because it was convenient for access, usually without naming or
locating the university within a place except for the local name of the area
such as Cathays, Cardiff. The remaining answer usually simply consisted of a
description of what the area was like and the issues that a studentified area
engendered.
Another example was that the presence of a mosque was given as a reason
for the concentration of Muslims within settlements, but without identifying the
cause: what was there first, a Muslim community or the mosque? Similarly, a
common reason was for people to be close to similar people ‘people like us’,
but this was not linked to the required within settlements part of the question.
There were therefore a lot of sociological idea given but limited locational
ideas. The role of physical features within settlements was also a greatly
neglected aspect of why different groups of people live in different areas.
Prevailing wind, elevation, scenic views, coastal and riverside locations all
have a part to play. Beverley Hills in Los Angeles was often quoted as where
rich people live, but the idea that this was because of its elevated (Hills)
position was lost on those that mentioned this. A minority of answers strayed
into migration and wrote about counterurbanisation, second-homes and rural
development and lost focus on the required term within in the question.
© WJEC CBAC Ltd.
9
Q.3
(a)
Many answers successfully combined identifying specific land use for the
aerial photograph such as the dock, locating that land use as being in the
south west and giving a reason why the photograph gave a better perspective
of the dock than the map, such as ships and the location of warehouses can
be easily appreciated. Such an approach with similar examples of some other
land uses would generate high credit. The main reason why full credit was not
achieved by the majority was the lack of the locational element; concentrating
on the disadvantages of the map instead of the advantages of the
photograph; being very general and not referring specifically to Figure 3a at
all. The ability to interpret an aerial photograph using appropriate
geographical skills and terminology in the use of orientation and scale (often
termed key, by candidates), for example, was perceived to be a skill which
the majority of candidates had not thoroughly practised.
(b)
There are many aspects to organising a questionnaire from the initial planning
stage, perhaps including a question/hypothesis and a risk assessment to a
sampling strategy, question writing and physically organising the time and
place. Many candidates attempted a comprehensive overview locating where
within Figure 3a such a questionnaire could be undertaken. The majority,
however, took a much narrower view and limited their answer to one or two
aspects. Some answers entirely focused on where the questionnaire could be
undertaken, others focused entirely on the sampling strategy. So, many
answers lacked breadth.
(c)
The level of credit here varied as a direct response to the type of enquiry
undertaken, its level of complexity and its credibility. Better answers worked
to a reasonable hypothesis that was a worthwhile aspect to research, such as
the clone town status of a place. Some centres, however, which attempted
this, completed a very narrow enquiry and candidates basically simply
repeated the result of the survey such as stating simply: ‘so yes therefore it is
a clone town’. There would be no indication of why this was the case or why it
might matter. Other centres that tackled this issue followed up the clone town
survey with similar surveys in other areas, then completed a land-use survey,
then completed a questionnaire survey. The conclusions were therefore more
comprehensive and credit worthy; but even these enquiries verged on the
edge of simply repeating the results of surveys rather than discussing what
the findings meant. Answers rarely considered what a clone town is and why
is it an issue, whether as a narrow or fuller enquiry.
A location map indicating where research had occurred would have been a
welcome addition to the reader to elucidate some aspects of the narrative, but
this was an extremely rare occurrence.
Some answers gave no evidence of any findings on which to base a
conclusion. Answers might have been construed as a simple description of an
issue, such as ‘has redevelopment been successful’. This would typically be
written as a memorised script with no indication that any enquiry had taken
place and be more appropriate to a question 2a/b answer. Very common
were self-evident exercises designed to collect data, but with no other
relevant enquiry purpose. Counting pedestrians is a good example, the
conclusion to which was usually there are more pedestrians on
pedestrianised malls near the big national chain stores and less on the side
streets where more local stores are located. This idea could be relevantly
developed to incorporate isopleth maps and a consideration of the variety of
pedestrian counts at different times, locations and even seasonality. The
original one off count in two places appears quite simplistic and cannot lead
to very meaningful conclusions.
© WJEC CBAC Ltd.
10
GCE GEOGRAPHY
General Certificate of Education
Summer 2014
Advanced Subsidiary/Advanced
G3A Contemporary Themes and Research in Geography
Principal Examiner:
Mrs Nicky King
General comments
This summer series had a much increased entry as a result of the restrictions to January
entries for English centres. These restrictions will apply to Welsh centres in 2015.
A few excellent scripts were seen, but the majority of responses fell into the average or level
3 category mark range (11-15). Generally candidates produced more competent responses
when answering some of the Human themes, where it was easier for them to use their
acquired knowledge to better effect than in the Physical Geography themes. There is
evidence that both weaker knowledge and poor examination technique were the main
factors accounting for a marginally weaker performance in this examination series. An
increasing number of candidates displayed relatively poor written skills and a limited ability to
structure a well-rounded response. Exemplification was often weak and, at times, inaccurate.
Extreme Environments
Q.1
There were some well supported and well assessed responses. Successful case
studies included the effects of rapid population growth and agriculture in the Sonoran
desert, tourism in Dubai and mining in Roxby Downs, Australia. Sometimes there
was a lack of clarity over what constitutes a desert environment and the savannah
environment appeared in a number of answers. Here candidates defined a desert at
the outset as having a mean precipitation level of below 250 mm and proceeded to
discuss an area with a figure above that. Generally the question was addressed
successfully with both a description and assessment of strategies, although evidence
for the assessment was sometimes lacking. A lack of balance arose when there was
little detail of the negative impact of the human activity that necessitated the strategy.
‘A’ grade scripts were balanced and well structured, with clear, well-located
strategies and assessment. ‘E’ grade candidates provided answers that were partial
in terms of their coverage of strategies, weakly exemplified and with a lack of
assessment.
Q.2
Candidates found the question readily accessible and many candidates had been
well prepared, producing systematic, well informed and balanced accounts with
sound examination of abiotic and biotic element linkages in located Arctic and Alpine
tundra environments. The distinction between candidates was the amount of detail
and whether there was enough time to cover all the relevant characteristics and their
inter-relationships. Soil characteristics received the least attention, although some
well-annotated soil profiles were seen. Underachievement was only evident amongst
the weakest candidates in terms of limited knowledge, analytical skills and written
fluency.
‘A’ grade scripts demonstrated a sound appreciation of the climatic, biotic, edaphic
and other characteristics that make the tundra environment extreme. ‘E’ grade
candidates demonstrated only a limited appreciation of the characteristics.
© WJEC CBAC Ltd.
11
Glacial Environments
Q.3
Responses to this question were disappointing on the whole. The best answers
selected a small selection of landforms resulting from glacial and fluvio-glacial
deposition and this provided a clear structure for describing depositional processes
and the opportunity for assessment. Some of the better answers included comment
on other processes besides deposition, focusing on their role in providing material.
Most candidates could identify depositional landforms correctly, but the descriptions
of depositional processes were not developed or integrated into the discussions of
landform formation. Weaker candidates struggled with the distinction between glacial
and fluvio-glacial landforms and also with the processes involved. They provided a
basic list of depositional landforms with associated processes described and
assessed poorly, revealing often meagre knowledge and accuracy. Exemplification
and diagrams were of variable quality. Two landforms that caused particular
difficulties were kames and the crag and tail (an erosional landform).
‘A’ grade scripts were characterised by a sound description of the processes of
glacial deposition, clearly linked to the development of specific landforms with some
assessment of the role of depositional processes. ‘E’ grade candidates provided
answers that were limited and basic, with little or no linkage between depositional
processes and associated landforms and lacking assessment.
Q.4
Responses to this question were variable. Those who understood the question and
were well prepared offered a high level of understanding and accessed Level 5. For
weaker candidates responses were often disappointing and there was considerable
confusion over the term ‘deglaciation’. Some mistakenly saw all the features simply
revealed by a retreating glacier as being associated with deglaciation, therefore
some answers were about any/all glacial features, without reference to any change
that they may have been subjected to. Many focused on the first stage of
deglaciation and included features of glacial and fluvio-glacial deposition as in Q3.
Some of those that included periglacial processes and landforms, and obviously
understood them, produced the best answers. However, understanding of the
formation of pingos was limited to only a few.
‘A’ grade scripts were characterised by a sound description of the landforms and
examination of the processes associated with deglaciation, often containing a good
locational element, integrated diagrams and reference to fieldwork. ‘E’ grade answers
demonstrated weak understanding of the landforms and processes associated with
deglaciation.
Coastal Environments
Q.5
This question produced a range of responses. Candidates who produced good
responses indicated that the topic had been well taught and stressed depositional
processes in their wider context, with reference to sediment cells and dynamic
equilibrium. Many responses displayed pleasing exemplification, based
predominantly on the Borth/Dovey, Slapton, Dawlish Warren, Holderness and
Purbeck coastlines. The best answers chose complex landforms that allowed more
detailed knowledge and understanding to be shown, such as tombolo formation at
Chesil Beach, salt marsh and sand dune development, which allowed for
assessment of the role of other factors such as sea-level change, aeolian processes
and more complex depositional processes including flocculation. Many answers were
basic and limited to spits and bars, focusing just on longshore drift which was often
drawn inaccurately and described as a depositional process.
© WJEC CBAC Ltd.
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In the weakest answers there was limited understanding of the processes candidates
were attempting to describe; sometimes there was just description of constructive
waves building beaches, but in the slightly better ones there was a little assessment
through comment on the role of erosional processes in producing the material for
deposition. In attempts to explain bay-head beaches it was apparent that wave
refraction was ill understood.
‘A’ grade scripts were characterised by a sound description of the processes of
coastal deposition, clearly linked to the development of specific landforms with some
assessment of the role of depositional processes. ‘E’ grade candidates provided
answers that were limited and basic, with little or no linkage between depositional
processes and associated landforms and lacking assessment.
Q.6
The best answers focused on one or two stretches of coastline and showed detailed
knowledge of the geology and the associated landforms, with the Dorset and
Holderness coasts as popular and successful choices. Rock strata alignments,
lithologies and minor structural details, especially in cliff formations, formed the bases
of good answers. The Dorset and Holderness coastlines allowed for assessment of
other factors besides geology such as marine erosive processes, weathering, wave
strengths, sea-level changes and human intervention. Far too many candidates took
geology to be simply the difference between hard and soft rocks and then explained
the resulting landforms on concordant and discordant coastlines. Fewer candidates
assessed the importance of geological structure compared to lithological controls,
occasionally referring to joints or faults and very occasionally considering the dip of
strata. Candidates from one Centre started their essays with outlines of the formation
of igneous, sedimentary and metamorphic rocks, completely separate from the
landforms considered later. In other Centres there was a misconception about
coastlines of ‘soft’ rock where ‘no coastal landforms can be created’.
‘A’ grade scripts were characterised by a sound understanding of geological controls,
clearly linked to the development of landforms, with some assessment of their
importance. ‘E’ grade candidates provided answers that were partial in terms of their
coverage of geological controls, with little or no linkage or assessment.
Climatic Hazards
Q.7
Those that chose this question demonstrated a reasonable knowledge of pressure
belts, which were described and explained more thoroughly and accurately than
surface winds. Candidates were mostly able to draw the tri-cellular model, but rarely
combined pressure and winds on the same diagram. Having outlined the tri-cellular
model, candidates often abandoned the global scale and confined their explanation
to the Hadley Cell. Some candidates drifted into a description of climate types or into
meso- and micro-scale patterns, such as land and sea breezes or El Nino, although
jet streams and seasonality induced by global movements were recognised in sound
responses as modifiers to the standard patterns. A lack of precision was noted in
many responses, with the term ‘trade winds’ used for any winds.
‘A’ grade scripts were characterised by a good and clear description and explanation
of global patterns of surface pressure and winds, with a sound conceptual grasp. ‘E’
grade candidates provided a limited and often unbalanced description and
explanation of global patterns of surface pressure and winds, often with evidence of
basic errors in understanding.
© WJEC CBAC Ltd.
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Q.8
The majority of candidates chose to focus on drought, and drought alone, in tropical
areas. However in better responses exemplification was varied and included
reference to drought in Ethiopia, Australia (Murray Darling), Spain and the UK;
heatwaves in Europe in 2003 and the UK in 1976; bush fires in Australia (Victoria)
and frost and fog in the UK. Explanation of the hazard was only offered by the better
candidates and in many answers there was only description of the effects of drought
with little or no discussion. Countries in the Sahel were most commonly used as
exemplification, but many answers were simply general descriptive points with the
name of an African country tagged on at the end. The weakest answers were very
basic indeed and even the better ones, separating out different types of effect, rarely
developed into a discussion. Where temperate areas were chosen, a contrast
between summer and winter hazards was the usual approach taken. This allowed
some variety of material, but there was rarely any discussion. High pressure systems
in temperate areas seemed clearly understood, although some candidates were
confused and wrote about low precipitation and then the problems of heavy snow in
their “Big Freeze” case study. The best candidates were easily identified when they
explained that the previous heavy snowfall failed to melt in the “Big Freeze”.
Occasionally candidates confused high and low pressure systems.
‘A’ grade scripts provided detailed knowledge of specific effects on human activity
with recent case study material and effective linkage to high-pressure hazards. In ‘E’
grade responses the effects on human activity of hazards associated with high
pressure were generally undeveloped often with limited or no discussion and linkage
to specific hazards.
Development
Q.9
The strongest answers were relatively full in their accounts of ‘how’ and precise and
detailed in their analysis of ‘why’ development patterns are changing. The most
successful answers did a straightforward comparison of the conventional N/S divide
with the emergence of NICs, RICs, OPEC countries, BRICS and MINTS, including
plenty of detailed explanation. However, it was disappointing that candidates often
had lots of good and potentially relevant material but failed to use it effectively. The
word ‘patterns’ proved to be the stumbling block, most answers using individual
countries as examples of development change without placing them into any pattern.
There was a lack of up to date knowledge in some cases, the Asian Tigers being
described as experiencing recent economic growth. Some candidates turned it into
an essay about the value of different development indicators and some focused on
the validity of Rostow’s and Frank’s theories, which could have been made into
relevant parts of a broader essay, although this was not always effectively achieved.
It was concerning to read some of the statements made about women in the oil rich
countries of the Middle East, such as, ‘women are not allowed education’. It was
indicative of the most knowledgeable candidates when the distinction between a high
level of female education and low participation in the workforce was made.
Explanations for the lack of change, or regression of, sub-Saharan African countries
were often very superficial.
‘A’ grade scripts provided a clear and developed description of altered patterns of
development and developed explanations that relate to changing patterns and the
ability to link the two elements effectively. ‘E’ grade responses made minimal
reference to altered patterns of development, and provided partial explanations that
relate to change at the national rather than broader scale and failed to link the two
elements effectively.
© WJEC CBAC Ltd.
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Q.10
There was much over-simplification of the role of trade blocs and a lack of knowledge
of trade blocs outside Europe and N. America. However, the EU was used effectively
by many candidates to show the impact on LEDCs. Other pertinent factors such as
debt and constraining social, cultural, political and environmental factors were
recognised and developed together with detailed exemplification. The best responses
achieved a good balance between trade blocs and other factors and avoided oversimplification. Weaker candidates were hampered by their limited knowledge and
understanding of trade blocs and their operations.
‘A’ grade scripts demonstrated a good knowledge and understanding of the operation
of trade blocs and some discussion of the role of trade blocs and other factors in
hindering global equality. In ‘E’ grade answers, trade bloc coverage was limited and
superficial and sometimes marginalised by other factors, with limited or no linkage
between operative factors and global equality.
Globalisation
Q.11
This was a popular question that was generally well answered, although responses
were often unbalanced, with explanations ‘why’ companies shift more developed than
the description of ‘how’. The use of often detailed case study material and the
‘second shift’ into developed countries from NICs added a sound element to further
argument. The weakest answers focused on only one idea, that TNCs shift locations
from MEDCs to LEDCs to exploit the cheap labour. Better answers described and
explained the different generations of NICs and how their own companies are now
being located in MEDCs. Many candidates had detailed case study knowledge and
when two or three were included a variety of reasons for globalising usually became
clear. Political stability and the value of large domestic markets were mostly
overlooked in their significance as factors instrumental in the global shift.
‘A’ grade responses provided good and clear description and explanations of how
and why companies globalise and shift locations with exemplification. ‘E’ grade
answers were characterised by a limited description and weak explanations of how
and why companies globalise and shift locations.
Q.12
This question was answered by only a few candidates. Generally causes of cultural
globalisation (improvements in communications and transport, tourism and the role of
TNCs) were clearly explained and although some effects were described, they were
less considered than the causes. The question appeared to lend itself to a very
generalised discussion based around limited examples. The best responses were
balanced between causes and effects and were supported by detailed
exemplification.
‘A’ grade scripts were characterised by sound, but not necessarily balanced,
exemplified coverage of the causes and effects of cultural globalisation. In ‘E’ grade
scripts the coverage was vague and partial.
© WJEC CBAC Ltd.
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Emerging Asia – China
Q.13
Answers were generally well informed with good knowledge of China’s history since
1976 and all that is involved in the Open Door Policy, allowing accurate explanations
of the development of coastal areas. However, less was known about the interior
apart from it being the source of migrant labour. Knowledge of actual geographical
locations was often poor. The best answers achieved a good balance between
describing and explaining variations between the coastal areas and the interior and
displayed some accurate locational knowledge. Some candidates interpreted the
question as urban-rural geographic differences.
‘A’ grade scripts were characterised by a clear description and sound explanation of
variations in economic growth between coastal areas and the interior with some
locational detail. ‘E’ grade scripts often contained a poor description and weak/ partial
explanation of variations in economic growth between coastal areas and the interior
with a limited locational element, sometimes drifting to cover intra-urban inequalities.
Q.14
It was pleasing to see sustainable development being interpreted in the broadest
sense by most candidates and this allowed a fuller discussion. Better candidates
clearly defined sustainable development in the opening paragraph of their essays
and referred to it explicitly during the course of their answers. There was plenty of
knowledge of economic growth and unsustainable development, with some good
exemplification of issues such as air and water pollution, food insecurity and
overcrowding. However, only a few candidates balanced this with discussion of
government attempts to act on environmental concerns through increased recycling,
planned eco-cities and the use of renewable energy.
‘A’ grade scripts were characterised by detailed and located coverage of economic
growth linked to sustainable development, with a discussion of the problems
associated with achieving a balance between the two. ‘E’ grade scripts provided
partial and generalised coverage.
Emerging Asia – India
Q.15
Better answers were generally well informed and provided a clear description and
accurate explanations for changes in India’s economy. Some responses offered a
descriptive approach with a historical perspective and although some appreciated the
speed of change, the diversity was not always recognised. Reasons for change were
often not fully developed. Weaker candidates had a limited and superficial
understanding of economic change in India. Exemplification was often thin,
particularly with reference to place specificity.
‘A’ grade scripts were characterised by a good and clear description of, and
explanations for, changes in India’s economy. ‘E’ grade scripts provided a limited
description of, and weak explanations for, changes in India’s economy.
© WJEC CBAC Ltd.
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Q.16
This question produced some reasonable performances, with better candidates
demonstrating a good understanding of the problems of balancing the two sides of
the equation. However, the greater level of difficulty inherent in the question’s focus
proved more of a challenge to weaker candidates who produced less well-informed,
less consistently focused and partial responses. Relatively few candidates clearly
defined sustainable development in the opening paragraph of their essays and
referred to it only implicitly rather than explicitly during the course of their answers.
The incompatibility, at a national level, of encouraging rapid economic growth whilst
enabling that development to be sustainable was inadequately considered. Many
responses to this question lacked a clearly defined essay structure.
‘A’ grade scripts were characterised by detailed and located coverage of economic
growth linked to sustainable development, with a discussion of the problems
associated with achieving a balance between the two. ‘E’ grade scripts provided
partial and generalised coverage.
© WJEC CBAC Ltd.
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GCE GEOGRAPHY
General Certificate of Education
Summer 2014
Advanced Subsidiary/Advanced
G3B Individual Research Enquiry
Principal Examiner:
Nigel Lord
General comments
This summer series had a much increased entry as a result of the restrictions to January
entries for English centres. These restrictions will apply to Welsh centres in 2015.
The paper gave good opportunities for candidates to demonstrate their knowledge
understanding of the investigations undertaken. Responses were varied and wide-ranging,
although many appeared to struggle with part (b). Questions 2, 6 and 8 were the most
popular, while 1, 3, 4, 7 and 9 were the least popular
Candidates still need to take care with their handwriting. Examiners continue to report on the
problems of poor handwriting when assessing examination scripts.
Centres are reminded that support is available with the planning of the investigation for this
paper. A form for approval of titles is available on the WJEC GCE Geography webpage.
Question detail
Part (a)
As in previous years there was no need for candidates to draw parallels with their own study,
but methods used needed to be appropriate for the investigation carried out.
Candidates were able to identify a range of methods that they either used, or could have
used to acquire appropriate information. However, these were sometimes lacking in detail
and did not demonstrate an appropriate understanding of methods. Some were able to give
succinct summaries of how the methods were carried out but overall the depth of
understanding shown of the selected methods was often insufficient to be classified as
‘good’ and as such, access Level 3 of the mark scheme.
The best candidates were able to provide a detailed account of how information could be
acquired could be acquired with a critical appreciation and balanced evaluation of the
strengths and weaknesses of their selected methods. There were also some innovative
methods described such as video clips of an area rather than photography.
Weaker candidates often produced just a list of methods with a simple generic evaluation
that did not refer to the context, and used terms and phrases such as ‘easy to carry out’ and
‘biased’. There was also much implied rather than explicit evaluation, with words such as ‘to
enable’, ‘so as to’, and ‘in order to’.
© WJEC CBAC Ltd.
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When sampling was mentioned there was often little understanding of the process and why it
was undertaken. There was confusion about the meaning of stratified and systematic
sampling, and many thought that random sampling was simply picking out anyone passing
by.
Part (b)
While the content of the response depended on the investigation undertaken it was expected
that answers would show knowledge and understanding of the chosen topic.
Many candidates appeared not to understand the second part of this question, the
assessment of methods of analysis, and many ignored any assessment of data collection
methods. While there were many good responses these were often unbalanced between the
two parts of the question.
Candidates tended to adopt various strategies when answering the question: findings, then
methods of analysis with an assessment; findings linked to methods of analysis which was
then assessed (the most sophisticated approach); findings linked to methods of analysis,
followed by separate assessment of methods. The best responses linked methods of
analysis to findings effectively and provided a balanced assessment that was related to
specific use of, rather than a generalised assessment of, the selected method.
The methods of analysis referred to included choropleth mapping, proportional circles,
located bar graphs, scatter graphs, measures of central tendency and dispersion and
Spearman’s Rank Correlation. Many answers were supported by diagrams and maps, which
aided their responses.
Weaker candidates did not understand the correlative characteristic of Spearman’s as
opposed to test the differences of Mann-Whitney and Wilcoxon. Discussion of Spearman’s
often failed to consider the level of significance, and generic assessment was common;
again such phrases as it ‘easy to carry out’, to ‘visually see a pattern’ without any reference
to the context of the investigation. Responses such as these were often limited to Level 2 or
the lower end of Level 3.
Question / theme detail
Geography of Crime
This was a reasonably popular question, but many candidates were off task, investigating
patterns of crime with little reference as to how it was impacted by management. Some
interesting research was seen on the use of CCTV cameras in Manchester.
Deprivation
This was the most popular question. Deprivation was usually considered through an
Environmental Quality Assessment together with a questionnaire. Although Census data
was often referred to in (a), it was considered much less often in (b), where crime data was
sometimes considered. Candidates often lost sight of the question, which was to consider
patterns, instead of looking at the difference between two or possibly three localities.
© WJEC CBAC Ltd.
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Geography of Disease
Many responses were weak with some inappropriate suggestions for acquiring information,
such as asking a local doctor and/or asking a generalised questionnaire. Many candidates
found it hard to provide evaluation of their data collection, as typically it was secondary data.
Much time was spent repeating generic statements and candidates missed opportunities to
compare.
Environmental Psychology
While this was the least popular question it had the highest mean mark; possibly candidates
who attempted this question also studied psychology. The paucity of responses seen make it
difficult to comment in a meaningful manner.
Leisure and Recreation
This was a reasonably popular question but did not have a high mean mark. Most responses
lacked rigour and a real focus on the impact of a sports venue. Many only looked at the
impact on a match day and did not consider the wider implications of sports venues.
Microclimates
This was a popular question but again did not score well. Many investigations appeared
flawed in that candidates looked at contrasting areas on different days. There was variable
understanding of climatic variables and the factors that influenced them, while many used a
comparison between rural and urban locations in order to ascertain whether or not a
microclimate existed. It is clear that careful thought and planning need to be considered
before attempting this topic.
Atmospheric and Water Pollution
This was the second least popular question, and responses often lacked an emphasis on
river pollution. An understanding of river pollution was often poorly expressed and often
lacked the necessary rigour. Many just compared urban and rural areas with little
understanding of why. Primary data collection was often poor with over-reliance on
secondary data, the reliability of which was often not questioned.
Geography of Retailing
This was the second most popular question. Responses were varied in depth and
understanding. Many chose to investigate the degree of cloning between two or three
shopping areas, while some looked at deprivation in central shopping areas. It was obvious
from some answers that candidates had clearly undertaken research, with findings that were
clear and well supported. It was encouraging to see that some candidates had a good/very
good understanding of their chosen topic and a sound appreciation of the route to enquiry.
Rivers
Flooding was a difficult topic to investigate, particularly for those who tried to shoehorn a
river study into a topic on flooding. There were few links to flooding and many referred to the
changing characteristics of a river. Centres need to be aware of what the topic area is when
they are planning their fieldwork.
© WJEC CBAC Ltd.
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Small Scale Ecosystems
This was a popular question with candidates scoring reasonably well. While there was often
some good generic understanding of ecosystems there was little understanding of the
possible human impacts. Knowledge was limited and few candidates referred to differing
species of flora and fauna. Again, as with rivers, many appeared to be completing a
standard ecosystems-fieldwork visit with little regard to the topic being investigated.
© WJEC CBAC Ltd.
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GCE GEOGRAPHY
General Certificate of Education
Summer 2014
Advanced Subsidiary/Advanced
G4 Sustainability
Principal Examiner:
Robert Walker
General comments
There was extensive use of the Resource Folder with almost all candidates using some
information from it. The quality of its use did vary a little between questions as indicated in
the reports on individual questions below. The majority of candidates had sufficient
knowledge to approach the question beyond the scope of the Resource Folder, but only a
relatively small number had a comprehensive knowledge and understanding to respond to
the question very well. Whilst a few candidates took items of information from the Resource
Folder and related one item to another in constructing an answer, many just used them in
isolation and constructed answers that lacked complexity or showed synopticity. There were
a number of candidates who extracted relevant evidence from the Resource Folder and
presented it without quite making the point of introducing it clear, rather leaving it to the
reader to see the significance of the information. There were some very articulate and wellinformed answers and this helped achieve a good differentiation between candidates. As is
usual, the greatest differentiation came from the 25 mark questions (Q4 and Q5) where clear
understanding of sustainability, assessment skills and the ability to respond to ‘extent’ and
‘how far’ played an important part. The ten mark questions (Q1, 2 and 3)on the Resource
Folder helped candidates extract information from the Resource Folder that enabled them to
be aware of the content that was needed to answer Q4, the 25 mark question that related to
the Resource Folder.
In addition:
 There were a number of clearly unfinished answers.

There were good answers that linked resources to deduce important relationships.

Logical structure to answers often seemed a challenge, especially on longer answers.

Sustainability was sometimes referred to in definitions then ignored.

Areal extent was commonly very poorly understood.

Food supply was often thought of as always coming from the local area.

Models and theory were sometimes introduced irrelevantly.

Difficult handwriting was reported by a number of Examiners.

Poor spelling to the degree that the intended word was unclear.
© WJEC CBAC Ltd.
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Question detail
Q.1
Most candidates understood what was meant by physical factors although there were
one or two instances of answers that focused on human factors. Many of the factors
were selected from those covered in the Resource Folder. For example, soils were a
popular choice, with better candidates taking information on mineral and nutrient
content to make clear how they affected production. Lower scoring candidates often
just selected a statement about agricultural quality from the Resource Folder without
developing how this might influence food production. The most common reason for
not achieving high marks was to just identify factors and rather ignore their effect on
food production or to simply state that they did without elaboration. Some good
candidates picked out from the Resource Folder climate information from the
Cambridge area and related it to information about specific crop requirements
outlined later in the Resource Folder to produce strong answers. Linking resources
together frequently seemed a good route to show understanding. A small number of
candidates showed very good knowledge of physical factors not shown in the
Resource Folder. For example, there were some very sound answers on the
difficulties, and consequent effects on food production, resulting from steep relief,
very often framed in a well-chosen locality. There were a small number of candidates
who showed some good understanding of physical factors that affected food
production but at no point related them to any area. This limited the overall credit that
could be awarded to otherwise good answers.
‘E’ grade candidates usually identified one or more physical factors and mentioned
an area where they might be important. ‘A’ grade candidates identified two or more
physical factors, showed an understanding of how exactly they affected food
production and accurately located areas affected by these factors.
Q.2
Many good answers used information from the Resource Folder as a starting point.
Genetic modification was popular. A number of candidates rather ignored the
command to explain how food production might be increased and instead described
the debate between supporters and opponents of GM crops. Sometimes this was
developed further into a debate about the sustainability of GM crops (or other ways of
increasing food production) but did not explain how GM crops increased food
production. On the other hand, many good answers took the same starting point and
explained how, if for example, the crop was produced in order to give control over
pests, production would be increased because there would be less damage to the
crop, or less of it would be eaten, giving higher output. Some candidates used their
own information, the Blue Revolution being one that was often used well. Some
candidates chose the Green Revolution, and a few used it appropriately, but there
were many candidates who muddled the Green Revolution with GM crops.
‘E’ grade candidates were able to name, and give a little description of one or more
ways, but did not provide an explanation of why these ways increased food
production. ‘A’ grade candidates identified two or more ways and integrated
explanation into their description of how they achieved an increase in production,
usually giving examples of where this was taking place.
© WJEC CBAC Ltd.
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Q.3
For candidates who focused on areal extent, it was often relatively easy to produce a
very good answer. Information from the Resource Folder was used very well by
some of these candidates. Few answers used information from sources other than
the Resource Folder. Particularly good answers linked information from different
figures together. For example, some candidates noted that there was population
growth and that it would be difficult to accommodate this growth in Norwich city
centre as population densities were already high there, so land beyond existing
fringes needed to be used. But they made the point that building in these areas was
at low density so that a greater area of land was needed to house the same number
of people. Similarly, information on one person households was used to good effect
by a number of candidates. The move of the Aviva headquarters was often
mentioned, that it had happened, by candidates gaining a modest mark, and why
Aviva wished to leave the centre (congestion and no room for parking from the
photograph) and be attracted to the edge (room for expansion, access to major
roads), by those gaining high marks. Candidates not achieving the highest quality
answers often referred to potentially useful information, but never quite showed why
it caused the area covered by the city to grow. There were a sizeable minority of
candidates that did not understand the term areal extent. Many of these thought it
referred to taller buildings being constructed and provided explanations of why tower
blocks of flats might be built.
‘E’ grade candidates understood what was meant by areal extent and identified a
little information that might help explain its growth, but never made the link between
the two clear. ‘A’ grade candidates had a very firm grasp of areal extent and provided
two or more reasons for the growth making it clear to some extent why this was
taking place at the edge of the city.
Q.4
The most common and successful approach to this section started with the
expansion of one or more cities, adding to the themes identified in Q3 and then
developed further, along with some idea of the scale of the expansion. This was then
linked to the nature of the land lost and its implications for food production. Next,
ways of compensating for the loss of production were usually then examined, picking
up from information first introduced in Q2 and developed further to be relevant to this
question. Extent was most frequently approached by looking at the magnitude,
feasibility and sustainability of the new ways of producing food (most frequently) and
city expansion (less common). Other equally successful approaches were made, but
were far less common than this format. The best candidates marshaled these
arguments into a logical order and wrote in clear language. The most common
weaknesses were either not to respond to considering extent, or not to develop
points related to sustainability. Many candidates wrote an introductory paragraph
defining sustainability, and having got that out of the way, never referred to it again.
Others stated that something was/was not sustainable after providing some
descriptive information, but then stated nothing that might justify the assertion. There
were a few, very rare, answers that hardly had any answer to the question. It was
rare to see answers where candidates had misunderstood or misinterpreted the
question, but there were answers where candidates chained the logic of what they
were writing and drifted into discussions that had little to do with the question.
‘E’ grade candidates tended to state that expansion could cause problems for food
production and described one or more new forms of food production, but found it
hard to go far beyond that. Sometimes unprocessed information from the Resource
Folder was stated, but why it should have significance was never made clear.
© WJEC CBAC Ltd.
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‘A’ grade candidates showed a clear understanding of the conflict between the
expansion of cities and food production through fairly detailed examples of cities
using information from the Resource Folder (most common) or their own studies
(less frequent). They then showed some sound understanding of sustainability. They
also included some attempt at extent, but this often was not extensive just around the
boundary mark.
Q.5
As usual, none of the materials in the Resource Folder were intended to be of
assistance in answering this question, but some able candidates were able to use
these materials in support of well-structured answers. The descriptive part of the
question was very well responded to. Few candidates were not able to identify at
least some problems and many provided very detailed accounts here. The second,
evaluative part, was very much more variable. A fairly large minority did not attempt it
or showed some muddle over it. Some candidates did respond well, providing
detailed accounts of more than one attempt at managing demand, usually with
supporting evidence. The best showed different degrees of success with these,
fulfilling the dimension of assessing ‘how far’. Most of these assessments used
sustainability as the gauge of success, and answers of that kind were able to reach
very high marks.
However, a large number of candidates had difficulty in distinguishing between
supply and demand. They often wrote accounts that put forward alternative sources
of supply, with hydroelectric power, solar and wind being most common, as ways of
managing demand. It was not possible to credit these answers as responding
appropriately to the second part of the question. There were a significant number of
candidates who seemed to have rehearsed a debate over the sustainability of fossil
fuels versus renewables, and provided answers as if that had been the question.
Such answers often ended up as very detailed responses to the first part of the
question and were not able to be credited very far over the more demanding
evaluative part. Although rare, some candidates seemed to ignore the part asking for
a description of problems. There were a number of very good candidates who leapt
straight into the evaluative part, drawing on various problems as part of their
assessment, thereby fulfilling a response to the whole question and often able to
achieve very high credit. For more average candidates who did respond correctly to
the second demand, answers often introduced generic ways of managing demand
and did not put forward specific examples of management of demand, rather instead
giving descriptions of what might be done. More able and better informed candidates
named schemes or initiatives that had been undertaken and were usually able to
comment on their success as a basis for assessment.
‘E’ grade candidates tended to respond only to the description (most common) or
managing demand (much less frequent) elements of the question. Sustainability was
sometimes defined and then ignored. Often candidates around the ‘E’ boundary did
not attempt to deal with sustainability but were able to write about problems in some
depth. Candidates around the ‘E’ boundary rarely attempted any assessment of ‘how
far’, or blandly stated it was/was not with no further clarification. ‘A’ grade candidates
usually gave very detailed descriptions of problems along with more than a basic
start to looking at the management of demand, and either incorporated a strong
element of sustainability, or showed some valid attempt to address ‘how far’. These
answers showed knowledge and understanding of at least two valid attempts at
managing demand. Logic and structure was much more apparent in ‘A’ grade
candidates.
GCE Geography Examiner's Report - Summer 2014
© WJEC CBAC Ltd.
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