Detailed Delve: Paper 2 AQA A-Level Geography examiner report

This is the second blog summarising the key takeaways from the AQA A-Level Geography examiner reports.

Don't forget that this year AQA have included exemplar answers with commentary highlighting good and weak answers which is really useful for your own or departmental CPD.

What went well?

• Very rubric errors despite optionality and good time management was evident
• Very good recall of knowledge in AO1 4-markers - particularly in terms of knowledge of global systems
• Good knowledge of global institutions and the key role they play
• Good understanding of urban microclimates and what affects them
• Good analysis and interpretation of a vary of data presentation methods
• Students were able to describe trends and anomalies effectively
• Students were able to make links between resources
• Good use of stimulus resources alongside own knowledge in longer answer questions
• 9-markers for the options were in Level 2 on average
• Some excellent evaluation shown in the 20-markers

Areas for improvement

• Some students struggled to talk about their own use of qualitative sources and just defined the term instead
• Confusion between ecological footprint and carbon footprint
• Confusion over spatial scales when talking about water availability
• Some students just wrote descriptions in the questions with novel resources
• Some students didn't support their 9-markers with relevant examples
• Some students talked about both distant and local places in their 20-markers, ignoring the demands of the question
• Lack of knowledge of urban policies over the last 45 years for those taking the CUE option
  

4-markers

These questions assess knowledge and understanding, and require students to outline key processes, concepts, interaction and change...

Better answers - were clear and focused on the concept, showed sound knowledge, were concise and backed up with an example, e.g. the roles played by the WTO and WHO, outlined patterns clearly.

Weaker answers - showed a lack of understanding of key concepts, were vague or unclear, confused key aspects of knowledge, e.g. confusion between key organisations involved in GS&GG, gave examples of things without qualifying them to the demands of the question.

6-markers (AO3 skills-based)

These questions assess how students interpret, analyse and evaluate data, evidence and resources...

Better answers - drew out overall patterns or trends, backed up points with data and examples, spotted anomalies, looked at the extremes of data, manipulated data rather than simply described it (e.g. talked about differences), referred to scale and direction when talking about maps and made clear links between resources.

Weaker answers - didn't identify key trends or patterns, missed connections between resources and treated them separately, explained the data which wasn't credit-worthy.

6- and 9 markers (AO1/AO2 stimulus-based)

These questions assess knowledge and understanding when applied to novel situations (resource prompts)...

Better answers - contain both student's own knowledge and an argument, apply own understanding to the resource that has been provided, make distinct reference to the resource so it is clear that the stimulus is being referred to, identify key pieces of information from the resource and then offers explanation linked to it from own knowledge, e.g. identifying the changes seen between the two photographs in the paper, and then comparing them to changes in a place they are familiar with.

Weaker answers - analyse the resource (which they are not asked to do), only comment on the resource without adding their own knowledge, ignore the resource and talk about their own ideas instead, communicate in basic sentences, show a lack of knowledge of key terms, e.g. edge city.

9-markers (AO1/AO2)

These answers assess knowledge and understanding without the use of resources...

Better answers - show detailed knowledge, have clear and explicit evaluation, refer immediately to the extent of what is being asked, make synoptic links with other parts of the spec.

Weaker answers - show a lack of understanding of key concepts, don't understand links between different concepts/topics, don't write in sufficient depth, fail to assess/evaluate, show basic knowledge of key ideas but don't communicate how they work.

20 markers

These questions assess knowledge, understanding and application - constructing arguments and drawing conclusions...

Better answers - are clearly organised and have a logical structure, show clear and sustained reasoning, communicate conclusions that are evidence-based, back up ideas with place specific knowledge, e.g. knowledge of policies to mitigate climate change, how they work and their potential impacts, often bring in wider geographical understanding.

Weaker answers - are not well organised or planned so they drift away from the question focus, show a lack of deep subject knowledge, refer to out-of-date examples, examples that are too simple or examples that are inaccurate, have an issue with time management, some generalisations made, have weak conclusions, don't properly address the question.