ADVANCED

General Certificate of Education

2023

Geography
Assessment Unit A2 2
assessing
Processes and Issues in Human Geography
[AGG21]

FRIDAY 2 JUNE, AFTERNOON

MARK
SCHEME

13503.01 F
General Marking Instructions

Introduction
The main purpose of the mark scheme is to ensure that examinations are marked accurately,
consistently and fairly. The mark scheme provides examiners with an indication of the nature and range
of candidates’ responses likely to be worthy of credit. It also sets out the criteria which they should apply
in allocating marks to candidates’ responses.

Assessment objectives
Below are the assessment objectives for GCE Geography.

Candidates should be able to:

AO1: Demonstrate knowledge and understanding of places, environments, concepts, processes,

interactions and change at a variety of scales.

AO2: Apply knowledge and understanding in different contexts to analyse, interpret and evaluate key
concepts, information and issues.

AO3: Use a variety of relevant methods, and techniques to:

• investigate geographical questions and issues;
• analyse, interpret and evaluate data and resources; and
• construct arguments and draw conclusions.

Quality of candidates’ responses

In marking the examination papers, examiners should be looking for a quality of response reflecting the
level of maturity which may reasonably be expected of a 17 or 18-year-old which is the age at which the
majority of candidates sit their GCE examinations.

Flexibility in marking
Mark schemes are not intended to be totally prescriptive. No mark scheme can cover all the responses
which candidates may produce. In the event of unanticipated answers, examiners are expected to use
their professional judgement to assess the validity of answers. If an answer is particularly problematic,
then examiners should seek the guidance of the Supervising Examiner.

Positive marking
Examiners are encouraged to be positive in their marking, giving appropriate credit for what candidates
know, understand and can do rather than penalising candidates for errors or omissions. Examiners
should make use of the whole of the available mark range for any particular question and be prepared to
award full marks for a response which is as good as might reasonably be expected of a 17- or 18-year-
old GCE candidate.

Awarding zero marks

Marks should only be awarded for valid responses and no marks should be awarded for an answer
which is completely incorrect or inappropriate.

Marking calculations
In marking answers involving calculations, examiners should apply the ‘own figure rule’ so that
candidates are not penalised more than once for a computational error. To avoid a candidate being
penalised, marks can be awarded where correct conclusions or inferences are made from their incorrect
calculations.

13503.01 F 2 [Turn over

Types of mark schemes
Mark schemes for tasks or questions which require candidates to respond in extended written
form are marked on the basis of levels of response which take account of the quality of written
communication.

Other questions which require only short answers are marked on a point for point basis with marks
awarded for each valid piece of information provided.

Levels of response
In deciding which level of response to award, examiners should look for the ‘best fit’ bearing in mind that
weakness in one area may be compensated for by strength in another. In deciding which mark within a
particular level to award to any response, examiners are expected to use their professional judgement.

The following guidance is provided to assist examiners.

• Threshold performance: Response which just merits inclusion in the level and should be awarded
a mark at or near the bottom of the range.
• Intermediate performance: Response which clearly merits inclusion in the level and should be
awarded a mark at or near the middle of the range.
• High performance: Response which fully satisfies the level description and should be awarded a
mark at or near the top of the range.

Quality of written communication

Quality of written communication is taken into account in assessing candidates’ responses to all tasks
and questions that require them to respond in extended written form. These tasks and questions are
marked on the basis of levels of response. The description for each level of response includes reference
to the quality of written communication.

For conciseness, quality of written communication is distinguished within levels of response as follows:

Level 1: Quality of written communication is basic.

Level 2: Quality of written communication is good.
Level 3: Quality of written communication is excellent.

In interpreting these level descriptions, examiners should refer to the more detailed guidance
provided below:

Level 1 (Basic): The candidate makes only a limited selection and use of an appropriate form and style
of writing. The organisation of material may lack clarity and coherence. There is little use of specialist
vocabulary. Presentation, spelling, punctuation and grammar may be such that intended meaning is not
clear.

Level 2 (Good): The candidate makes a reasonable selection and use of an appropriate form and
style of writing. Relevant material is organised with some clarity and coherence. There is some use
of appropriate specialist vocabulary. Presentation, spelling, punctuation and grammar are sufficiently
competent to make meaning clear.

Level 3 (Excellent): The candidate successfully selects and uses the most appropriate form and style of
writing. Relevant material is organised with a high degree of clarity and coherence. There is widespread
and accurate use of appropriate specialist vocabulary. Presentation, spelling, punctuation and grammar
are of a sufficiently high standard to make meaning clear.

13503.01 F 3 3
General Descriptions for Marking Criteria
Knowledge and
Understanding
The candidate will show a
wide-ranging and accurate
knowledge and a clear
understanding of the
concepts/ideas relevant to
the question. All or most
of the knowledge and
understanding that can be
expected is given.
The candidate will display an
accurate to good knowledge
and understanding of many
of the relevant concepts/
ideas. Much of the body
of knowledge that can be
expected is given.
The candidate will display
some accurate knowledge
and understanding but
alongside errors and
significant gaps. The
relevance of the information
to the question may be
tenuous.
13503.01 F
Skills
The candidate will display a
high level of ability through
insightful analysis and
interpretation of the resource
material with little or no gaps,
errors or misapprehensions.
All that is significant is
extracted from the resource
material.
The candidate will display
evidence of the ability to
analyse and interpret the
resource material but gaps,
errors or misapprehensions
may be in evidence.
The candidate will be able
to show only limited ability
to analyse and interpret the
resource material and gaps,
errors or misapprehensions
may be clearly evidenced.
4 [Turn over
Quality of Written
Level
Communication
Excellent quality of written 3
communication. The
candidate will express
complex subject matter
using an appropriate form
and style of writing. Material
included in the answers
will be relevant and clearly
organised. It will involve the
use of specialist vocabulary
and be written legibly and
with few, if any, errors in
spelling, punctuation and
grammar.
Good quality of written 2
communication. The
candidate will express ideas
using an appropriate form
and style of writing. Material
included will be relevant and
organised but arguments
may stray from the main
point. Some specialist terms
will be used and there
may be occasional errors
in spelling, punctuation
and grammar. Legibility is
satisfactory.
Basic quality of written 1
communication. The
candidate will have a form
and style of writing which
is not fluent. Only relatively
simple ideas can be dealt
with competently. Material
included may have dubious
relevance. There will be
noticeable errors in spelling,
punctuation and grammar.
Writing may be illegible in
places.
1 (a) Natural landscapes are those not affected by people and perhaps now do AVAILABLE
not exist, even wilderness areas have been impacted by climate change and MARKS

pollution. Cultural landscapes result from the interactions between humans

and the environment. They reflect the practices, economies, ways of life of
people living there now and probably also those that came before.
• If the answer does not have place reference, confine to Level 1.

Level 3 ([6]–[8])
The distinctions between the two types of landscape are made clear within a
presentation that displays command of the topic. There are sufficient place
references. A high level of appropriate terminology is used.

Level 2 ([3]–[5])
The limited depth of the analysis, perhaps through a lack of clarity about
the differences between the two landscape types, may well preclude entry
to Level 3. There is some place reference. There may be restricted use of
appropriate terminology.

Level 1 ([1]–[2])
There is some creditworthy material, but the answers will be flawed, perhaps
through being partial, maybe one of the landscape types has been omitted.
Answers without place reference will be here. There may be poor use of
appropriate terminology. [8]

(b) The resource outlines some general problems facing women in India and
then, having described the changes to the pedestrian signals, mentions
some of the benefits to women from having made the change, such as
gender equality and women’s right to be on the streets. The quote from
Shilpa Phadke is important. Finally, the resource closes with other measures
to protect women taken in Mumbai. The point is that a package of measures
have been/should be taken to deal with exclusion and discrimination
regarding gender, some perhaps as simple as changing the signals. Some
measures provide physical safety such as women-only coaches; others deal
with attitudes, such as Phalke’s statement about women belonging in public.
Reference to the Resource should be accompanied by their own material.
Do not require separate sections on social exclusion and discrimination; they
can be put together.

Level 3 ([7]–[9])
The answer will demonstrate command of the material and the topic
generally. Some background on gender problems may well be seen, but the
focus is on how social exclusion and discrimination can be tackled, taking
material from Resource 1 and bringing in their own material. A high level of
appropriate terminology is used.

Level 2 ([4]–[6])
Full answers here will lack some depth or focus, although still displaying
some command of the topic and its terminology. There will be use of
Resource 1 and their own material, but a lack of depth in the analysis may
preclude entry into Level 3.

13503.01 F 5 5
 Level 1 ([1]–[3]) AVAILABLE
Answers may be unfinished and/or lack understanding. Candidates who do MARKS

not use the Resource will be confined to this level, along with those who do
not present extra material. Full answers will lack command. [9]

(c) Out-migration can relieve pressures on services and provide economic

opportunities for people fulfilling roles hitherto provide by emigrants.
However, if out-migration goes beyond a certain level its affects are
deleterious, with a lessening in demand for services and consequently a
decline in economic activity. Services such as schools may even close if
there are insufficient numbers of children left. Areas of in-migration might
suffer from competition for jobs and their services could be overwhelmed.
On the other hand, population growth might well increase demand, leading
to the development of more services associated with stronger economic
growth.
• There are four tasks/issues here: service provision and economic
activity for both areas subject to immigration and those subject to
emigration.
• High reward – Level 3 – requires all tasks to be undertaken; Level 2 can
be awarded if one task is missing
• If no case study reference is apparent, confine to Level 1.

Level 3 ([13]–[18])
There does not have to be equal coverage of all four tasks, but all are seen
within an answer which has good understanding of the range of changes
brought about by migration. There is good case study material. The quality of
written communication is excellent with good use of appropriate terminology.

Level 2 ([7]–[12])
Full answers will demonstrate good quality of written communication and use
of terminology. Understanding of migration will be evident, but the answer
may lack the depth and detail required for higher reward. If one of the
tasks is missing, this is the highest level that can be awarded. The quality
of written communication is good though there may be restricted use of
appropriate terminology.

Level 1 ([1]–[6])
Full answers will have flaws, lacking in command or understanding.
Answers which omit two or more of the four tasks will be confined to this
level, as will answers which have no case study references. The quality of
written communication may be basic and there may be poor use of
appropriate terminology. [18] 35

13503.01 F 6 [Turn over

2 (a) Voluntary migration occurs in situations where people have opted to move AVAILABLE
for, say, economic betterment, family reasons and/or in response to MARKS

life-cycle changes such as retirement. By contrast, forced migration does not

involve choice. Migrants may have been pushed from their home area by
environmental issues, economic collapse or, perhaps warfare, which could
involve ethnic cleansing. No place references are required but their presence
may well deepen the answer.

Level 3 ([6]–[8])
There is clear understanding of the differences between voluntary and forced
migration and both are written about in depth. Place reference and examples
may be seen but are not required. A high level of appropriate terminology is
used.

Level 2 ([3]–[5])
Answers that lack sufficient balance in treatment of the migration types
but are otherwise good will be at this level. For a full answer, the material
is not worthy of Level 3, probably because of some lack of depth and
understanding. There may be restricted use of appropriate terminology.

Level 1 ([1]–[2])
Answers here are of limited quality, flawed through a lack of command about
and/or understanding of migration. They might be unfinished. Command
of the material may only be of basic standard. There may be poor use of
appropriate terminology. [8]

(b) There are two things to do here: describe migration barriers and then
discuss their impact on migration flows. A migration barrier might be physical
or psychological. A migration barrier stops or at least deters migration.
There could be legal issues, such as getting acceptance in the reception
state. Cost is always a barrier to some extent. Psychological barriers
include results from comparing the known situation at the present residence
against the perceived benefits to be gained in the area of reception.
There are physical barriers such as crossing bodies of water. Barriers are
different depending on the type of migration flow: voluntary or forced; legal
or undocumented. Spatial references and examples are not specifically
required but answers that have them might be deepened by their use.

Level 3 ([7]–[9])
There is clear understanding of both migration barriers and migration flows,
in a setting that explains how the barriers impact flows. It is possible to
get Level 3 without specific spatial reference, but most good answers will
probably have some. A high level of appropriate terminology is used.

Level 2 ([4]–[6])
There is explanation, both barriers and flows are mentioned but the answer
might lack balance or may not have the quality needed for higher reward.
There may be restricted use of appropriate terminology.

Level 1 ([1]–[3])
Command of the topic may be basic. One of the two tasks might be omitted
or misunderstood. Full answers will not be convincing regarding their level of
understanding. There may be poor use of appropriate terminology. [9]

13503.01 F 7 7
 (c) The Resource shows that there is a good degree of correspondence AVAILABLE
between levels of development and average download speed with, generally MARKS

speaking, more developed nations having faster speeds. However, at the

individual country level there are some anomalies: Canada lags behind the
USA; Ireland lags behind the UK; Australia trails New Zealand and is only
on a par with Papua New Guinea; South Africa is not the highest ranked
African country. With reference to their own material, the social and political
issues the candidate brings will be important: what political decisions
are made to affect cyberspace? It is no surprise that a country pressing
for a development model led by an educated population within a hi-tech
environment such as South Korea leads the world but its neighbour, the
secretive North Korea, like some of the poorest African countries could not
even participate in the exercise.

Level 3 ([13]–[18])
The map, Resource 2, is investigated in detail and valid information
extracted. The answer includes a good deal of their own material which
is used to explain the economic, social and political issues that explain
variation in cyberspace provision. Global contrasts are central to the answer.
The quality of written communication will be excellent, with good use of
appropriate terminology.

Level 2 ([7]–[12])
There is material taken from Resource 2 together with their own material in
line with the ‘to help you’ instruction. The answer may lack balance and/or
sufficient depth to get into Level 3. The quality of written communication will
be good, though there may be restricted use of appropriate terminology.

Level 1 ([1]–[6])
If either use of Resource 2 or their own material are absent, the answer
cannot get out of Level 1. Full Level 1 answers will not demonstrate
acceptable levels of understanding. They might be short or unfinished;
certainly, they will not be persuasive in communicating acceptable levels of
knowledge about cyberspace variations. Quality of written communication
may be basic and there may be poor use of appropriate terminology. [18] 35

13503.01 F 8 [Turn over

3 (a) Urban ecological footprints may be defined as the area required to provide AVAILABLE
a city (or other region) with all of its needs such as food, fuel and water as MARKS

well as the amount of land needed to absorb its carbon dioxide emissions
and other wastes. There are two tasks here: what might be thought of as
a definition and then how do these urban ecological footprints relate to
understanding sustainability. They could consider how having some data
and information about different places’ footprints enables comparisons to
be made, poor performers identified with the pressures that would bring
for amelioration. The question does not ask about carbon footprints and
full marks are available for answers that make no mention of them. Some
candidates may use the more limited carbon footprints to point out the
superiority of the ecological footprint as a measure. That is fine, but it is
not necessary. There is no requirement for place reference, but as always
examples might help.

Level 3 ([6]–[8])
The two tasks are performed well with a clear understanding of the urban
ecological footprint and an explanation of how it allows sustainability to be
assessed. A high level of appropriate terminology is used.

Level 2 ([3]–[5])
Both tasks are approached, although one of them may be weaker than the
other. The answer displays decent understanding but may lack depth. There
may be restricted use of appropriate terminology.

Level 1 ([1]–[2])
If only one of the tasks is attempted, the answer must be confined to
this level. Others at Level 1 may be incomplete or fail to demonstrate
understanding of urban ecological footprints and there may be poor use of
appropriate terminology. Answers which deal with carbon footprint will be at
this level. [8]

(b) Sustainability may not be demonstrated much in some urban waste

management systems but candidates will probably have seen them in
operation in their case studies, which might well have been Leicester.
Note there is no requirement to use case study material but, as always, if
it appears and deepens the discussion credit it. Relevant policies would
include attempts to reduce waste and to encourage recycling, perhaps by
getting householders to separate their waste, also to turn what used to be
dumps into recycling centres. The use of waste to produce thermal energy is
relevant in some places.

Level 3 ([7]–[9])
The answer is full; it goes beyond just describing urban waste management
systems into a conscious discussion of how they can be related to
sustainability. A high level of appropriate terminology is used.

Level 2 ([4]–[6])
Answers here are competent, but will probably lack depth, perhaps most
often regarding sustainability. Alternatively, the application to urban waste
management systems may have needed more. There may be restricted use
of appropriate terminology.

13503.01 F 9 9
 Level 1 ([1]–[3]) AVAILABLE
Incomplete or flawed attempts will be at Level 1, including any answers MARKS

that do not relate sustainability to urban waste management. The level of

command of the topic may be basic. There may be poor use of appropriate
terminology. [9]

(c) Resource 3 mentions Mumbai’s growth and the effect this has on
transportation. One policy response has been to build a metro system and
the Resource has details of its scope and its benefits both for travellers and
the environment. Difficulties caused by its building, especially at peak times
and during the monsoon are given as are some strategies for amelioration. It
might be noted that the difficulties mentioned relate to the building phase of
the metro, they are relatively short term. With regard to the effectiveness of
this strategy overall, long term, such difficulties are not significant. It is to be
expected that better candidates will appreciate this. Resource use should be
matched by effective case study detail.

Level 3 ([13]–[18])
The Resource is utilised together with a consideration of their own case
study which has useful and valid detail. There is some focus on the
effectiveness, the evaluation of the strategies regarding urban traffic
management. The quality of written communication is excellent with good
use of appropriate terminology.

Level 2 ([7]–[12])
The Resource is used, and a case study of city seen but perhaps the work
lacks depth, focussing more on description of the urban traffic management
strategies rather than an analysis of their effectiveness. The quality of written
communication is good though there may be restricted use of appropriate
terminology.

Level 1 ([1]–[6])
Answers which do not mention either Resource 3 or their case study must
be at this level along with any unfinished or partial for other reasons. Full
answers will fail to demonstrate sufficient understanding of traffic
management. The quality of written communication may be basic and there
may be poor use of appropriate terminology. [18] 35

13503.01 F 10 [Turn over

4 (a) Any two modes of transport, including two land-based modes, are AVAILABLE
acceptable. Sustainability can be interpreted broadly: pollution, fuel MARKS

efficiency; need for infrastructure, climate change issues etc, social

sustainability, economic sustainability. Some valid comparison is necessary
for entry into Level 3.

Level 3 ([6]–[8])
Two acceptable modes of transport are presented and there is a comparison
in terms of their impact upon sustainability. The answer shows command of
the topic. A high level of appropriate terminology is used.

Level 2 ([3]–[5])
Two acceptable modes of transport are presented and although the focus on
sustainability may be a little wanting, there is some command of the topic.
There may be restricted use of appropriate terminology.

Level 1 ([1]–[2])
Answers that present only one mode of transportation will be in Level 1. Full
answers will be shallow and lack proper understanding. There may be poor
use of appropriate terminology. [8]

(b) Brownfield development by its very definition is a re-use of land that has
already been built upon; thus, its re-use for new purpose does not expand
the urban area. By contrast, greenfield development builds upon fresh,
‘green’, sites, taking them into urban uses with the loss of habitat and
biodiversity as the area is built up. The form of the question requires answers
to compare and contrast brownfield and greenfield developments with regard
to sustainability in urban planning.
• If the candidate just presents two stand-alone pieces, Level 2 maximum.
• Level 1 for answers which do not deal with the concept of sustainability.

Level 3 ([7]–[9])
The candidate displays knowledge of both brownfield and greenfield
development and compares and contrasts by clearly focusing upon
sustainability. There is command of the topic. Place reference is not required
but it should be welcomed if it adds to the discussion. A high level of
appropriate terminology is used.

Level 2 ([4]–[6])
Both greenfield and brownfield development are seen but perhaps not in
a balanced way. There is more than a token reference to sustainability. A
reasonable level of understanding and command is shown. There may be
restricted use of appropriate terminology.

Level 1 ([1]–[3])
Answers will be incomplete or too slight in terms of length or level of
understanding to achieve higher marks. The requirement to focus upon
sustainability may not have been followed. There may be poor use of
appropriate terminology. [9]

13503.01 F 11 11
 (c) The American Dream Mall is big; if it were a country it would not be the AVAILABLE
smallest in the world. Its numbers are impressive, too: 1500 jobs, a projected MARKS

30-40 million visitors p.a. and a price tag of up to $5 billion. No wonder the
local sewerage and road systems had to be upgraded; other environmental
issues include potential flooding on the low-lying site and pollution from
traffic. Social issues range from unfair competition to concerns that the
project could prove to be a white elephant in an era where increasingly
retailing is moving online. Hence the ‘Destination Mall’ concept with the ski
slope, golf course and, of course, a submarine. They must bring in their own
material; they might well compare this with the American Dream but this
approach is not mandatory.
• The candidates are required to use both the Resource and their own
material; Level 2 maximum if either is excluded.
• Maximum Level 2 if either social or environmental issues are missed.
• Maximum Level 1 if no resource.

Level 3 ([13]–[18])
Resource 4 is used, and the candidate brings in their own material from
their urban case study. Both environmental and social consequences are
discussed in depth, although there does not have to be perfect balance
between the two. Quality of written communication is excellent and there is
good command of appropriate terminology.

Level 2 ([7]–[12])
A good discussion focussing on their own material or just social or
environmental can get into Level 2. Full answers will have merit but might
be too unbalanced between Resource 4 and their own material or between
social and environmental. Answers might be too descriptive or otherwise lack
depth. The quality of written communication is good though there may be
restricted use of appropriate terminology.

Level 1 ([1]–[6])
Poorer Level 2 maximum answers will be at Level 1 together with those
where the candidate is unable to present a convincing understanding of
the topic of retail development. The quality of written communication may be
basic and there may be poor use of appropriate terminology. [18] 35

13503.01 F 12 [Turn over

5 (a) The choices of the processes creating ethnic diversity are colonisation; AVAILABLE
annexation and international migration, any two of which can be chosen. MARKS
The question asks them how their chosen processes work in the creation of
ethnic diversity. For example, in a discussion about colonisation we would
need to see how it led to the movement of peoples and thus increased
diversity. Maximum ([2] × 2) if there is insufficient focus on the creation of
ethnic diversity. There is no absolute requirement for spatial references, but
their use might well enhance the answer. Two stand-alone discussions are
expected, but if the answers do not allow for marking at (2 × [4]); mark in
levels out of [8].
(2 × [4]) [8]

(b) The specification states that the nature of ethnic conflict relates to civil
disobedience, civil war and terrorism, and there is a requirement to present
all three. If they do not, confine to Level 2. For high reward require detail
as well as understanding. If they spend too much time on the causes or
outcomes of ethnic conflict rather than its nature, confine to Level 1.

Level 3 ([7]–[9])
Level 3 answers will have to have a full and detailed understanding of the
nature of ethnic conflict. Any work on the causes or outcomes will contribute
to an understanding of the nature of ethnic conflict. There is command of
the topic and all three factors are presented. A high level of appropriate
terminology is used.

Level 2 ([4]–[6])
Whilst having merit, answers may be lacking somewhat in depth and detail
or on the required focus on the nature of ethnic conflict. Answers at this level
may be unbalanced. There may be restricted use of appropriate terminology.

Level 1 ([1]–[3])
Sub-optimal routes into Level 1 were listed above. Answers here may well
be partial, even unfinished. If full, the level of understanding of the nature of
ethnic conflict will be weak or perhaps focus will be lacking. There may be
poor use of appropriate terminology. [9]

(c) Resource 5 demonstrates that the Indian caste system produced a divided
society with traditionally little chance of social mobility, with the divisions
particularly rigid in rural areas. There were limitations on the choice of
marriage partners, and generally repression of people in the ‘lower’ castes.
The castes were structured around role and the type of occupation carried
out by the different castes is given. Residential concentration was an
integral aspect of the caste system with segregation by caste quite normal,
particularly in rural areas. It is important to note that the influence of the
caste system declined in the decades since Indian independence in 1947. It
is notable that the Indian constitution was written by a Dalit, B.R. Ambedkar,
and his significant quote that ‘we are Indians firstly and lastly’ is seen.
Reflecting government policies, caste distinctions have become less
influential particularly in urban areas, but the ‘block votes’ of castes are still
an important factor in elections.
• Candidates must use the Resource, if they do not confine them to
Level 1.
• Any candidates who do not bring their own material to bear cannot
achieve Level 3.
• If either role or residential concentration are missed, Level 2 maximum.
• Do not require separate handling of ethnic and social identity.

13503.01 F 13 13
 Level 3 ([13]–[18]) AVAILABLE
The Resource is used competently, and their own material is seen. The MARKS

lessening of the significance of the caste system over time may be noted.
Both role and residential concentration feature. The candidate displays
command of the topic. The quality of written communication is excellent with
good use of appropriate terminology.

Level 2 ([7]–[12])
Sub-optimal routes into Level 2 were listed above. Full answers will be
presented competently but might lack depth, detail, sufficient balance or
focus. There could be imbalance particularly between the Resource use and
own material aspects of their answer. The quality of written communication is
good though there may be restricted use of appropriate terminology.

Level 1 ([1]–[6])
Answers will be slight, perhaps short or unfinished, and/or lacking in
command of the topic and its terminology. Answers without use of
Resource 5 will be here. The quality of written communication may be basic
and there may be poor use of appropriate terminology. [18] 35

13503.01 F 14 [Turn over

6 (a) The specification lists territorial disputes, historical animosities, racism, AVAILABLE
sectarianism, cultural conflicts, human rights abuses and discrimination MARKS
as causes of ethnic conflict. The answers can take any two, marked out
of [4]. The focus should be on how the factors lead/have led to ethnic
conflict, rather than being just a definition of the cause. Answers lacking a
focus on the question asked should not get more than ([2] × 2). There is no
requirement for examples, but their use will probably deepen the discussion.
(2 × [4]) [8]

(b) The specification lists race, nationality, language and religion as factors
that define ethnicity. Often these go together in that many people from the
same country (nationality) have a common racial heritage, share a common
language, and may also adhere to a national religion. However, migration
and other ways in which peoples have mixed have led to a more complex
situation in that, for example, people of different races might share the same
nationality. Scale might also have an effect; as an example, Welsh-speakers
could regard themselves as Welsh and also as British at a larger scale.
• Do not require all four factors to be included in their discussion, high
marks are available for answers that detail only three.

Level 3 ([7]–[9])
At least three factors including two of above defining ethnicity are discussed.
The complexity of the definition of ethnicity in the modern world is seen to
be understood. The candidate displays command of the topic. A high level of
use of appropriate terminology is used.

Level 2 ([4]–[6])
Answers dealing with only two of the factors that define ethnicity can be
awarded Level 2 if otherwise strong. Full answers will lack the level of
understanding and command needed for Level 3. There may be restricted
use of appropriate terminology.

Level 1 ([1]–[3])
Answers here could be incomplete; an answer that has only one factor is
certainly not an acceptable response to this particular question. Alternatively,
answers might be too slight in terms of length or level of understanding to be
awarded higher marks. There may be poor use of appropriate terminology. [9]

(c) Resource 6 establishes how the ’Namgis First Nation was reduced largely
to Cormorant Island (sometimes known as Alert Bay after its principal
settlement). It reveals a number of current processes that nourish the culture
and identity of the ’Namgis, thus maintaining ethnic diversity in this part of
Western Canada:

• The ’Namgis lands were never sold and negotiations are taking place to
compensate them for land taken;
• About half the ’Namgis live on a designated reserve, which keeps them
together to the benefit of their culture and heritage;
• Programmes enable ’Namgis to live and work in their area:
 The ’Namgis Council provides training specifically for ’Namgis
people;
 The ’Namgis Economic Development Corporation provides
employment, striving for a self-sustaining economy in which people
fulfil their potential.
• There is a cultural centre, and value is placed on traditional culture and
crafts.
13503.01 F 15 15
 These policies can readily be discussed within the processes of segregation AVAILABLE
and multiculturalism that the specification recognises as maintaining ethnic MARKS

diversity. Candidates also must use their example of an ethnically diverse

city to use to help answer the question.
• If the Resource is not used, Level 1.
• If they do not use their own case study, maximum Level 2.
• If they do not focus on the maintenance of ethnic diversity, Level 1.
• The First Nation in question is the ’Namgis, a name which takes an
apostrophe before the N. However, do not penalise candidates who omit
the apostrophe.
• Maximum Level 2 if segregation or multiculturalism is omitted.

Level 3 ([13]–[18])
Both Resource 6 and their own case study are seen, with discussion in
depth and detail relating to segregation and multiculturalism. There is a
proper focus on the maintenance of ethnic diversity. The quality of written
communication is excellent with good use of appropriate terminology.

Level 2 ([7]–[12])
Full answers have merit but perhaps lack detail relating to maintenance
processes. They might lack balance. Quality of written communication is
good though there may be restricted use of appropriate terminology.

Level 1 ([1]–[6])
Candidates who fail to present material from Resource 6 and/or case study
will be here. Answers here may not focus on the question set or lack
understanding. The quality of written communication may be basic and
there may be poor use of appropriate terminology. [18] 35

13503.01 F 16 [Turn over

7 (a) Candidates are asked to use the Resources to help them to discuss AVAILABLE
the challenges that may arise from mass tourism. These may include, for MARKS

example: pollution; overcrowding; honeypot sites; social sustainability;

competition for resources. Thus, there will be reference to resource material
and additional material will be provided to augment the response. Two
challenges or more needed for Level 3.

Level 3 ([6]–[8])
Candidates at this level address at least 2 elements of the question explicitly
– reference to Resources; discussion of relevant challenges; additional
material – with range, clarity, validity and depth. A high level of appropriate
detail is given. A high level of appropriate terminology is used.

Level 2 ([3]–[5])
Although candidates at this level address at least two elements of the
question – reference to Resources; discussion of relevant challenges;
additional material – the response is imbalanced or lacks range, clarity,
validity or depth. Detail may be restricted. There may be restricted use of
appropriate terminology.

Level 1 ([1]–[2])
More than one element of the question –– reference to Resources;
discussion of relevant challenges; additional material – may be neglected.
Detail may be very restricted. There may be poor use of appropriate
terminology. [8]

(b) The candidate is asked to explain how mass tourism has developed into a
global industry through availability of package holidays and developments
in transport. Package holidays have been a driving force behind the
development of mass tourism; they remove many obstacles to travel,
such as language barriers and the demands of personal administration.
Developments in transport, such as increase in affordable air travel and
development of regional airports, have increased the feasibility and ease
of international travel. Reference to places for illustration is a requirement.
Exemplification of company acceptable.

Level 3 ([7]–[9])
Each of the elements of the question is addressed with clarity, validity,
depth and relevant detail – explanation of how mass tourism has developed
through a global industry; package holidays and development in transport
references; sufficient reference to places for illustration. A high level of
appropriate terminology is used.

Level 2 ([4]–[6])
Although two of the elements of the question is addressed – explanation of
how mass tourism has developed into a global industry; package holiday
references; development in transport references; reference to places for
illustration – there may be a lack of clarity, validity, depth or detail. There may
be restricted use of appropriate terminology.

Level 1 ([1]–[3])
More than one of the elements of the question may be neglected, or
the response may be cursory. There may be poor use of appropriate
terminology. [9]
13503.01 F 17 17
 (c) The candidate is asked to describe and evaluate the potential negative AVAILABLE
impacts of ecotourism with reference to a national or small scale case MARKS

study. The specific details will depend on the case study selected but may
include, for example, negative social impacts (such as displacement of
local communities), economic impacts (such as leakage) and environmental
impacts (such as greenwashing). Positive aspects of ecotourism may appear
but should only be rewarded when suitably linked to negative impacts.

Level 3 ([13]–[18])
Candidates at this level address each element of the question explicitly –
strong reference to a relevant case study, description of potential negative
impacts of tourism; evaluation of potential negative impacts of tourism – with
range, clarity, validity and depth. The candidate may elect to evaluate each
element or to provide a holistic evaluation; each is a valid approach but, to
access Level 3, the evaluation must be detailed, coherent and relevant. A
high level of appropriate detail is given. Quality of written communication is
excellent with good use of appropriate terminology.

Level 2 ([7]–[12])
Although answers in this level address each element of the question –
strong reference to a relevant case study, description of potential negative
impacts of tourism; evaluation of potential negative impacts of tourism – the
response is imbalanced or lacks range, clarity, validity or depth. Detail may
be restricted. Quality of written communication is good though there may be
restricted use of appropriate terminology.

Level 1 ([1]–[6])
One or more elements of the question – strong reference to a relevant
case study, description of potential negative impacts of tourism;
evaluation of potential negative impacts of tourism – may be neglected
or invalid. Range, clarity, validity, depth and detail may be very restricted.
Quality of written communication may be basic and there may be restricted
use of appropriate terminology. [18] 35

13503.01 F 18 [Turn over

8 (a) Candidates are asked to use the Resource to help them to describe and AVAILABLE
evaluate how the Green Globe Scheme is used to regulate ecotourism. MARKS

Thus, there will be reference to Resource material, and additional material

will be provided to augment the response. The Green Globe Scheme is a
global certification scheme which provides a structured assessment of the
sustainability of all aspects of a tourism product. Thus, it aims to address the
issues implicit in self-regulation of ecotourism.

Level 3 ([6]–[8])
Candidates at this level address each element of the question explicitly –
reference to Resources; description of how the Green Globe Scheme is
used to regulate ecotourism; evaluation of how the Green Globe Scheme
is used to regulate ecotourism; additional material – with range, clarity,
validity and depth. A high level of appropriate detail is given. A high level of
appropriate terminology is used.

Level 2 ([3]–[5])
Although candidates at this level address at least three elements of the
question – reference to Resources; description of how the Green Globe
Scheme is used to regulate ecotourism; evaluation of how the Green Globe
Scheme is used to regulate ecotourism; additional material – the response is
imbalanced or lacks range, clarity, validity or depth. Detail may be restricted.
There may be restricted use of appropriate terminology.

Level 1 ([1]–[2])
More than one element of the question –– reference to Resources;
description of how the Green Globe Scheme is used to regulate ecotourism;
evaluation of how the Green Globe Scheme is used to regulate ecotourism;
additional material – may be neglected. Detail may be very restricted. There
may be poor use of appropriate terminology. [8]

(b) The candidate is asked to explain how tourist resorts change over time,
making reference to the Butler Model and to places for illustration. The
Butler Model charts the life cycle of a tourist resort over time, from
exploration, involvement, to development and consolidation, towards
stagnation and subsequent rejuvenation or decline. Diagram is not required
but can aid explanation. One detailed discussion of place over time is
acceptable.

Level 3 ([7]–[9])
Each of the elements of the question is addressed with clarity, validity, depth
and relevant detail - reference to the Butler Model; reference to places for
illustration; explanation of how tourists resorts change over time. A high level
of appropriate terminology is used.

Level 2 ([4]–[6])
Although each of the elements of the question is addressed - reference
to the Butler Model; reference to places for illustration; explanation of
how tourists resorts change over time – there may be a lack of clarity,
validity, depth or relevant detail. There may be restricted use of appropriate
geographical terminology.

13503.01 F 19 19
 Level 1 ([1]–[3]) AVAILABLE
One or more of the elements of the question may be neglected – reference MARKS

to the Butler Model; reference to places for illustration; explanation of how

tourists resorts change over time – or the response may be cursory. There
may be poor use of appropriate terminology. [9]

(c) The candidate is asked to evaluate the success of a tourism management

policy in reducing the negative social and environmental impacts of mass
tourism with reference to a regional or national scale case study.

Level 3 ([13]–[18])
The answer refers in detail to an appropriate and relevant case study.
Candidates at this level address each element of the question explicitly –
case study, evaluation of the success of a tourism management policy in
reducing the negative social impacts of mass tourism; evaluation of the
success of a tourism management policy in reducing the negative social
impacts of mass tourism – with range, clarity, validity and depth. A high
level of appropriate detail is given. The quality of written communication is
excellent and there is good use of appropriate terminology.

Level 2 ([7]–[12])
The answer refers to an appropriate and relevant case study. Although
answers in this level address at least two elements of the question –
case study, evaluation of the success of a tourism management policy in
reducing the negative social impacts of mass tourism; evaluation of the
success of a tourism management policy in reducing the negative social
impacts of mass tourism – the response may be imbalanced or lacks range,
clarity, validity or depth. Case study detail may be restricted. The quality of
written communication may be good though there may be restricted use of
appropriate terminology.

Level 1 ([1]–[6])
The answer may make limited reference to a case study; alternatively the
case study may be at an inappropriate scale or nature. More than one
element of the question - case study, evaluation of the success of a
tourism management policy in reducing the negative social impacts of mass
tourism; evaluation of the success of a tourism management policy in
reducing the negative social impacts of mass tourism – may be neglected.
The response may be a cursory one. Case study detail may be very
restricted. Quality of written communication may be basic and there may
be poor use of appropriate terminology. [18] 35

Total 70

13503.01 F 20 [Turn over