GCSE

GEOGRAPHY

8035/2

Paper 2 Challenges in the Human Environment

Mark scheme

June 2020

Version: 1.0 Final Mark Scheme

*206G8035/2/MS*

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MARK SCHEME – GCSE GEOGRAPHY – 8035/2 – JUNE 2020

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Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant

questions, by a panel of subject teachers. This mark scheme includes any amendments made at the

standardisation events which all associates participate in and is the scheme which was used by them in

this examination. The standardisation process ensures that the mark scheme covers the students’

responses to questions and that every associate understands and applies it in the same correct way.

As preparation for standardisation each associate analyses a number of students’ scripts. Alternative

answers not already covered by the mark scheme are discussed and legislated for. If, after the

standardisation process, associates encounter unusual answers which have not been raised they are

required to refer these to the Lead Examiner.

It must be stressed that a mark scheme is a working document, in many cases further developed and

expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark

schemes on the basis of one year’s document should be avoided; whilst the guiding principles of

assessment remain constant, details will change, depending on the content of a particular examination

paper.

Further copies of this mark scheme are available from aqa.org.uk

Point marked questions marking instructions

The mark scheme will state the correct answer or a range of possible answers, although these may not

be exhaustive. It may indicate how a second mark is awarded for a second point or developed idea. It

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may give an indication of unacceptable answers. Each mark should be shown by placing a tick where

credit is given. The number of ticks must equal the mark awarded. Do not use crosses to indicate

answers that are incorrect.

Level of response marking instructions

Level of response mark schemes are broken down into levels, each of which has a descriptor. The

descriptor is linked to the assessment objective(s) being addressed. The descriptor for the level shows

the average performance for the level.

Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as

instructed) to show the qualities that are being looked for. You can then apply the mark scheme. You

should read the whole answer before awarding marks on levels response questions.

Step 1 Determine a level

Descriptors for the level indicate the different qualities that might be seen in the student’s answer for that

level. When assigning a level you should look at the overall quality of the answer and not look to pick

holes in small and specific parts of the answer where the student has not performed quite as well as the

rest. If the answer covers different aspects of different levels of the mark scheme you should use a best

fit approach for defining the level and then use the variability of the response to help decide the mark

within the level, ie if the response is predominantly Level 2 with a small amount of Level 3 material it

would be placed in Level 2 but be awarded a mark near the top of the level because of the Level 3

content. For instance, in a 9 mark question with three levels of response, an answer may demonstrate

thorough knowledge and understanding (AO1 and AO2) but fail to respond to command words such as

assess or evaluate (AO3). The script could still access Level 2 marks. Note that the mark scheme is not

progressive in the sense that students don’t have to fulfil all the requirements of Level 1 in order to

access Level 2.

Step 2 Determine a mark

Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate

marks can help with this. The exemplar materials used during standardisation will also help. There will

generally be an answer in the standardising materials which will correspond with each level of the mark

scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the

student’s answer with the example to determine if it is the same standard, better or worse than the

example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark

on the example.

You may well need to read back through the answer as you apply the mark scheme to clarify points and

assure yourself that the level and the mark are appropriate.

Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be

exhaustive and you must credit other valid points. Students do not have to cover all of the points

mentioned in the indicative content to reach the highest level of the mark scheme.

An answer which contains nothing of relevance to the question must be awarded no marks.

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Assessment of spelling, punctuation, grammar and use of specialist terminology

(SPaG)

Accuracy of spelling, punctuation, grammar and the use of specialist terminology will be assessed via

the indicated 9 mark questions. In each of these questions, three marks are allocated for SPaG as

follows:

 High performance – 3 marks

 Intermediate performance – 2 marks

 Threshold performance – 1 mark

General guidance

 Mark schemes should be applied positively. Examiners should look for qualities to reward rather than

faults to penalise. They are looking to find credit in each response they mark. Unless the mark

scheme specifically states, candidates must never lose marks for incorrect answers.

 The full range of marks should be used. Examiners should always award full marks if deserved, ie if

the answer matches the mark scheme.

 When examiners are in doubt regarding the application of the mark scheme to a candidate’s response,

the team leader must be consulted.

 Crossed out work should be marked unless the candidate has replaced it with an alternative response.

 Do NOT add ticks to level-marked questions – use the highlight tool/brackets to signify what is

relevant.

 Sometimes there are specific “triggers” in the mark scheme that enable higher level marks to be

awarded. For instance, an example or case study may be required for Level 3 if it is stated within the

question.

 Where a source, such as a photograph or map, is provided as a stimulus it should be used if

requested in the question, but credit can often be given for inferred as well as direct use of the source.

 Always be consistent – accept the guidelines given in the mark scheme and apply them to every

script.

 If necessary make comments to support the level awarded and to help clarify a decision you have

made.

 Examiners should revisit standardised script answers as they apply the mark scheme in order to

confirm that the level and the mark allocated is appropriate to the response provided.

 Mark all answers written on the examination paper.

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