AQA A-Level Geography Paper 2, June 2025: Question 2

Section B

Total

Qu Part Marking guidance

marks

02 1 Outline how endogenous factors contribute to the character of 4

place. AO1 = 4

Point marked

Allow 1 mark per valid point with extra mark(s) for developed points (d).

Notes for answers

• Endogenous factors are the internal factors that shape the character of

places (1)

• Endogenous factors make every place unique as they relate to the

demographics and physical geography of that place (1).

• The location and topography of the place affects the character of

place, for example whether it is mountainous creating a picturesque

setting or coastal to create a seaside resort (1).

• The physical geography contributes to the character of the place as it

determines its natural environment for example a place in an upland

river catchment with steep upland slopes will have a different

character to a place on a river estuary which may have an industrial

feel (1d).

• The land use of the place determines whether it has a rural, urban or

industrial character (1). This contributes to the economic character of

the place, whether it is dominated by primary, secondary, tertiary or

quaternary sector employment (1d).

• Infrastructure can have a significant impact on the character of place,

for example places located near to major ports, railway hubs or

airports will have different place characteristics (1) as they will seem

busy

• The nature and architecture of the built environment significantly

affects the visual character of a place (1) for example a place

dominated by Georgian architecture will look significantly different to a

place with Modernist architecture (1d).

• The demographic characteristics affect the character of place, for

example does the place have a predominantly ageing or youthful

population (1), which will then affect the type of buildings,

infrastructure and economic activity found their (1d). The ethnic

diversity of the place will also have a significant impact on the

character of the place, especially its cultural characteristics (1).

• No credit for simply listing / naming examples of factors without some

link to character. – A-LEVEL GEOGRAPHY – –

The Notes for answers are not exhaustive. Credit any valid points.

02 2 Analyse the information shown in Figure 3. 6

AO3 = 6

AO3 – Analysis of the information shown in Figure 3.

Mark scheme

Level 2 (4–6 marks)

AO3 – Clear analysis of the quantitative evidence provided which makes

appropriate use of data to support. Clear connections between different

aspects of the data.

Level 1 (1–3 marks)

AO3 – Basic analysis of the quantitative evidence provided which makes

limited use of data to support. Basic or limited connections between

different aspects of the data.

Notes for answers

The question requires analysis of the bar graphs shown in Figure 3.

Connections can be made between the graphs.

AO3

• The graphs show significant variation in the responses to both

questions by adults and children.

• In response to Question 1 there are only 2 sets of words that appeared

in the top 6 responses for both adults and children – rundown/derelict

and boring. Rundown/derelict was the most common response for

adults, but the 5th most common for children, being given by more than

2.5 times the percentage of adults than children. The percentages

were switched for “boring”, with it being the most common choice for

children and 5th for adults – exactly twice as many children gave this

response than adults.

• For adults “rundown/derelict” was by far the most popular choice of

response for question one, with almost twice the percentage of

respondents than any other response. The responses for children

were more evenly distributed, with boring and dirty/scruffy being

similarly popular as responses.

• In terms of question 2, again there is quite significant differences in the

responses offered by the adults and children.

• Both groups want to be able to describe Stanley as vibrant, clean and

attractive/desirable. However, “vibrant/thriving” is the most popular

response by far for adults, with nearly 3 times the percentage of

respondents than any other response.

• The response ‘clean’ from 12% of children was the highest percentage

from children, no responses scored more than 12%.

• There is an interesting correlation between the responses to the two

questions. Over 1/5 of adults described Stanley as rundown/derelict in

the Q1, with just over a ¼ hoping to describe it as the opposite (vibrant

and thriving) in the future.

• Similarly with children, 35% of respondents described Stanley as

boring and dirty/scruffy, and the most popular responses about how

they hoped to describe it in the future were the opposite, clean and fun.–A-LEVEL GEOGRAPHY– –

Credit any other valid analysis.

02 3 Using Figure 4a, Figure 4b and your own knowledge, assess how a 6

person’s lived experience affects their sense of place. AO1 = 2

AO2 = 4

AO1 –Knowledge and understanding of people’s lived experience of

place. Knowledge and understanding of factors affecting sense of place.

AO2 – Application of knowledge and understanding to this novel situation

to assess how lived experience of place affects sense of place.

Mark scheme

Level 2 (4–6 marks)

AO1 – Demonstrates clear knowledge and understanding of concepts,

processes, interactions and change.

AO2 – Applies knowledge and understanding to the novel situation

offering clear analysis and evaluation drawn appropriately from the

context provided. Connections and relationships between different

aspects of study are evident with clear relevance.

Level 1 (1–3 marks)

AO1 – Demonstrates basic knowledge and understanding of concepts,

processes, interactions, change.

AO2 – Applies limited knowledge and understanding to the novel

situation offering basic analysis and evaluation drawn from the context

provided. Connections and relationships between different aspects of

study are basic with limited relevance.

Notes for answers

The question requires an understanding of how the lived experience of

people affects their sense of place. Candidates must use Figure 4a and

Figure 4b to assess how the experience of place of people living in it will

differ from the experience of those visiting it. Reference to places other

than London can be credited as AO1 knowledge. For L2 there must be

reference to Figure 4a and Figure 4b.

AO1

• The concept of place and the importance of place in human life and

experience.

• Insider and outsider perspectives on place.

• Categories of place:

- near places and far places

- experienced places

• The importance of the meanings and representations attached to

places by people with a particular focus on people's lived experience

of place in the past and at present.

- How humans perceive, engage with and form attachments to places

and how they present and represent the world to others, including

the way in which everyday place meanings are bound up with

– A-LEVEL GEOGRAPHY – –

different identities, perspectives and experiences.

AO2

• Figure 4a shows people in Canary Wharf, whilst Figure 4b specifically

shows tourists visiting central London. Assessment may suggest that 13

as those in Figure 4a are more likely to be residents/workers they will

have an insider’s perception of place, whilst those in Figure 4b, who

are visiting, will have an outsider’s perspective of place.

• Assessment of Figure 4a and Figure 4b may suggest that for those

who experience a place by living in it, their sense of place may be

shaped by a sense of belonging and familiarity. Whilst the sense of

place of those simply visiting it will be shaped by feelings of

unfamiliarity.

• Although Figure 4a and Figure 4b show people experiencing the same

geographical place their perceptions may be very different. For those

shown in Figure 4a who live/work there, it is likely that their sense of

place is one of a “near place”, a place to which they have a strong

emotional attachment. Whilst, for those shown in Figure 4b, possibly

more affluent, tourists from overseas, it is likely that their sense of

place is one of a “far place”, a place with which they have little

emotional attachment and may seem difficult to comprehend.

• Some responses may assess how experiences of place different to

those of residents/workers or tourists will create different senses of

place also. This is credit worthy.

Credit any other valid assessment.

02 4 ‘Shifting flows of investment can have significant impacts on the 20

character of place.’ AO1 = 10

AO2 = 10

With reference to the distant place you have studied, to what extent

do you agree with this statement?

AO1 – Knowledge and understanding of shifting flows of investment.

Knowledge and understanding of factors affecting the characteristics of a

distant place.

AO2 – Applies this knowledge and understanding to assess the extent to

which shifting flows of investment have had a significant impact on a

distant place.

Notes for answers

The question links different parts of the theme of Changing places,

specifically how shifting flows of investment have contributed to the

– A-LEVEL GEOGRAPHY – –

character of places and the distant place study. The question is very

open-ended, and candidates may attempt this in a variety of ways.

However, there should be a focus on whether shifting flows of investment

have had a significant impact in their distant place.

AO1

• Factors contributing to the character of places:

- Exogenous: relationships with other places.

14 • The impact of relationships and connections on people and place with

a particular focus on:

Either

Changing demographic and cultural characteristics

Or

Economic change and social inequalities

• How the demographic, socio-economic and cultural characteristics of

places are shaped by shifting flows of investment.

• Distant place study – characteristics of the place.

AO2

• Analysis of the extent to which shifting flows of investment have had a

significant impact on the place characteristics of the distant place. For

example, assessment of the nature of the impacts of

deindustrialisation of a place as commercial investment moves

overseas. Or assessment of the nature of the impacts of investment

into a place by government, multinational corporations or other

institutions.

• Analysis of the extent of the level of significance (positive or negative)

of impacts of investment on the place characteristics of the distant

place.

• Investment by government and property developers in Stratford in

Newham in east London has had significant impacts for many.

Positive impacts for some and negative impacts for others. Residents

of former local authority housing areas may have experienced

significant negative social impacts as they felt they were forced to

leave their homes. Whilst investments associated with the

development of the Olympic park and associated facilities, alongside

new transport infrastructure and retail developments such as the

Westfield Mall, may be viewed as having very significant positive

impacts on the economy and built environment of the place.

• Over recent decades a number of companies employed in tailoring and

clothing manufacture in areas of Leeds like Burmantofts, have invested

in manufacturing capacity in east Asia, such as China. For many this

is seen as having had significant negative economic and social

impacts on the many thousands of people who were once employed in

factories in Burmantofts. However, some would see the opportunities

this has created for investment in redeveloping some of these former

industrial sites in more deprived areas of the city as significantly

environmentally and economically positive.

• Any conclusion is valid as long as it is supported by evidence in the

body of the response. – A-LEVEL GEOGRAPHY – –

Credit any other valid approach.

Marking grid for Question 2.4

Level/ Criteria/Descriptor

Mark 15

Range

Level 4 • Detailed evaluative conclusion that is rational and firmly based on knowledge and

(16–20 understanding which is applied to the context of the question (AO2).

marks) • Detailed, coherent and relevant analysis and evaluation in the application of knowledge

and understanding throughout (AO2).

• Full evidence of links between knowledge and understanding to the application of

knowledge and understanding in different contexts (AO2).

• Detailed, highly relevant and appropriate knowledge and understanding of place(s) and

environments used throughout (AO1).

• Full and accurate knowledge and understanding of key concepts and processes

throughout (AO1).

• Detailed awareness of scale and temporal change which is well integrated where

appropriate (AO1).

Level 3 • Clear evaluative conclusion that is based on knowledge and understanding which is

(11–15 applied to the context of the question (AO2).

marks) • Generally clear, coherent and relevant analysis and evaluation in the application of

knowledge and understanding (AO2).

• Generally clear evidence of links between knowledge and understanding to the

application of knowledge and understanding in different contexts (AO2).

• Generally clear and relevant knowledge and understanding of place(s) and environments

(AO1).

• Generally clear and accurate knowledge and understanding of key concepts and

processes (AO1).

• Generally clear awareness of scale and temporal change which is integrated where

appropriate (AO1).

Level 2 • Some sense of an evaluative conclusion partially based upon knowledge and

(6–10 understanding which is applied to the context of the question (AO2).

marks) • Some partially relevant analysis and evaluation in the application of knowledge and

understanding (AO2).

• Some evidence of links between knowledge and understanding to the application of

knowledge and understanding in different contexts (AO2).

• Some relevant knowledge and understanding of place(s) and environments which is

partially relevant (AO1).

• Some knowledge and understanding of key concepts, processes and interactions and

change (AO1).

• Some awareness of scale and temporal change which is sometimes integrated where

appropriate. There may be a few inaccuracies (AO1).

Level 1 • Very limited and/or unsupported evaluative conclusion that is loosely based upon

(1–5 knowledge and understanding which is applied to the context of the question (AO2).

marks) • Very limited analysis and evaluation in the application of knowledge and understanding.

This lacks clarity and coherence (AO2).

• Very limited and rarely logical evidence of links between knowledge and understanding

to the application of knowledge and understanding in different contexts (AO2).

• Very limited relevant knowledge and understanding of place(s) and environments (AO1).

• Isolated knowledge and understanding of key concepts and processes (AO1).

• Very limited awareness of scale and temporal change which is rarely integrated where

appropriate. There may be a number of inaccuracies (AO1).

Level 0 • Nothing worthy of credit.

(0 marks)