AQA A-Level Geography Paper 2, June 2025: Question 4

Total

Qu Part Marking guidance

marks

04 1 Outline the concept of the epidemiological transition. 4

AO1 = 4

Point marked

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

Notes for answers

• Most basically it describes changes in health and population as a

country’s economy develops. (1).

• It describes changing patterns of population age distributions,

mortality, fertility, life expectancy, and causes of death (1).

• It suggests that the nature of disease and causes of death

experienced in a place change over time (1).

• It describes a shift from infectious diseases being the primary causes

of death in a country to noncommunicable diseases being the

dominant causes of death (1). Over time pandemics of infection are

gradually replaced by degenerative conditions and diseases

associated with lifestyle, as the main form of morbidity (1d).

• The concept suggests there are 4/5 stages to this transition (1). Age

of infection and famine; Age of degenerative and man-made diseases;

Age of delayed and degenerative diseases; Age of inactivity and

obesity (1d).

• It suggests that with changes in morbidity life expectancy increases in

each stage of the transition (1), from 20 to 40 years in phase one, to

over 70 years in phase 4 (1d).

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

04 2 Analyse the data shown in Figure 7a and Figure 7b. 6

AO3 = 6

AO3 – Analysis of the quantitative data shown in Figure 7a and

Figure 7b.

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 two line graphs shown–A-LEVEL GEOGRAPHYin Figure 7a– –

and Figure 7b. Connections should be made between the two graphs.

AO3 27

• Figure 7a shows that globally there has been an increase in the

amount of calories of food produced per person per day. By 2018

there is about 250 extra calories per person per day being produced

around the world.

• Despite some slight fluctuation in North America and Europe, and

Oceania, all regions have seen an increase in the number of calories

produced per person per day. Asia has seen the most significant

increase, gaining almost 350 calories per person per day over the time

period, which is over 3 times the increase seen in North America and

Europe.

• Although all regions have had increased food production overall, Africa

has seen a slight decrease in the last 5 years of the period.

• There is a very significant variation in the calories produced across the

regions. In 2000 North America and Europe produced over 40% more

calories per person than in Africa. Despite the reasonable increases

noted above the gap between these two regions has not noticeably

shrunk over the 18 years.

• Despite the significant variation in the number of calories produced,

Figure 7b shows that none of the regions have less food available than

the recommended average number of calories per person.

• Figure 7a and Figure 7b show that both the average food production

per person and average food supply per person have increased in all

regions.

• Figure 7b shows that despite all regions having adequate/enough food

per person, there is very significant variation in how adequate food

supply is in each region.

• In both figures the different regions are almost in the same order.

With North America and Europe producing the most food and having

the greatest surplus of available calories, and Africa has both the

lowest level of production and smallest surplus per person per day.

• North America and Europe have over a 1/3 more food than is needed

in 2000, this surplus increases to 40% over 18 years. Whilst in Africa

over the same period there is a much lower increase in amount of

surplus food, from less than 10% to less than 15%. North America and

Europe’s surplus is 2.5 to 3 times that in Africa.

• The rate of increase in both the amount of food produced and the size

of surplus food availability has slowed in all regions since about 2010.

– A-LEVEL GEOGRAPHY – –

Credit any other valid analysis.

04 3 Using Figure 8a, Figure 8b and your own knowledge, assess the 9

view that education is the most significant factor in reducing fertility AO1 = 4

rates. AO2 = 5

AO1 – Knowledge and understanding of factors affecting fertility rates.

AO2 – Application of knowledge and understanding to the novel situation

to analyse and assess the extent to which education and other factors

affect fertility rates.

Mark scheme

28 Level 3 (7–9 marks)

AO1 – Demonstrates detailed knowledge and understanding of concepts,

processes, interactions and change. These underpin the response

throughout.

AO2 – Applies knowledge and understanding appropriately with detail.

Connections and relationships between different aspects of study are

fully developed with complete relevance. Analysis and evaluation are

detailed and well supported with appropriate evidence. A well balanced

and coherent argument is presented.

Level 2 (4–6 marks)

AO1 – Demonstrates clear appropriate knowledge and understanding of

concepts, processes, interactions and change. These are mostly

relevant though there may be some minor inaccuracy.

AO2 – Applies clear knowledge and understanding appropriately.

Connections and relationships between different aspects of study are

emerging/evident with some relevance. Analysis and evaluation evident

and supported with some appropriate evidence. A clear but partial

argument is presented.

Level 1 (1–3 marks)

AO1 – Demonstrates basic/limited knowledge and understanding of

concepts, processes, interactions and change. These offer limited

relevance with inaccuracy.

AO2 – Applies limited knowledge and understanding. Connections and

relationships between different aspects of study are basic with limited

relevance. Analysis and evaluation basic and supported with limited

appropriate evidence. A basic argument is presented.

Notes for answers

– A-LEVEL GEOGRAPHY – –

The question requires knowledge and understanding of factors in natural

population change, especially, fertility rate and factors affecting it.

Candidates should apply knowledge and understanding to assess how

much factors, like education, as shown in Figure 8a and Figure 8b, affect

fertility rates. Max low level 2 if no reference to education. There is no

credit for analysing data on the graph in isolation.

AO1

• Factors in natural population change: the demographic transition

model, key vital rates, age–sex composition; cultural controls. Models

of natural population change, and their application in contrasting

physical and human settings. Concept of the Demographic Dividend. 29

• Key population parameters: distribution, density, numbers, change.

Key role of development processes. Global patterns of population

numbers, densities and change rates.

• Relationships between people in their local, national and international

communities.

AO2

• Assessment using Figure 8a may suggest that there is a negative

correlation between the proportion of girls who complete primary

school and fertility rates. This is especially true in 2010, and once the

rate of primary school completion passes 50 percent. In 1980 almost

half of the countries have less than 50% of girls completing primary

school and almost half of the countries have fertility rates of over 6

babies per woman. By 2010 the majority of countries have over 80%

of girls completing primary school and the fertility rates in the majority

of countries is below 3, less than half the rate in 1980.

• Assessment usingFigure 8b may reinforce the connection between

education and fertility identified in Figure 8a. Figure 8b suggests that if

girls continue with education and complete secondary school they may

marry later and are likely to have have fewer children. This is

because, young women may then be more able to make informed

decisions for themselves about their own priorities, for example by

continuing into further education or starting a career. This may mean

girls go on to have fewer children.

• Assessment should come to the view that there are a range of factors

that affect fertility and education although important, is just one factor.

Responses should explore the role of other factors, such as the level of

choice women have in their lives, cultural influences, availability and

quality of health care (especially around maternal health), child health

and infant mortality rates, and wealth.

• Responses may come to the view that Figure 8b supports the view that

education is significant, but that there are a range of factors that affect

fertility. However, it could be suggested that education plays a crucial

role in all/many of these. For example, it suggests that education

affects future wealth and health which themselves are also important

factors affecting fertility rates.

• There may be an overall conclusion coming to the view that there are a

range of factors affecting fertility rates, but that education is possibly

one of the most important. It should be supported by evidence in the

response. – A-LEVEL GEOGRAPHY – –

Credit any other valid approach.

30 04 4 Assess the relative importance of factors that have a negative 9

impact on health in a local area that you have studied. AO1 = 4

AO2 = 5

AO1 – Knowledge and understanding of factors affecting health.

Knowledge and understanding of the population characteristics of a local

area.

AO2 – Applies knowledge and understanding to analyse and assess the

importance of factors that have a negative impact on health in a local

area.

Mark scheme

Level 3 (7–9 marks)

AO1 – Demonstrates detailed knowledge and understanding of concepts,

processes, interactions and change. These underpin the response

throughout.

AO2 – Applies knowledge and understanding appropriately with detail.

Connections and relationships between different aspects of study are

fully developed with complete relevance. Analysis and evaluation are

detailed and well supported with appropriate evidence. A well balanced

and coherent argument is presented.

Level 2 (4–6 marks)

AO1 – Demonstrates clear appropriate knowledge and understanding of

concepts, processes, interactions and change. These are mostly

relevant though there may be some minor inaccuracy.

AO2 – Applies clear knowledge and understanding appropriately.

Connections and relationships between different aspects of study are

emerging/evident with some relevance. Analysis and evaluation evident

and supported with some appropriate evidence. A clear but partial

argument is presented.

Level 1 (1–3 marks)

AO1 – Demonstrates basic/limited knowledge and understanding of

concepts, processes, interactions and change. These offer limited

relevance with inaccuracy.

AO2 – Applies limited knowledge and understanding. Connections and

relationships between different aspects of study are basic with limited

relevance. Analysis and evaluation basic and supported with limited

appropriate evidence. A basic argument is presented.

Notes for answers

This question requires candidates to go beyond the specification to

assess the relative importance of factors that negatively impact on health

in the local area they have studied. The question is very open-ended,

and candidates may attempt this in a variety of ways–A-LEVEL GEOGRAPHY.However, there– –

should be a clear focus on how specific factors affect health in the named

local area.

AO1

• Case study of a specified local area to illustrate and analyse the

relationship between place and health related to its physical

environment, socio-economic character and the experience and

attitudes of its populations. 31

• Economic and social development and the epidemiological transition.

• The relationship between environment variables eg climate,

topography (drainage) and incidence of disease. Air quality and

health. Water quality and health.

AO2

• Assessment of whether the physical environment of the local place has

a negative impact on the people. For example, if there is a lack of

green space which potentially has a negative impact on the mental

well-being of the population.

• Assessment of whether the local climate has specific negative impacts

on health. For example, excess summer deaths due extremes of heat

during heatwaves in a heavily urbanised place.

• Assessment of whether the socio-economic character of the local

place has a negative impact on health. For example, is the local area

experiencing high levels of multiple deprivation with negative health

outcomes associated with this.

• Responses may assess whether the air quality of the local area has

specific negative impacts on health. For example, if the local place is

prone to very high levels of particulate pollution relating to high traffic

levels, leading to higher levels of asthma, COPD or other respiratory

health complaints.

• Assessment should come to a view about the relative importance of

factors in having a negative impact on health in the local area.

• Any assessment and conclusion is valid as long as it supports the

preceding content. – A-LEVEL GEOGRAPHY – –

Credit any other valid approach.

04 5 ‘Impacts of changes to the carbon cycle will become an increasingly 20

important cause of migration in the future.’ AO1 = 10

AO2 = 10

To what extent do you agree with this statement?

AO1 – Knowledge and understanding of changes to the carbon cycles.

Knowledge and understanding of causes of migration.

AO2 – Application of knowledge and understanding to assess the extent

to which changes to the carbon cycles will become an increasingly

important cause of migration in the future.

Notes for answers

The question links items from across specification units. Specifically

human induced changes to the carbon cycle, in the Water and Carbon

unit, to environmental and socio-economic causes of migration, in the

Population and the Environment unit. There is no requirement for

reference to specific migrations, but allow AO1 credit for named

32 examples where appropriate.

AO1

• Changes in the carbon cycle over time, to include human impact

(including hydrocarbon fuel extraction and burning, farming practices,

deforestation, land use changes).

• The carbon budget and the impact of the carbon cycle upon land,

ocean and atmosphere, including global climate.

• International migration: refugees, asylum seekers and economic

migrants: environmental and socio-economic causes, processes.

• Prospects for the global population. Projected distributions. Critical

appraisal of future population environment relationships.

AO2

• Analysis and evaluation of the predicted impacts of human induced

changes to the carbon cycle. This could include increased

atmospheric temperatures, changes to the amount and pattern of

precipitation.

• Analysis and evaluation of the environmental and socio-economic

causes of migration.

• It is predicted that human induced changes to the carbon cycle are

leading to increased rates of desertification and drought. Some parts

of north Africa and southern Europe are predicted to change from

semi-arid to arid climate conditions. This could lead to issues for food

production and water supply which could become a push factor for

migration from those areas.

• It is predicted that human induced changes to the carbon cycle will

lead to rises in sea level of between 1 and 2 metres by 2100. This

could make living in low lying coastal environments problematic and

become a push factor for migration from those places. For example

island nations like Kiribati are already considering relocating their–A-LEVEL GEOGRAPHY– –

population in the future.

• Some locations are predicted to experience increased intensity and 33

unpredictability of storm events. Low lying areas which are already

densely populated, especially in southeast Asia, may find that negative

impacts of tropical storms become a more important push factor for

migration in the future.

• Responses may also assess the extent to which other factors will

become important causes of migration in the future, this is credit

worthy, as long as these are assessed in relation to the importance of

changes to the carbon cycle.

• Any conclusion is valid as long as it is supported by the preceding

content. – A-LEVEL GEOGRAPHY – –

Credit any other valid approach.

Marking grid for Question 4.5

Level/ Criteria/Descriptor

Mark

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).

34 • 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)