AQA GCSE Geography Paper 1, June 2025: Question 1

Section A

Total

Qu Pt Marking guidance

marks

01 1 Which one of these natural hazards is a tectonic event? 1

B Earthquake

No credit if two or more answers are circled.

AO1 – 1 mark

01 2 Using Figure 1, calculate the mean maximum temperature recorded 1

during heatwaves between 1976 and 2022. Give your answer to one

decimal place.

36.1

No credit if the answer is not given to one decimal place.

AO4 – 1 mark

01 3 Using Figure 1, which one of the following statements about heatwaves 1

in the UK is correct?

A Five have occurred since 2010.

No credit if two or more answers are circled.– – 8035/1 –

AO4 – 1 mark

01 4 Suggest how extreme weather in the UK can have social and economic 6

impacts.

Use Figure 2 and your own understanding.

Level Marks Description

3 5–6 AO2 – Shows thorough geographical understanding

(Detailed) of the social and economic impacts of extreme

weather events.

AO3 – Demonstrates coherent application of

knowledge and understanding in analysing the social

and economic impacts of extreme weather in the UK.

2 3–4 AO2 – Shows clear geographical understanding of

(Clear) the social and/or economic impacts of extreme

weather event(s).

AO3 – Demonstrates reasonable application of

knowledge and understanding in analysing the social

and/or economic impacts of extreme weather in the

UK.

1 (Basic) 1–2 AO2 – Shows limited geographical understanding of

the social and/or economic impacts of extreme

weather event(s).

AO3 – Demonstrates limited application of

knowledge and understanding in analysing the social

and/or economic impacts of extreme weather in the

UK.

0 No relevant content.

• Level 3 (detailed) responses will be developed. Some geographical terms

will be applied. All aspects of the question are answered – social and

economic impacts, use of Figure. Maximum marks can be awarded for a

detailed response based on the Figure alone.

• Level 2 (clear) responses are likely to have linked or elaborated statements

and some use of geographical terms. Uses Figure and/or own

understanding. May focus on social or economic impacts.

• Level 1 (basic) responses may comprise simple/partially inaccurate

statements with very limited subject vocabulary. Partial sequence or random

points made. Answers may depend on selecting/categorising material from

the source.

• Max Level 2 for explanation of social or economic impacts only.

• Max Level 2 for general explanation of impacts without reference to

Figure 2.

• There should be some (implied) reference to Figure 2 to access Level 3.

• No credit for environmental impacts in isolation but allow if linked to

social/economic effects.

Indicative content

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• The command word is ‘suggest’ so responses should set out the likely

impacts of extreme weather, making use of Figure 2.

8 • Extreme weather hazards may take place over one day or a period of time.

In the UK these include storm events, flooding, severe thunderstorms and

hailstorms, strong winds and tornadoes, droughts, extreme heat, extremes of

cold weather including blizzards.

• Understanding of types of impact. Social – effects on people and

communities. Economic – impacts on jobs, transport infrastructure,

businesses and local and national economies.

• Social and economic impacts may overlap. Transport disruption can affect

people’s daily lives but may have severe effect on transport of supplies and

cause delays to employees.

• Credit understanding of social and economic impacts of specific weather

events such as Cumbria floods (2009), St Jude storm (2013), Somerset

Level floods (2014), Storm Dennis 2020, drought/heatwave in 2003, 2018

and 2022, snow and ice in 2010 and March 2018. However, reference to

specific example is not needed for access to Level 3.

• Impacts depend on the nature of the event. Extreme cold weather may

cause major travel disruption which affects supplies of goods to shops and

businesses (economic), possible closures of schools, increased chance of

accidents and risk to life (social).

• Mental Health Challenges-the stress of dealing with extreme weather events,

especially repeated flooding, can lead to anxiety and depression.

• There may be broader implications of extreme cold including train, ferry and

airline cancellations and delays (social and economic), damage to crops and

losses of livestock in rural areas (economic), stoppages to certain industries

such as construction (economic), loss of electricity supplies if power lines

damaged (social and economic).

• Heatwaves may lead to pressures on water supplies (hosepipe bans, water

shortages), risk to lives of frail and elderly people, danger of wildfires

disrupting traffic and destroying farmland, increased food costs, buckling of

railway lines and melting of roads. Delays on railways because of

over-heated track and longer commuting times are an economic cost. More

electricity is necessary to power air conditioning, fridges and pump water.

Credit positive social and economic effects including boost to tourism

industry, sales of ice cream and cold drinks.

• Application of knowledge and understanding to Figure 2. Water levels in

reservoirs dropped to low levels, threatening water supplies (social).

Hosepipe bans meant that people couldn’t water gardens, clean cars, fill

pools, etc (social). Health alerts warned of the dangers of heatwaves

especially to elderly people – risks of heatstroke, dehydration. Food and

livelihood security may also be strained if crop yields decrease and prices

rise for essential food (economic).

• People flocking onto beaches means that tourism thrives in coastal resorts.

There may be more social interaction, community events, outdoor activity.

Exposure to sunlight boosts vitamin D levels, which can enhance mood and

overall health. Increased sales of food, drink and other goods and services,

including hotels, entertainments and restaurants. However, this may put

pressure on transport and other services.

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AO2 – 3 marks

AO3 – 3 marks

01 5 Using Figure 3a, describe changes in the UK’s greenhouse gas 2

emissions between 1990 and 2020.

1×2 or 1+1

They decreased (1) by almost 50% (d)(1) / by half (d)(1)/ from 800 (MtCO2e) to

400 (MtCO2e) (d)(1)/ by 400(MtCO2e). Units are not essential

They fell slowly until 2005 (1), but more rapidly between 2005 and 2020 (d)(1).

Accept idea of fluctuation/unevenness.

AO4 – 2 marks

01 6 Using Figure 3b, compare emissions of carbon dioxide with emissions of 1

methane in 2020.

Carbon dioxide emissions are (much) larger (than methane) (1).

Carbon dioxide emissions are approximately 6 times larger (than methane) (1).

Carbon dioxide emissions are 66% greater (than methane) (1)

Carbon dioxide represents 79% of the total, methane is 13% (1)

AO4 – 1 mark

01 7 Suggest how an increase in greenhouse gases helps to cause climate 1

change.

Greenhouse gases:

D trap heat from the earth in the atmosphere.

AO3 – 1 mark

01 8 Explain how carbon capture may help to reduce the causes of climate 2

change.

It reduces the amount of CO₂ released into the atmosphere (1)

Some methods of carbon capture can take CO₂ directly from the

air/atmosphere (1)

Carbon capture involves trapping CO₂ emissions before they enter the

atmosphere (1) This helps lower greenhouse gas levels, (reducing global

warming) (d) (1)

Carbon dioxide is stored underground (1), which reduces greenhouse gas

levels, (helping to slow global warming) (d) (1).

Carbon dioxide is removed from waste gases from power stations/chemical

works/biomass plants (1) and then stored (in old oil and gas fields or coal

mines) underground (d)(1)

Allow other forms of carbon capture and storage such as biomass-

afforestation, mangroves, peat, wetlands.

Maximum 1 mark for link to climate change/reduced amounts of

CO₂/greenhouse gases without reference to capture/storage

Credit other valid answers. – – 8035/1 –

AO1 – 2 marks

01 9 Label X on Figure 4 where Hurricane Ian became a Category 4 hurricane. 1

1 mark for showing the location accurately, SSW of Florida coast in

Gulf of Mexico.

×

X can be marked with arrow to show correct location. It needs to be

approximately correct but the letter or arrow doesn’t have to touch the line.

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AO4 – 1 mark

01 10 Using Figure 4, state one social effect of Hurricane Ian on the local 1

population.

It led to flooding of coastal communities (1)

It left thousands of people without power/no power supplies (1)

People (may be) displaced/made homeless (1)

People (may have been) injured or killed (1)

People may lose their jobs 11

Credit other reasonable inferences from the Figure.

AO4 – 1 mark

01 11 Explain how the effects of tropical storms can be reduced. 4

Level Marks Description

2 (Clear) 3–4 AO1 – Shows clear knowledge of storm

management strategy/ies.

AO2 – Shows clear geographical understanding of

how storm management strategy/ies are used to

reduce the effects of tropical storms.

1 (Basic) 1–2 AO1 – Shows limited knowledge of storm

management strategy/ies.

AO2 – Shows limited geographical understanding of

how storm management strategy/ies are used to

reduce the effects of tropical storms.

0 No relevant content

• Level 2 (clear) responses are likely to be linked statements with some

elaboration. Strategies are identified with further explanation.

• Level 1 (basic) responses will be simple statements with limited

understanding or development. May consist of listed or randomly made

points.

• Max marks can be awarded for a developed response on any one strategy.

Indicative content

• Answers may focus on monitoring, prediction, protection and planning

strategies.

• Monitoring strategies may be considered as part of prediction. Scientists

use data from radar, satellites and aircraft to monitor storms. Computer

models are then used to calculate a predicted path for the storm.

• Monitoring storm movement may indicate where and when a tropical storm is

going to happen, which gives people time to evacuate and protect their

homes and businesses.

• High-income countries, such as the USA, have an effective hurricane

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monitoring system. All tropical storm activity over the Atlantic and Eastern

Pacific are tracked by the National Hurricane Centre, located in Florida. As

a result of this, a hurricane watch is issued when hurricane-strength winds

12 are detected to alert people and give them time to prepare.

• Supercomputers can now often give five days’ warning and a more accurate

location. However, the strength and path of a tropical storm can change

quickly, and the cone of uncertainty is large.

• Understanding of protection strategies. Buildings can be designed to

withstand tropical storms, eg by using reinforced concrete. Buildings can

also be put on stilts so they’re safe from floodwater.

• In many countries schoolchildren are taught about the dangers of tropical

storms and given lessons about what to do if a storm hits. Governments

produce posters, leaflets and information for the media, and people are

encouraged to prepare disaster kits.

• In some coastal areas, houses have windproof roofing tiles and stormproof

windows. In some lower income countries, storm shelters are common and

can ensure the survival of whole villages.

• Flood defences can be built along rivers (eg levees) and coasts (eg sea

walls).

• These all reduce the number of buildings destroyed, so fewer people will be

killed, injured, made homeless and made unemployed.

• Credit references to examples eg tropical cyclones are tracked by the

Bangladesh Meteorological Department. Warnings are issued in several

languages by radio, television and via social media. In rural areas, even the

most remote communities are reached.

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AO1 – 2 marks

AO2 – 2 marks

01 12 Suggest how the effects of, and the responses to, a tectonic hazard vary 9

between areas of contrasting wealth.

Use one or more named examples in your answer.

Level Marks Description

3 7–9 AO1 – Demonstrates detailed knowledge of the

(Detailed) effects of and responses to a tectonic hazard and

illustrates this through use of example(s).

AO2 – Shows thorough geographical understanding

of how the effects and responses may vary between

areas of contrasting levels of wealth and illustrates

this through use of example(s).

AO3 – Demonstrates application of knowledge and

understanding in a coherent and reasoned way in

evaluating the difference in effects and responses

between areas of contrasting levels of wealth.

2 4–6 AO1 – Demonstrates clear knowledge of the effects

(Clear) of and/or responses to a tectonic hazard and may

illustrate this through some use of example(s).

AO2 – Shows some geographical understanding of

how the effects and/or responses may vary between

areas of contrasting levels of wealth and may

illustrate this through some use of example(s).

AO3 – Demonstrates reasonable application of

knowledge and understanding in evaluating the

difference in effects and/or responses between areas

of contrasting levels of wealth.

1 1–3 AO1 – Demonstrates limited knowledge of the

(Basic) effects of and/or responses to/of a tectonic hazard.

AO2 – Shows slight geographical understanding of

how the effects and/or responses may vary between

areas of contrasting levels of wealth.

AO3 – Demonstrates limited application of

knowledge and understanding in evaluating the

difference in effects and/or responses between areas

of contrasting levels of wealth.

0 No relevant content

• Level 3 (detailed) responses will be well developed and have accurate use

of geographical terms. Reasoned evaluation of the extent to which the

effects of and responses to a tectonic hazard vary between areas of

contrasting levels of wealth with detailed use of example(s). Coverage

doesn’t need to be balanced.

• Level 2 (clear) responses will have linked or elaborated statements and––8035/1–

some accurate use of geographical terms. Will outline the effects of and/or

responses to a tectonic hazard. May start to make an evaluation of the

14 extent to which the effects of a tectonic hazard vary between areas of

contrasting levels of wealth. Likely to include some use of example(s).

• Level 1 (basic) responses are likely to consist of simple statements, with

limited use of subject vocabulary. Might be limited to generic statements.

May be limited to discussing the effects of a tectonic hazard with limited or

no evaluation of the extent to which the effects of a tectonic hazard vary

between areas of contrasting levels of wealth. May lack any use of

example(s) in support.

• Max Level 1 for effects of non-tectonic hazard such as tropical storms,

unless the effects or responses could apply to both.

• Max Level 2 if answer does not refer to named example(s).

• Max Level 2 if answer does not cover both effects and responses,

Indicative content

• The command is ‘suggest’, so the focus of the question is an assessment of

the degree to which the effects of and responses to a tectonic hazard vary

between two areas of contrasting levels of wealth.

• The question only asks for one type of tectonic hazard which is most likely to

be an earthquake or volcanic eruption. Tsunamis caused by tectonic activity

are also valid. Credit only effects and not causes of the tectonic hazard.

• Answers are likely to refer to the effects of and responses to a tectonic

hazard on two different areas of contrasting levels of wealth. This is likely to

be, but does not necessarily have to be, an LIC/NEE v HIC.

• Tectonic hazards do not discriminate by wealth. However, discussion is

likely to focus on how the effects may vary according to how well the country

is able to predict, protect against and prepare for a tectonic hazard. This

tends to be linked to wealth and is likely to be exemplified as such. There

may also be some discussion about how wealthier countries tend to recover

more quickly (therefore short v long-term effects).

• Effects may be categorised into people and the environment/primary and

secondary effects/social and economic effects.

• Social and economic effects may include:

people being killed or injured, bereavement, homes being destroyed,

transport and communication links not working, infrastructure destroyed,

businesses damaged or destroyed, unemployment, looting and other crime,

local economy disrupted, including manufacturing and tourism, reduced

trade, longer-term health effects, insurance claims, destruction of crops, loss

of livestock (overlaps with environmental effects) water pipes burst and

water supplies contaminated (overlaps with environmental effects). May

lead to disease risk.

• Environmental effects may include landslides, coastal flooding, disruption of

ecosystems, sewage leaks and water pollution.

• Immediate or emergency responses are the aid and assistance that are

given within the first few hours or days following a disaster. They are vital in

reducing the death toll. They include the search and rescue effort, trying to

rescue people trapped under rubble, medical care for the sick and injured,

providing temporary shelter for those who have lost their homes, providing

food and clean bottled water.

• Long-term responses are those that take place in the weeks and months

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after a hazard event, and focus on the rebuilding and reconstruction of areas

that have suffered extensive damage. The aim is to help people return to

their normal lives as quickly as possible, and to also reduce the risk of

damage from natural hazards in the future. These include repairing gas

mains and electricity cables, and repairing water pipes. Buildings and

transport infrastructure have to be repaired or rebuilt. Long-term responses

also include putting measures in place to minimise future risk of damage or

loss of life, through monitoring, prediction, protection and planning.

• Credit knowledge and understanding of specific examples of tectonic

hazards. These might include the Turkey/Syria earthquake 2023, L’Aquila

earthquake 2009, Haiti earthquake 2010, Christchurch and Japanese

Tohoku earthquakes 2011, Nepal earthquake 2015, Boxing Day tsunami

2004, Japan tsunami 2011, Nyiragongo volcanic eruption, Congo 2002,

Eyjafjallajökull eruption, Iceland 2010. Other tectonic examples are valid.

• The 6.3 magnitude L’Aquila earthquake in Italy in 2009 killed about 300

people and made over 60 000 homeless. In comparison, the more powerful

7.8 magnitude Gorkha earthquake in Nepal in 2015 is estimated to have

killed over 8000 people and made more than 1 million homeless. Historic

buildings, school and hospitals were destroyed in both quakes and access to

food, water and electricity was reduced. Both areas suffered aftershocks

triggering landslides and rockfalls. An avalanche swept through Everest

Base camp in the Himalayas killing 19 tourists and Sherpas. In Italy, a

mudflow was caused by a burst water pipe near Pagani. Responses to the

two quakes varied considerably. A state of emergency was declared in both

areas immediately after the quakes and international assistance was

provided. Students might discuss differences in responses to the two events

including availability of international aid and long-term rehousing of

residents.

• Discussion about why the effects of and responses to tectonic hazards vary

between areas of contrasting wealth is valid. This may focus on levels of

preparedness, protection and response.

• Credit responses which argue against wealth being the controlling factor.

Magnitude might be the most important factor for some events, eg Nepal

earthquake magnitude was 31 times greater than Aquila.

AO1 – 3 marks

AO2 – 3 marks

AO3 – 3 marks

Spelling, punctuation and grammar (SPaG)

Responses with SPaG marks that gain a mark of 0 for the content/skills of

the question can still be awarded SPaG marks if the response is judged

to be a genuine attempt to answer the question.

High performance 3

• Learners spell and punctuate with consistent accuracy

• Learners use rules of grammar with effective control of meaning overall

• Learners use a wide range of specialist terms as appropriate.

Intermediate performance 2

• Learners spell and punctuate with considerable accuracy

• Learners use rules of grammar with general control of meaning overall

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• Learners use a good range of specialist terms as appropriate.

Threshold performance 1

• Learners spell and punctuate with reasonable accuracy

• Learners use rules of grammar with some control of meaning and any errors

do not significantly hinder meaning overall

• Learners use a limited range of specialist terms as appropriate.

No marks awarded 0

• The learner writes nothing

• The learner’s response does not relate to the question

• The learner’s achievement in SPaG does not reach the threshold

performance level, for example errors in spelling, punctuation and grammar

severely hinder meaning.