AQA GCSE Geography Paper 2, June 2025: Question 1

Total

Qu Pt Marking Guidance

marks

01 1 What is urbanisation? 1

The increasing proportion / percentage of the population living in towns and

cities.

Accept ‘in urban areas’ for towns and cities.

No credit for increasing number or size of city or population.

AO1 – 1 mark

01 2 Which continent is expected to have the most new megacities in 2050? 1

One mark for the correct answer.

B Asia

No credit if two or more statements are shaded.

AO4 – 1 mark

01 3 What is the expected percentage growth of Nairobi 2022–2050? 1

One mark for the correct answer.

B 100%

No credit if two or more statements are shaded.– – –

AO4 – 1 mark

01 4 Suggest how natural increase and migration affect growth of LIC/NEE 4

cities.

Use Figure 2 and your own understanding.

Level Marks Description

2 3–4 AO2 – Shows clear understanding of how natural

(Clear) increase and / or migration affect growth.

AO3 – Shows clear analysis of Figure 2 in relation

to high urban growth rates.

1 1–2 AO2 – Shows limited understanding of how natural

(Basic) increase and / or migration affect growth.

AO3 – Shows limited analysis of Figure 2 in relation

to high urban growth rates.

0 No relevant content.

• Level 2 (clear) responses will show clear understanding of how natural

increase and migration affect urban growth with some reference to the

figure.

• Level 1 (basic) responses will show basic understanding of how natural

increase and/or migration affect urban growth by using simple geographical

understanding and/or the figure.

• Max Level 1 without reference to figure 2.

Indicative content

• Answers should make use of Figure 2 which may be clear through reference

to specific points shown in the figure or more implicit through reference to

low median ages in the cities and/or high rates of migration which is shown

by the use of a weekly growth figure.

• Development need not be through use of a named place but use of an

example may add clarity and should be credited.

• From Figure 2: low median age, increase in size of many thousands per

week, cities named are expected to be megacities (provide in Figure 1).

• Own understanding shown with explanation of how these are typical of many

cities in areas that are rapidly urbanising: low median age will mean young

people of reproductive age, so larger numbers of children swelling the

population; weekly figure shows rapid growth; credit those who manipulate

this figure further to show understanding of the scale to give, eg daily total as

evidence of the rapidity.

• Credit answers which refer to the effects of a growing population on

economic or social issues for the city e.g. a youthful population provides a

supply of workers in factories, rapid population growth creates resource and

housing pressure

• Credit comments relating to urban sprawl/growth of informal settlements.

– – –

AO2 – 2 marks

AO3 – 2 marks

801 5 Complete Figure 3 using the following data. 2

One mark for each correct shading of the circle according to the key.

– – –

AO4 – 2 marks

01 6 Describe the importance of a named UK city for the rest of the UK. 2

Credit any reasonable description of importance in relation to the named city.

One mark for an initial overall comment or single relevant statement, eg

• London is the UK capital (1).

• Bristol has many big industries (1). 9

• Liverpool is an important city in the North West (1).

Second mark for developing the comment or second separate statement, eg

• Birmingham has five universities (1) and is an important transport hub (1).

• Bristol has many big industries (1) such as the second biggest concentration

of silicon chip manufacturers outside California (1).

• Liverpool is an important city in the North West (1) the largest port for

imports and exports in that region of the UK (1).

No credit for non UK city.

AO1 – 2 marks

01 7 Outline one impact of national migration on a named UK city. 2

Credit any statement of importance in relation to the named city.

Credit any UK city even if different from that named in 01.6.

One mark for an initial overall comment or single relevant statement, eg

• Migration means cities have got bigger (1).

• Birmingham is the most popular UK city for people leaving London (1).

• Many students have migrated to Manchester (1).

Second mark for developing the comment, eg

• Bristol has got much bigger with migration (1) particularly with educated

people, creating a skilled workforce (d)(1).

• Birmingham is the most popular UK city for people leaving London (1) which

has led to high house prices (d)(1).

• Many students have migrated to Manchester (1) meaning that locals feel

excluded from some parts of the city (d)(1).

No credit for international migration.

Credit migration within the British Isles.

AO1 – 2 marks

01 8 What is the approximate area of the village of Saxilby? 1

One mark for the correct answer.

1.5 km2 (allow 1.2–1.8 km2) – – –

AO4 – 1 mark

01 9 What is the straight line distance from the railway station to the level 1

crossing at 884758?

One mark for the correct answer.

Allow any figure between 0.9km and 1.0km / 900m and 1000m

AO4 – 1 mark

01 10 Suggest how the growth of a commuter settlement has impacts on the 6

rural-urban fringe.

Use Figure 4 and Figure 5 and your own understanding.

Level Marks Description

3 5–6 AO2 – Shows detailed understanding of the impacts of

(Detailed) a commuter settlement on the rural-urban fringe.

AO3 – Demonstrates thorough application of

knowledge and understanding in interpreting the figures

to suggest impacts.

2 3–4 AO2 – Shows clear understanding of the impacts of a

(Clear) commuter settlement on the rural-urban fringe.

AO3 – Demonstrates reasonable application of

knowledge and understanding in interpreting the figures

to suggest impacts.

1 1–2 AO2 – Shows basic understanding of the impacts of a

(Basic) commuter settlement on the rural-urban fringe.

AO3 – Demonstrates limited application of knowledge

and understanding in interpreting the figures to suggest

impact(s).

0 No relevant content

• Level 3 (detailed) responses will cover the figure(s) and well-developed

geographical interpretation and understanding and provide detailed

suggestions of the impacts arising.

• Level 2 (clear) responses will show reasonable interpretation and

understanding using the figure(s) and clear geographical understanding or

more considered interpretation for just the figure or own understanding used.

• Level 1 (basic) responses will show simple interpretation and/or

understanding using the figure and/or simple geographical understanding, or

may simply assert the impact(s).

• Max Level 2 if no use of figure(s)

Indicative content

• Candidates may demonstrate their geographical understanding through use

of a named example, although this is not explicitly asked for in the question.

• Allow a broad interpretation of rural-urban fringe to be both the commuter

settlement and its surroundings and the wider urban hinterland––. –

• Understanding may just as well be demonstrated through explanation of the

relevant geography.

• Figure 4 indicates: housing is being developed into remaining greenfield 11

areas in and around the village; clear cul-de-sac street pattern suggesting

previous estate growth; surrounded by farmland; railway station/A57

proximity to Lincoln showing transport links for commuters.

• Credit grid references for use of Figure 4, though accurate description will

also serve.

• Figure 5 indicates: housing developing right up to the edge of the village

with trees and visible in distance of photos; large number of cars; lack of

character/sense of place with ‘identikit’ housing; swales for drainage.

• Reference to Figure(s) 4/5 may be inferred even if not explicitly stated

through comment on the above aspects in relation to the impacts of

commuter settlements.

• ‘Suggest’ allows a broad range of valid responses which may include: loss of

habitats/greenfield/farmland; loss of rural or unique character; increase in air

pollution/congestion with increased number of cars; increasingly busy branch

line train services; impact on drainage with additional tarmac; credit those

who refer to the swales as evidence this is an issue.

• Credit any valid impacts which show an understanding of urban/rural

geography.

AO2 – 3 marks

AO3 – 3 marks

01 11 Discuss how urban growth in LIC/NEE cities has created social and 9

economic opportunities.

Use Figure 6 and a case study.

Level Marks Description

3 7–9 AO1 – Demonstrates detailed knowledge of places and

(Detailed) processes in urban environments.

AO2 – Shows a thorough understanding of how urban

growth can create opportunities in LICs/NEEs.

AO3 – Demonstrates thorough application of

knowledge and understanding through

discussion/detailed figure analysis

2 4–6 AO1 – Demonstrates reasonable knowledge of places

(Clear) and processes in urban environments.

AO2 – Shows clear understanding of how urban growth

can create opportunities in LICs/NEEs.

AO3 – Demonstrates reasonable application of

knowledge and understanding through discussion

and/or clear figure analysis

1 1–3 AO1 – Demonstrates limited knowledge of places and

(Basic) processes in urban environments.

AO2 – Shows limited understanding of how urban–– –

growth can create opportunities in LICs/NEEs.

AO3 – Demonstrates limited application of knowledge

12 and understanding through discussion or simple figure

analysis

0 No relevant content.

• Level 3 (detailed) responses will show detailed discussion of opportunities

supported with precise knowledge.

• Level 2 (clear) responses will show clear discussion of opportunities,

supported with either precise or generically accurate knowledge.

• Level 1 (basic) responses will show simple discussion/description of

opportunities and may state their existence without support.

• Max level 2 if no LIC city named or if HIC city used but the comments could

still be relevant.

• Max Level 2 if no use of figure

Indicative content

• An example is required with likely examples being: Mumbai, Rio de Janeiro,

Lagos.

• Discussion can be either social vs economic opportunities and/or comment

on the scale of these opportunities.

• Opportunities arise principally due to the rate of urbanisation being linked to

the rate of industrial and economic change in such countries which is much

more concentrated in cities than rural areas.

• A range of opportunities exist and might be mentioned such as:

o Rapid growth leading to construction jobs, eg Eko Atlantic, Lagos

o An emerging middle class concentrated in the cities fuels demands for

goods and services, eg Bollywood cinema in Mumbai

o Industrialisation demands financial and other support which all provide

jobs, eg banking and government departments leading to higher incomes,

eg Rio incomes significantly higher than the Brazil average.

• Even if much employment in these cities is in the informal sector it is at least

there, eg 85% of the population in Dharavi, Mumbai are in employment.

• Infrastructure is generally better provided in cities than rural areas, creating

social and economic opportunities, eg 90% of children in Lagos attend

primary school vs 60% in rural areas.

• Sanitation is better in urban areas than rural, eg 50% / 30% respectively in

India.

• Health provision is more easily accessed in urban areas than rural leading to

higher life expectancies.

Credit any valid opportunities, the list above is not exhaustive.

Challenges may be credited if used to quantify scale of opportunities.

AO1 – 3 marks

AO2 – 3 marks

AO3 – 3 marks

– – –

Spelling, punctuation and grammar (SPaG) 13

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.

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

Threshold performance

• Learners spell and punctuate with reasonable accuracy. 1

• 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

• The learner writes nothing. 0

• 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.