AQA GCSE Geography Paper 3, June 2025: Question 5
20 marks · Hard difficulty · Extended Response
Answer questions on geographical fieldwork enquiries: outline the usefulness of secondary data, suggest advantages of a chosen sampling strategy, justify data collection methods in a human geography enquiry, and evaluate the overall effectiveness and potential improvements of an enquiry.
Practise this questionQuestion
Question text
05.1 Outline how using secondary data can be useful in a fieldwork enquiry.
[2 marks]
05.2 For either your human or your physical geography enquiry suggest the advantage(s)
of one sampling strategy you used for collecting primary data.
Sampling strategies include:
random
stratified
systematic.
[3 marks]
Title of fieldwork enquiry …
Write the title of your human geography fieldwork enquiry.
Title of human fieldwork enquiry …
05.3 You used one or more data collection methods in your human geography enquiry.
Write the name of your data collection method(s):
(16)Justify the use of your data collection method(s).
[6 marks]
Extra space …
05.4 Evaluate the effectiveness of one of your fieldwork enquiries and suggest how your
enquiry could be improved.
[9 marks]
[+3 SPaG marks]
Choose either your human or your physical geography enquiry to answer this
question.
Human Physical
(17)
Tick ( ) the box to show your choice.
Title of fieldwork enquiry …
… 19
Extra space …
(18)
Mark scheme
Show the mark scheme
05 1 Outline how using secondary data can be useful in a fieldwork enquiry. 2
1x2 or 2x1
It is the ‘usefulness of secondary data to the enquiry itself’ which is the focus of
the question; do not credit answers which discuss how easy it is to
access/collect secondary data.
1 mark for saying why secondary data is useful. Examples might include:
• Provides extra data. (1)
• It is information collected/verified/fact checked by other people. (1)
• It has been collected at a different time and/or date. (1)
• Useful for providing a locational context (1)
• Environment Agency data gave useful information about river flows (1)
• Useful for comparing information (1)
2nd mark for limited explanation or second separate point
• Provides extra data (1) so it gives more data to use (d)(1) / helps improve
results and/or conclusions. (d)(1)
• It is information collected by other people (1) so it can reduce bias and/or
balance the data collected. (d)(1)
• It has been collected at a different time and/or date (1) which
widens/improves the range of data collected (d)(1) / is useful for looking at
changes over time. (d)(1)
AO3 – 2 marks
05 2 For EITHER your human OR your physical geography enquiry suggest 3
the advantage(s) of ONE sampling strategy for collecting primary data.
Sampling strategies include:
• random
• stratified
• systematic.
Answer can relate to either the human or physical geography enquiry.
Answers will be dependent upon the type of investigation being undertaken.
Credit can only be given to one technique.
First mark awarded for clarification of strategy.
1-2 further marks for developed points - these elaboration marks are still
available if first mark is not awarded.
• Samples are taken without any pattern. (1)
• Samples contain equal numbers of results in each category. (1)
• Samples are taken using an agreed system/agreed regular intervals. (1)
• Samples are taken without any pattern (1) so every pebble/building has an
equal chance of being selected. (d)(1)
• Samples contain equal numbers of results in each category (1) taken from
the whole range available.(d) (1)
• Samples are taken using an agreed system/agreed regular intervals (1) this
ensures data is collected every 10 minutes/10 cm/10th person. (d)(1)
• Samples are taken without any pattern (1) so every pebble/building has an–––
equal chance of being selected (d)(1) which reduces bias and/or increases
equality. (d)(1)
• Samples contain equal numbers of results in each category (1) taken from
the whole range available(d)(1) to ensure all pebble sizes/gender/age ranges 21
are included in equal numbers.(d)(1)
• Samples are taken using an agreed system/agreed regular intervals (1) this
ensures data is collected every 10 minutes/10 cm/10th person (d)(1) this
improves accuracy/comparability of the data collected. (d)(1)
Credit also the view that sampling strategies may not be advantageous, where
qualified.
AO3 – 3 marks
05 3 You used one or more data collection methods in your human geography 6
enquiry.
Justify the use of your data collection method(s).
Answer must relate to a human geography enquiry.
Answers will be dependent upon the type of investigation being undertaken.
Max L1 if answer is related to a physical geography enquiry.
Level Marks Description
3 5–6 AO3 – Offers detailed justification of the method(s)
(Detailed) used
AO3 – Makes a detailed judgement about how the
method(s) used helped to ensure accurate data
collection.
2 3–4 AO3 – Offers clear justification the method(s) used
(Clear)
AO3 – Makes a clear judgement about how the
method(s) used helped to ensure accurate data
collection.
1 1–2 AO3 – Offers basic/simple justification of the method(s)
(Basic) used
AO3 – Makes a basic/simple judgement about how the
method(s) used helped to ensure accurate data
collection. Basic description of method(s).
0 No relevant content.
• Level 3 (detailed) – detailed justification of how the data collection methods
met the need(s) of the enquiry.
• Level 2 (clear) – some justification of how the data collection methods met
the need(s) of the enquiry.
• Level 1 (basic) – description of methods. Basic/simple justification of how
the data collection methods met the need(s) of the enquiry.
– – –
Indicative content
The command word is ‘justify’ therefore there is an expectation that the
22 candidate provides a rationale or gives reasons for the effectiveness of the
data collection methods selected in supporting the acquisition of
appropriate/accurate data. The focus should be on an explanation of why that
data collection method was used.
Any method(s) of collection is acceptable, but the method(s) selected must
relate to a human geography fieldwork investigation.
The most likely collection methods to be used will be environmental quality
survey, land use mapping, traffic/pedestrian survey, questionnaire, shopping
survey.
Description of the methods may be present, can be credited to top of Level 1.
Justification could be discussed in terms of:
• Ability to collect data that is relevant to the aims of the enquiry or helps to
answer the research question.
• Awareness of the importance of accuracy, sample size, control groups and
reliability.
• Method was easy to do giving accurate data.
• Data collected in exactly the same way at each site allowing for comparisons
to be made.
• Lots of information can be collected quickly.
• Covers a range of issues – litter/noise etc.
• Very simple or no equipment needed.
• Method supports results to be pooled for greater accuracy.
• Observations and qualitative judgements can be compared.
• Findings can be discussed before conclusions finalised.– – –
AO3 – 6 marks
05 4 Evaluate the effectiveness of ONE of your fieldwork enquiries and 9
suggest how your enquiry could be improved. + 3
SPaG
(Can be either Human or Physical geography enquiry.)
Level Marks Description
3 7–9 AO3 – Demonstrates a detailed evaluation of how
(Detailed) effective the enquiry was and how it could be improved.
AO3 – Makes an informed judgement about the extent
to which the enquiry was successful and how it could
be improved.
2 4–6 AO3 – Demonstrates a clear evaluation of how
(Clear) effective the enquiry was and/or how it could be
improved.
AO3 – Makes a clear judgement about the extent to
which the enquiry was successful and/or how it could
be improved.
1 1–3 AO3 – May demonstrate a basic evaluation of how
(Basic) effective the enquiry was and/or how it could be
improved. 23
AO3 – May make a basic judgement about the extent
to which the enquiry was successful and/or how it
could be improved. May only give a basic description of
the enquiry and/or improvements.
0 No relevant content.
The levels will reflect the extent to which students evaluate how effective their
fieldwork enquiry was and how it could be improved.
• Level 3 (detailed) – detailed evaluation of the effectiveness of their fieldwork
enquiry and suggested improvements.
• Level 2 (clear) – some evaluation of the effectiveness of their fieldwork
enquiry and/or suggested improvements.
• Level 1 (basic) – description of the fieldwork enquiry. Limited evaluation of
the effectiveness of their fieldwork enquiry and/or the suggested
improvements.
Indicative content
The command is ‘EVALUATE and SUGGEST’:
1. The first focus of the question is an evaluation of the degree to which
the enquiry itself worked well, was successful, met its aim (it’s
effectiveness).
2. The second focus of the question is a suggestion of how the enquiry
could be improved/what improvements could be made.–– –
24 So, there is an expectation of a judgement which is supported by evidence.
• The response should be seen in terms of the entire enquiry itself.
• Students might consider the aim/hypothesis/question, the quality of it and
how well it was met/answered.
• Students might consider the viability of the site chosen, its location and/or
their risk assessment.
• Students might consider the extent to which their data collection methods
were easy to complete and were reliable/unreliable.
• Students might consider the accuracy of their data and how this was affected
by reliable/unreliable data collection methods.
• Students might consider the accuracy of their data and how this affected the
validity of the conclusions they drew.
• Students might consider the extent to which their data supported the
conclusions they drew.
• They may consider how far their conclusions support the aim of their
enquiry.
• They may consider the types of sampling techniques they used and
comment on their usefulness.
• They may consider the types of data presentation techniques they used and
comment on their usefulness.
• Other data (primary or secondary) that could be useful to the enquiry but
wasn’t collected could be discussed.
• Students might consider ways to improve their enquiry and describe these;
this could include their hypothesis/aim/questions, the site/location chosen,
their risk assessment, as well as data collection methods and equipment
used, data presentation techniques, their results and conclusions.
• Students may also discuss how these improvements would impact their
enquiry itself (making it safer, easier to carry out and complete etc) as well
as the impact of these improvements on their methods, results and
conclusions. – – –
AO3 – 9 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.
• Learners use a good range of specialist terms as appropriate.
Threshold performance
• 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
• 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.
How to answer it
AQA GCSE Geography: Paper 3 Fieldwork Enquiry Guide
This set of questions examines your direct understanding of your own fieldwork enquiries (AO3 – application of knowledge and understanding to interpret, analyse, and evaluate fieldwork data and methods):
💡 Core Enquiry Knowledge
- Secondary data: How published sources support, contextualise, or validate primary fieldwork.
- Sampling strategies: Random, stratified, and systematic designs, and their specific advantages.
🧠 Exam Skills & Application
- Justifying methods (6 marks): Explaining why a collection method was chosen to yield accurate, reliable data.
- Evaluation & Improvement (9+3 marks): Balanced judgements on data reliability, enquiry validity, and tangible improvements.
Role of Secondary Data in Fieldwork Enquiry
Outline how using secondary data can be useful in a fieldwork enquiry. [2 marks]
💡 Key Knowledge
Secondary data is information collected by someone else (e.g., Environment Agency flood maps, census demographic profiles, historical weather data, Ordnance Survey maps).
- Provides context: Helps decide safe and suitable site locations.
- Enables comparison: Compares past vs present (temporal changes) or checks your primary results against official figures.
✅ Model Answers (2 marks)
Format: 1 × 2 marks (point + explanation) OR 2 × 1 mark:
- "Secondary data provides extra information that can be compared against your own results (1), helping to verify findings or identify changes over time (1)."
- "It provides locational context or official baseline data (1), which reduces bias and helps select representative sample sites (1)."
🧠 Exam Technique
Notice the command word "Outline" and the focus on usefulness to the enquiry itself. Always link the secondary source directly to how it improves the conclusion or data comparison.
❌ Common Misconceptions
Do NOT discuss accessibility: The mark scheme explicitly states that credit is not given for saying it is "quick/easy to download from the internet". The focus must be its value to the geographical enquiry.
Primary Sampling Strategies
For either your human or physical enquiry, suggest the advantage(s) of one sampling strategy used for collecting primary data. [3 marks]
💡 Pick ONE Sampling Strategy
- Random: Using random numbers (e.g., coordinates, random pebble pick). Avoids researcher bias; every individual/location has an equal chance of being selected.
- Systematic: Sampling at fixed regular intervals (e.g., every 10 metres along a transect, or every 5th person). Easy to follow, ensures even spatial coverage across an area.
- Stratified: Dividing a population into sub-groups (e.g., age/gender quotas, river upper/middle/lower courses). Ensures proportionate representation of all subsets.
✅ Model Answer: Systematic (3 marks)
Enquiry: River Holme downstream hydraulic change
"I used systematic sampling by measuring river depth at regular 0.5 m intervals across each cross-profile (1). The key advantage is that it provides an agreed, uniform system that prevents personal bias in where measurements are taken (1). This ensured reliable and directly comparable profiles across all study sites (1)."
🧠 How to Get 3 Full Marks
- Mark 1: Clear clarification/definition of your chosen strategy in the context of your enquiry.
- Marks 2 & 3: Two distinct development points explaining why this strategy benefited your data (e.g., removing bias, achieving representative coverage, or consistency).
❌ Common Errors
- Mixing up systematic and stratified sampling definitions.
- Listing two different sampling types. Credit is awarded for one strategy only; writing about two wastes valuable time.
Justifying Human Data Collection Methods
Justify the use of your data collection method(s) in your human geography enquiry. [6 marks]
💡 Typical Human Collection Methods
- Environmental Quality Survey (EQS): Bipolar scale (+3 to -3) measuring aesthetics, noise, litter, and greenery.
- Pedestrian / Traffic Counts: Tallies recorded over fixed time periods (e.g., 5 mins) at set sites.
- Questionnaires / Surveys: Structured questions asked to members of the public.
- Land Use Mapping: RICEPOTS classification of ground-floor retail/services.
🧠 Structuring a Level 3 "Justify" Answer (5–6 marks)
"Justify" requires giving clear reasons why the method was fit for purpose:
- Direct Link to Aim: Why was this data needed to answer your enquiry question?
- Method Design & Accuracy: Why was the scale, timer, or question format chosen?
- Reliability & Comparability: How did standardised recording ensure fair comparisons between sites?
✅ Model Answer: Level 3 (6 marks)
Enquiry: Does regeneration improve the quality of life in Salford Quays?
Methods: Bipolar Environmental Quality Survey (EQS) and Pedestrian Footfall Counts.
"I justified using a bipolar Environmental Quality Survey (EQS) because it allowed us to convert subjective visual judgements about the environment into quantifiable numerical data. By using a standard criteria matrix covering litter, noise, vandalism, and greenery scored from -3 to +3, the method directly tested whether regenerated zones had statistically higher environmental quality than unregenerated zones. To ensure accuracy and minimise individual bias, three students scored the same site independently and calculated a mean average before moving on. In addition, 5-minute pedestrian counts were justified at every EQS site because footfall provides an objective indicator of vitality. Using synchronized stopwatches and tally counters ensured consistent timing, enabling direct, fair comparisons between regenerated commercial zones and older surrounding areas."
❌ Critical Trap: Must Be HUMAN Geography
The mark scheme imposes a severe penalty: Maximum Level 1 (1–2 marks) if you write about a physical geography enquiry (e.g., river flow or pebble size) instead of your human enquiry! Always check the question header carefully.
• Level 3 (5–6 marks): Detailed justification of how method(s) met the needs of the enquiry and ensured accurate data.
• Level 2 (3–4 marks): Clear justification linking method to data collection needs.
• Level 1 (1–2 marks): Descriptive account of what was done, with basic or limited justification.
Fieldwork Evaluation and Improvement
Evaluate the effectiveness of one of your fieldwork enquiries and suggest how your enquiry could be improved. [9 marks + 3 SPaG]
💡 What Needs Evaluating?
- Sampling & Sites: Were enough sites visited? Was the sample size large enough to draw valid conclusions?
- Data Collection Accuracy: Equipment limitations (e.g., flowmeter sticking, subjective EQS scores, tape sagging).
- External Variables: Time of day, weather anomalies, seasonal bias.
- Conclusion Validity: Did your data genuinely answer your hypothesis?
🧠 Exam Technique: Two-Part Balance
To reach Level 3 (7–9 marks), you must address both halves of the command:
- Evaluate effectiveness: What worked well vs what caused errors, anomalies, or limitations in your conclusions?
- Suggest realistic improvements: Explain how specific changes (larger sample, digital flowmeters, different times) would improve accuracy and reliability.
✅ Model Answer Plan (River Enquiry)
Enquiry Title: An investigation into how river channel characteristics change downstream along the River Holme.
- Effectiveness of Methods: Width and depth measurements were effective and reliable because standardized systematic transects were used with taut tape measures. However, velocity measurements using floating dog biscuits had low accuracy due to wind interference, eddy currents, and obstacles, causing anomalies.
- Sampling Limitations: Only 4 sites were measured due to time constraints, and heavy vegetation prevented access to the true upper course, limiting the validity of downstream trends.
- Concrete Improvements:
- Replace float timing with an impeller digital flowmeter held at 0.6 of river depth to eliminate surface wind errors.
- Increase sample sites from 4 to 10 along the river profile to capture changes more smoothly and identify genuine anomalies.
- Collect data across different seasons (summer vs winter) to evaluate how varying discharge affects channel geometry.
- Overall Judgement: The enquiry was partially effective; conclusions supported the Bradshaw Model in general terms, but velocity data lacked the precision needed for rigorous statistical certainty.
❌ Common Errors in 9-Mark Fieldwork Essays
- Only suggesting improvements: Forgetting to evaluate how effective the actual enquiry was in its current state.
- Vague improvements: Writing generic phrases like "take more time" or "be more careful" instead of specific equipment or sampling alterations.
- Ignoring SPaG (+3 marks): Failing to use precise geographical terminology (e.g., anomalies, systematic sampling, validity, reliability, discharge).
📐 SPaG Criteria (Threshold to High)
- High performance (3 marks): Accurate spelling and punctuation throughout; consistent grammatical clarity; fluent use of specialist geographical vocabulary.
- Intermediate (2 marks): Generally accurate spelling and grammar with appropriate terms.
- Threshold (1 mark): Meaning is clear despite occasional errors.
• Level 3 (7–9 marks): Detailed, balanced evaluation of enquiry effectiveness with well-justified, specific improvements. Clear substantiated overall judgement.
• Level 2 (4–6 marks): Clear evaluation of effectiveness and/or suggested improvements. Basic conclusion reached.
• Level 1 (1–3 marks): Mostly descriptive account of what was done; weak or generic evaluation/improvements.
Topics
3.3 Geographical applications · 3.4 Geographical skills · 3.3.2 Section B: Fieldwork · 3.4.6 Formulate enquiry and argument
Question and mark scheme from the AQA GCSE Geography examination, Paper 3, June 2025. QuestionVault is an independent revision resource; questions remain the copyright of the awarding body.