> GCE Geography H481/02: Human interactions Advanced GCE Mark Scheme for Autumn 2021Oxford Cambridge and RSA Examinations >. GRADED A

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Comprehensive A wide range of detailed and accurate knowledge that demonstrates fully developed understanding that shows full relevance to the demands of the question. Precision in the use of... question terminology. Knowledge and understanding shown is consistently applied to the context of the question, in order to form a: clear, developed and convincing analysis that is fully accurate. clear, developed and convincing interpretation that is fully accurate. detailed and substantiated evaluation that offers secure judgements leading to rational conclusions that are evidence based. Quantitative, qualitative and/or fieldwork skills are used in a consistently appropriate and effective way and with a high degree of competence and precision. There is a well-developed line of reasoning which is clear and logically structured. The information presented is relevant and substantiated. Thorough A range of detailed and accurate knowledge that demonstrates welldeveloped understanding that is relevant to the demands of the question. Generally precise in the use of question terminology. Knowledge and understanding shown is mainly applied to the context of the question, in order to form a: clear and developed analysis that shows accuracy. clear and developed interpretation that shows accuracy. detailed evaluation that offers generally secure judgements, with some link between rational conclusions and evidence. Quantitative, qualitative and/or fieldwork skills are used in a suitable way and with a good level of competence and precision. There is a line of reasoning presented with some structure. The information presented is in the most-part relevant and supported by some evidence.H481/02 Mark Scheme October 2021 9 Reasonable Some sound knowledge that demonstrates partially developed understanding that is relevant to the demands of the question. Awareness of the meaning of the terms in the question. Knowledge and understanding shown is partially applied to the context of the question, in order to form a: sound analysis that shows some accuracy. sound interpretation that shows some accuracy. sound evaluation that offers generalised judgements and conclusions, with limited use of evidence. Quantitative, qualitative and/or fieldwork skills are used in a mostly suitable way with a sound level of competence but may lack precision. The information has some relevance and is presented with limited structure. The information is supported by limited evidence. Basic Limited knowledge that is relevant to the topic or question with little or no development. Confusion and inability to deconstruct terminology as used in the question. Knowledge and understanding shows limited application to the context of the question in order to form a: simple analysis that shows limited accuracy. simple interpretation that shows limited accuracy. Un-supported evaluation that offers simple conclusions. Quantitative, qualitative and/or fieldwork skills are used inappropriately with limited competence and precision. The information is basic and communicated in an unstructured way. The information is supported by limited evidence and the relationship to the evidence may not be clear.H481/02 Mark Scheme October 2021 10 Question Answer Mark Guidance 1 (a) Study Fig.1, which shows employment share by sector for Glasgow in 1971 and 2015. Use one piece of evidence from Fig.1 to explain the influence of globalisation on structural economic change.  employment in secondary industry decreased from 31% to 7% () advances in transport technology, such as bulk handling and containerisation, enable goods to be moved more cheaply around the globe (DEV) contributing to deindustrialisation / loss of manufacturing in ACs to LIDCs and EDCs (DEV)  employment in tertiary and quaternary sectors increased from 67% to 92% () [tertiary 58%- 67% () / quaternary 9%-25% ()] advances in communications technology have improved interconnections / interdependence (DEV) and rise of service industry / hubs in ACs (DEV)  overall employment decline in primary and secondary sectors (33%-8%) and growth in tertiary and quaternary sectors () demonstrates structural economic change which is part of global shift / NIDL (DEV) role of TNCs and nation states in driving economic change across the globe (DEV) 3 AO2 x2 AO3 x1 AO2 – 2 marks AO3 – 1 mark 1 x 1 () for specific evidence interpreted from the resource. 2 x 1 (DEV) for drawing conclusions from specific resource evidence to explain the influence of globalisation on structural economic change. 1 (b) Study Fig. 2, which shows percentage of primary pupils eligible for free school meals in the West Midlands, 2017. Using evidence from Fig. 2, suggest factors that might explain the spatial pattern of social inequality shown. 8 AO2 x4 AO3 x4 Indicative content AO2 – 4 marks Eligibility for free school meals (eFSM) is an index of social inequality. Application can be made by households which receive any government benefit such as Income Support, Jobseeker’s Allowance or Universal Credit.H481/02 Mark Scheme October 2021 11 Level 3 (6-8 marks) Application of knowledge and understanding is thorough. Analysis of the spatial pattern of social inequality is clear, developed and accurate (AO2). Demonstrates thorough investigation of the choropleth map to fully evidence the spatial pattern of social inequality. Ideas about the spatial pattern of social inequality are good (AO3). Level 2 (3-5 marks) Application of knowledge and understanding is reasonable. Analysis of the spatial pattern of social inequality is sound and accurate (AO2). Demonstrates reasonable investigation of the choropleth map to fully evidence the spatial pattern of social inequality. Ideas about the spatial pattern of social inequality are sound (AO3). Level 1 (1-2 marks) Application of knowledge and understanding is basic. Analysis of the spatial pattern of social inequality is basic and accurate (AO2). Demonstrates basic investigation of the choropleth map providing limited evidence of the spatial pattern of social inequality. Ideas about the spatial pattern of social inequality are limited, with limited or no link to resource evidence (AO3). 0 marks No response or no response worthy of credit. Application of knowledge and understanding to analyse the spatial pattern of social inequality of primary pupils eligible for free school meals could potentially include factors such as:  income – higher %s of eFSM where household income is low or irregular, for example in areas of higher levels of unemployment, or where parents have limited qualifications and are in low-skilled jobs.  employment – higher % of eFSM where higher levels of unemployment / industrial decline / families claiming universal credit and other benefits, possibly highest concentrations in urban neighbourhoods / estates. Contrasting with areas of lower unemployment such as some outer suburbs / commuter villages / areas of economic growth  housing – higher %s of eFSM where housing is more affordable / rents are lower, possibly inner city areas of terraced housing / flats  deprivation – higher %s of eFSM where families live in area [Show More]

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