Question 1

Extended evaluation answers in Units 1 and 2 describe a generic scheme or place, for example 'a coastal defence scheme', instead of naming a real, specific case study.

Accepted Answer

Learn one named, specific case study per topic and put its place name in the opening sentence of the answer, not somewhere in the middle.

Question 2

In 'evaluate' or 'to what extent' questions, such as river levees, coastal seawalls, or the Paris Agreement, candidates list only the benefits or only the drawbacks instead of weighing both.

Accepted Answer

Write one paragraph of advantages, one paragraph of limitations, and finish with a sentence that directly compares them and gives a verdict.

Question 3

In Unit 3, candidates answer an 'analyse' or 'describe' question with reasoning about causes, or answer an 'interpret' or 'explain' question with numbers alone, confusing the two command words.

Accepted Answer

For describe, quote the start value, peak, end value and any anomaly straight from your graph or table. For explain, give the geographical reason behind the pattern. Check the command word before you write.

Question 4

The fieldwork graph in Unit 3 is drawn without a full two-variable title, without axis units, or with a scale that does not start at zero and has no break marked, losing marks on a task that should be reliable.

Accepted Answer

Title the graph naming both variables, label both axes with units, start the scale at zero unless you show a clear break, and keep the intervals regular across the axis.

Question 5

When describing trends from a graph, table or population pyramid, candidates write general statements such as 'it increases a lot' instead of quoting the actual figures.

Accepted Answer

State the numbers: the starting figure, the finishing figure, and any point where the trend changes direction. A described trend without a number attached rarely scores full marks.

Question 6

The costs of an ageing population, such as healthcare spending, are filed as a social impact rather than an economic one, mixing up the two categories examiners keep separate.

Accepted Answer

Sort impacts into social (quality of life, family structure, services) and economic (spending, tax revenue, labour supply) before you write, and label them that way in your answer.

Question 7

The epicentre and the focus of an earthquake are used interchangeably, when they are different points: one on the surface, one inside the crust.

Accepted Answer

The focus is the point inside the crust where the rupture starts. The epicentre is the point on the surface directly above it. Use both terms correctly and state which one a question is asking about.

Question 8

Closely spaced isobars on a synoptic chart get read as a sign of heavy rainfall, when they actually indicate a steep pressure gradient and strong wind.

Accepted Answer

Isobar spacing tells you about wind speed, not rainfall. Rainfall depends on the type of front or air mass shown on the chart, so explain the two separately.

試卷	時間	分數	題數	比重	題型
Unit 1: Our Natural World	1小時 30分鐘	100	21	42%	Stimulus and Data Response (Tables, True/False Grids, Definitions), OS Mapwork and Cartographic Skills, Geomorphological and Physical Process Explanation, Extended Case Study Evaluation with QWC
Unit 2: Living in Our World	1小時 30分鐘	100	21	42%	Stimulus Completion, Matching and True/False, Population Pyramid and Graphical Data Plotting, Structured Human Geography Explanation, Extended Case Study and Environmental Evaluation
Unit 3: Fieldwork	1小時	40	8	16%	Enquiry Process and Data Classification, Fieldwork Graph Construction (Grid), Data Analysis and Geographical Theory Interpretation, Methodological Accuracy, Conclusion and Scope Evaluation

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