Geography

Examiner Marked
Student Responses
GCSE (9-1) Geography A and B

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography A (1GA0)
Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B (1GB0)
GCSE Geography (9-1) Examiner
Marked Student Responses
Contents
Introduction 1
Short Open Response Questions 2
Calculate questions 8
Open response ‘explain’ questions 11
Open response ‘suggest’ questions 22
8 mark extended open response questions using ‘assess’,
‘evaluate’ and ‘examine’ 30
Fieldwork questions 57
GCSE Geography (9-1) Examiner Marked Student Responses
Introduction
This guide has been put together using student responses to our sample
assessment materials in GCSE (9-1) Geography A and B. For consistency
and comparability, we use the same question types, command words and
levels based mark schemes throughout our GCSE Geography (9-1) A and
B exam papers. The answers and examiner commentaries in this guide
can be used to show the standards across both specifications because the
assessments are comparable.
In this guide we have grouped the answers according to the question

types that may be used in the exam papers. We use a mixture of question
types throughout our exam papers, including:
 Multiple choice questions (MCQ) where students are required to select

the correct answer from a choice of four (A, B, C and D) for one mark. A
variation of this that might be used is where students are required to
select two correct answers from a choice of five.
 Short open response: Usually a single word, up to a couple of
sentences, for between one and three marks.
 Calculation: These could both be short or long, and vary in mark
allocations.
 Open response: Usually a few sentences or a very short paragraph for
four marks.
 Extended open response: Where students are required to assess the
ability to develop extended written arguments and to draw well-evidenced
and informed conclusions about geographical questions and issues. These
questions will always be worth either 8 marks or 12 marks and utilise a
levels-based mark scheme.
Questions will ramp in demand so that question parts that require higher-
order thinking skills and are worth the highest marks are used at the end
of each question.
Our command words are defined in our specifications and will remain the
same for the lifetime of the specification, see page references:
Edexcel GCSE (9-1) Geography A – page 43

Edexcel GCSE (9-1) Geography B – page 49
Questions will only ever use a single command word and command words
are used consistently across our question types and mark tariffs. Please
see page 19 of our GCSE (9-1), AS and A level Geography assessments
guide, which shows how our command words are linked to mark tariffs.
The command word ‘examine’ will only be used in specification A for the 8
mark extended open response questions and ‘assess’ and ‘evaluate’ will be
used in both specifications for the 8 mark extended open response
questions.
© Pearson Education Ltd 2015. 1

Short Open Response Questions
Example 1 – GCSE A, Paper 2, Question 1 c (i) & (iv)
2 © Pearson Education Ltd 2015.

Mark schemes
Student answers to part (i)

Examiner´s comments
This response is awarded 2 marks.
The candidate has actually been awarded two marks for the
sentence included in the ‘Evidence 1’ section, “….the building has
overgrown vegetation (1) and smashed windows (1)”.
Whilst it is expected that the candidate would write one valid point
in each of the evidence sections, this ‘two-in-one’ approach is
acceptable.
In the Evidence 1 section, the candidate has written, “… full of

overgrown vegetation” (1) and in the Evidence 2 section, “…building
is derelict” (1).

This response is awarded 1 mark.
The candidate gets a mark for the first evidence box – overgrown
vegetation (1) (but the crossed out text is not marked).
In the second evidence section, the candidate does provide a
legitimate consequence of deindustrialisation, but as this is not
clearly evident on the resource, does not gain credit.
Student answers to part (iv)
The command word is ‘give’ which means that one mark is awarded for
each change – and no further development is required.
The candidate is awarded their first mark for, “use land-use maps” (1), but
no further credit for the description about how these could be used. The
second mark is awarded for the reference to Google Earth (an example of
GIS) (1) and the third mark for, “… could also use graphs of employment
and unemployment” (1).

The candidate has given ‘use satellite images’ (1), but no further
mark is awarded for the development of this idea because the
command is ‘give’.

This candidate has used bullet-points in their answer; this is fine for
this type of response, but could possibly limit the SPaG marks
available on the later, extended writing questions.

Calculate questions
Example 1 – GCSE A, Paper 2, Question 2a (iii)

Mark scheme
Student answers to part (iii)
The candidate is awarded the first mark for the correct addition of the
total GDP (1), although there is no requirement to write out all of the
data like this candidate has done.
The second mark is awarded for arriving at the correct answer, and
being able to write this to one decimal place (1).

The candidate has correctly calculated the total GDP (1); however,
despite dividing this by the correct number, is not awarded a
second mark because they have failed to write the answer to one
decimal place.

Open response ‘explain’ questions
Example 1 – GCSE A, Paper 1, Question 1 (c) (ii)
Mark scheme
Mark scheme
Mark scheme

Student answers to 1 (c) (ii)
This response is awarded 2 marks. The candidate has identified a
farming activity - cutting trees down (1) and has then explained why
this affects the landscape - decline of plant species (1).
This response is awarded 1 mark. The candidate has identified a
farming activity which affects the landscape - dig up land to plant
crops (1) but has not developed this point by offering any
explanation as to why this affects the landscape. The idea about
‘eating the grass’ is not worthy of credit.

Although the candidate has identified three different activities, none

of these points has been developed (i.e. it is a ‘list’). This means
that they are awarded 1 mark for identifying a farming activity but
do not get the second mark for explaining the impact on the
landscape.
Example 2 – GCSE A, Paper 1, Question 2 (a) (iii)
Mark scheme

Student answers to 2 (a) (iii)
The candidate has made a point about the location of the rip rap (1)
and has explained why this protects the coastline by absorbing wave
energy (1). Although there is additional information about protecting
the coastline the maximum marks have already been awarded.

The candidate has identified that rip rap is placed in front of the
town/ sea wall (1 mark) but has not developed this point to explain
why it protects the coastline.
This answer is not worth any marks. The candidate has confused rip
rap with groynes and there is not any credit worthy material in the
answer.

Example 3 – GCSE A, Paper 1, Question 5 (a) (iv)

Mark scheme
Student answers to 5 (a) (iv)
The candidate makes the initial point that there is more rainfall in
the west (1) followed by two linked points; the first about the wind
picking up moisture over the sea (1) and further development
linking the rising air/ condensation to higher rainfall (1).

The candidate has identified two relevant points about the impact of
the prevailing wind on the UK’s weather (rainfall and temperature).
However, only 1 mark is available for the basic impact so double
credit cannot be given here. A second mark is given for the
development point about temperature. This would need to be further
developed to gain maximum marks.
This response is not creditworthy and has been awarded 0 marks.
While both points are lifted from the resource, the candidate has not
made any links to the prevailing wind direction and not tried to
explain why it is cold at this location.

Example 4 – GCSE A, Paper 1 Question 7 (d) (ii)
Mark scheme
Student answers to part 7 (d)(ii)
The candidate has completed their answer using two separate

points. Both points have clearly identified an adaptation (1) and a
linked explanation (1).

Although the candidate has identified four adaptations in total, only

2 marks are available for this part of the answer. The candidate has
not developed any of these points by offering an explanation about
why the adaptation helps the plant survive in the rainforest, and so
a maximum of two marks can be awarded (for a list).
In section 1, the candidate has identified an adaptation, very long

roots, which is worth 1 mark. The initial point is then followed by
several linked points about this adaptation; however, only 1 further
mark is available for the explanation linked to the stated adaptation
as this is a 2+2 question. The second point has been left bank.

Example 5 – GCSE A, Paper 2, Question 4d
Mark scheme
Mark scheme
Student answers to part 4d

The question only requires one reason, but as it is worth 4 marks, a

good degree of depth (rather than breadth) is needed.
The candidate actually covers two reasons: in the first sentence

there is a potential 1 mark for saying that non-renewable energy
resources will eventually run-out. However, the candidate goes on to
make a separate point about giving off carbon dioxide when burnt
(1) which is a greenhouse gas (1) which can add to the problems of
global warming (1).
The candidate provides examples of non-renewable resources (for no

credit), and then goes on to say that they there is only a fixed
amount of them for 1 mark (‘finite’ on the mark scheme) and that
they will eventually run out for the second mark.

Open response ‘suggest’ questions
Example 1 – GCSE A, Paper 2, Question 1 (e) (iii)

Mark scheme
Student answers to part 1 (e) (iii)

The command word is ‘suggest’ as candidates are required to apply

their knowledge and understanding of this area of the specification,
rather than having any prior learning about the area in the resource.
Therefore, candidates can use information on the resource to help
them with the question and/or apply their own knowledge and
understanding about the reasons for suburbanisation to this
question.
In this example, the candidate has provided two developed points:

 Flat land (1) which is easy to build on (1)
 Main roads and railways (1) which provide easy transport to places
in the city (1).
The candidate has provided two legitimate reasons why

suburbanisation has taken place in Woodthorpe, but has not
developed either idea for any additional marks.

The candidate has written a developed point in the first section

about flat land (2). In the second section, the candidate has
provided a generalised statement – which could explain why
suburbanisation has taken place at Woodthorpe (1), but this has not
been developed further for the fourth mark.

Example 2 – GCSE A, Paper 2, Question 5b (iv)

Mark scheme
Student answers to part 5b (iv)
Question is ‘suggest one reason…’, therefore application of

knowledge and understanding is being assessed here – and a
developed point is required for full marks.
The candidate has made a valid point about differing levels of

rainfall from year to year (1) but this has not been developed for
the second mark, for example by linking this to a decrease in the
availability of water for supply.

The candidate has suggested that changes in government policy

may have affected the water supply levels (1) and has developed
this point by focusing on one part of the graph (late 1980’s) when
there was a decrease in water supply (1).

8 mark extended open response questions using
‘assess’, ‘evaluate’ and ‘examine’
Example 1 – GCSE B, Paper 1, Question 2 (f)
Mark scheme

Indicative content

Student response to part 1 (f)
This response is awarded 5 marks
Logical connections between concepts throughout (AO3). Addresses

the question, mentions the past and the influence that past actions
have had (Industrial revolution etc.). There is some evidence of the
impacts of past events. AO2 needs more emphasis on inter-
relationships between processes and environment.
To reach the next level, the student needs to acknowledge that

climate change is still occurring and demonstrate more accurate
understanding of concepts and their inter-relationship.

Example 2 – GCSE B, Paper 1, Question 2 (f)
Indicative content

Mark scheme

Student response to part 2 (f)

The response is awarded 8 marks and 4 marks for SPAG.
Lots of impacts on the population. Identifies China and gives

examples. Covered a wide range of different impacts, some of the
linkages are not developed as well as they could be. Some
elements are more generic, though the last part of the response
brings it back to China. Good analysis and evidence used.

Example 3 – GCSE A, Paper 2, Question 1 (g)
Mark scheme

Indicative content

Student responses to part 1 (g)

The candidate has demonstrated an accurate understanding of the

attempts to improve the quality of life in a major UK city (Bristol)
and a major city in a developing/emerging country (Sao Paulo). This
is done by considering a range of strategies and how they are
designed to improve the quality of life for the residents of both cities.
There is good use of supporting detail (e.g. facts and figures) and
logical connections are made between what the strategy is and how
it is going to improve the quality of life.
The command word here is ‘evaluate’, which means that the

candidate needs to show degree of reflection – for example in terms
of the effectiveness of the strategies that have been used. In this
response, the candidate opts to provide judgements throughout the
answer, rather than one final statement – which is absolutely fine.


This response is Level 3 because the candidate shows an accurate

understanding of the question and is able to demonstrate a strong
knowledge and understanding about different strategies used in
Birmingham and Mexico City. Another characteristic of this Level 3
response is the logical connections that are made throughout: the
candidate is able to include specific locational information about
strategies, and links this with how the strategy may improve the
quality of life.
This candidate has opted to write their evaluation at the end of their
answer – which is fine, but equally acceptable is the on-going
evaluation shown in exemplar 1.
Overall, it was judged that this response lacked the balanced argument
required for top of band, and therefore was awarded 7 marks.

Example 4, GCSE A, Paper 1 question 2 (a) (iv)
Indicative content

Mark scheme
Student responses to part 2 (a) (iv)

This response is awarded worth 8 marks. This response reaches the
top of Level 3 because the candidate has focused on the command
word ‘examine’ and has both described and explained the physical
processes which work together to form a spit. A range of
information has been used from the resource including:
- direction of the prevailing wind
- direction of sediment movement
- change in direction of the coastline
- fast flowing river (from north to south)
This information has been used to support the explanation of

physical process and to help provide a balanced account which
synthesises relevant understanding of process.
It should be noted that the candidate has not used all the evidence
from the resource (e.g. scale, re-curved end) – the key in this
question is for the candidate to selectively use the evidence to help
explain the role of physical processes in the formation of the
landform.
It is important to note that as the command word is ‘examine’,
ongoing judgements or a final conclusion are not required.
This response is awarded 7 marks. As in the previous example, the
candidate has reached Level 3 because they have met the demands
of the command word ‘examine’ in their answer; again, this requires
the candidate to combine their geographical knowledge and
understanding with the scenario presented by the resource. In this
response, a range of information from the resource has been used,
including:
- direction of prevailing wind
- ‘sediment building up at the headland’
- fast flowing river
- protection of the salt marsh by the spit
As with the 8 mark response above, this candidate has not used all
the evidence from the resource and it is important again to note that
the key is how the information is used rather than just listing
evidence from the resource.
This candidate has also made links between physical processes and
has, overall, written a balanced, well-developed account.
However, this response does not get to the top of Level 3 because
some of the links between the evidence from the resource and the
physical processes at work are not as clearly stated as in the 8 mark
response above. For instance, while this candidate does identify the
role of swash and backwash in moving sediments along the beach and
then goes onto to write about the prevailing wind (end of the first
paragraph) the link between these two elements is not made.
It is important to note that as the command word is ‘examine’,
ongoing judgements or a final conclusion are not required.

This response is awarded 5 marks. This response is Level 2 because
there is some evidence from the resource, but the links between this
evidence and the role of physical processes is not always clearly
stated. The range of evidence used is also more limited than in the
previous two responses. In this case the following information from
the resource has been referred to:
- Prevailing wind direction
- Fast flowing water from the sea in a north to south direction
- Salt marsh forming behind the spit
It should also be noted that some of the information provided (e.g.

movement of sediment ‘from east to west’ and the ‘fast flowing
water from the sea’ is either incorrect or poorly
expressed).However, the candidate has used some evidence and
has obtained some accurate information from the resource. This has
been used to help explain the formation of the spit and there is
some accurate physical process. The inaccuracies in some of the
information have meant that the response has been assessed as a
mid-level 2 answer. If the information used had been more accurate
it would then have been a top level 2 answer.
This response is awarded 4 marks. Although the candidate has
explained the role of longshore drift in the formation of a spit – and
has made links to prevailing wind direction – the answer could have
been completed without the aid of the diagram. In this case, all the
marks have been awarded for the AO3 component and no marks
have been awarded for AO4. Both aspects of the mark scheme (AO3
and A04) need to be addressed at least in part to be gain entry into
Level 2.

Example 5 GCSE A, Paper 1, Question 7 (d) (iv)
Indicative content

Mark scheme
Student answers to part 7 (d) (iv)

This response has been awarded 7 marks in total.
5 marks have been awarded for the AO2 and AO3 parts. The
candidate has written a reasonably balanced approach which
addresses both ecosystems. The answer does demonstrate
understanding of some of the key concepts and connections
between cause and effect. There have been attempts to make
judgements, particularly at the end of the second paragraph.
2 marks have been awarded for SPGST. The spelling and

punctuation is usually accurate although there are some mistakes.
The grammar is of a reasonable standard and errors do not affect
the overall meaning. The candidate has used some specialist terms.
This response has been awarded 3 marks in total. 2 marks have
been awarded for the AO2 and AO3 parts.
Although the candidate has tried to address the impacts of global

warming on both tropical rainforests and deciduous woodlands, the
depth of explanation is limited. The main reference is to the idea
that trees will die because of the hotter climate. While some
attempts have been made to deconstruct information, the level of
understanding and connections between points is limited.
The first paragraph on the causes of global warming is irrelevant to

the question and should not be credited.
1 mark has been awarded for SPGST. The spelling and punctuation
is usually accurate although there are some mistakes. The grammar
is of a reasonable standard and errors do not affect the overall
meaning. The candidate has used some specialist terms.

This response has been awarded 12 marks in total. 8 marks have
been awarded for the AO2 and AO3 parts.
The answer is well structured and focuses on both tropical rainforest
and deciduous woodlands. The description and explanation of the
possible impacts of global warming on both areas are clear with an
accurate understanding of concepts. The answer shows logical
connections between the key ideas and concepts and is well-
balanced between the two ecosystems.
Judgements have been made both through the main body of the
text (e.g. the likelihood of a negative impact) and also in the final
paragraph. It should be noted that ‘assess’ as a command word
does not require a formal conclusion. However, the final paragraph
in this answer is focused on making judgements.
4 marks have been awarded for SPGST. The answer is accurate
spelling and grammar throughout. There is a wide range of specialist
terms used.

Example 6, GCSE A, Paper 2, Question 2 (f)
Indicative content and mark scheme

Student answers to part 2f
The candidate has started by explaining why TNCs (like Siemens

and Nokia) have located in a India (named developing/emerging
country), going on to consider the broader impacts that these TNCs
can have (e.g. the multiplier effect). This demonstrates an accurate
understanding of the question and this has been used to make
logical connections between concepts throughout the answer.
In the second paragraph, the candidate considers the role of private

investment and here the candidate directly meets the demands of
the command word ‘assess’ by considering both the positive and
negatives that TNCs have had on the named country.

The candidate has named a legitimate named developing/emerging

country, but the lack of a named TNC and/or specific supporting
information about India has undoubtedly restricted the marks
available for this answer.
Nevertheless, the candidate does show a clear understanding of the

question and provides some logical connections between TNCs and
the host country; there is some evidence of ‘assess’ (positive and
negatives of TNCs) which helps lift the answer into Level 2, although
this is very generic and lacks the supporting evidence to move it
further up the band.

Fieldwork questions
Example 1 – GCSE A, Paper 3, Question 1e

Student responses to part 1e
My first conclusion for my investigation was the velocity of the River Ure
increased from four equally spaced sites from source (site 1) to mouth
(site 4).
The first data collection technique I conducted was to measure the
velocity of the river. One of the problems when calculating the velocity is
we used different sized floats at each of the sample sites; this is
something that may have affected our results because a larger/heavier
would have led to a slower velocity reading and therefore would may have
skewed the results to show an increase in velocity downstream if lighter
floats had been used at sites 3 and 4. This means that if lighter floats had
been used at sites 3 and 4, the conclusion could have been that velocity
decreases with distance downstream instead. On reflection, it would we
could have reached a more reliable conclusion had we used identical floats
(e.g. biodegradable dog biscuits) at each site – and repeated the method
at each site 5 times so that we could arrive at a median result which
would eliminate external influences such as a gust of wind.
My second conclusion for my investigation was the width of the River Ure
increased from site 1 to 4.The data collection technique used to measure
the width and depth was a measuring tape. One of the problems with this
technique was ensuring that the tape measure was tight to each side of
the river bank to ensure we got an accurate measurement. At sites 1 and
2 the river was flowing faster and there was more wind, which shifted the
middle of the tape down the river so we measured a curve. This could
have affected the reliability of my conclusion because at the sites further
downstream, we measured the width straight across the river channel,
which would have provided accurate width measurement; however,
further upstream at sites 1 and 2, the width readings may have been
inaccurately larger due to flaws in the measuring technique. Therefore,
the conclusion that width increases downstream from sites 1 to 4 may be
unreliable as the results have been influence by external factors such as
velocity and wind speed.

The response is Level 3 because the candidate provides a balanced and

well-developed argument on the reliability of the candidate’s
conclusions with accurate judgements made about the issues related to
the data-collection methods. The issues related to the data-collection
methods have been clearly explained with supporting references to
their own study, for example, indicating the survey sites of a named
river and the external variables that have affected the results which
have led to a potentially unreliable conclusion being reached.
Overall, it was judged that the response did have the depth of the
candidate’s own evidence to support the judgements required for top of
band, and was therefore awarded full marks.
The candidate attempts to discuss the issues related to the data

collection methods used, but their ideas are unbalanced, with
limited development and no clear conclusion provided; for the top of
Level 1, expect a conclusion to be included, e.g. “I concluded that
width and depth increases with distance downstream” .
The candidate has provided no specific reference to their study and

therefore the response is generic, with limited relevant geographical
terminology, therefore this would be a Level 1 response; it would be
expected that a candidate would include some specific evidence
from their own fieldwork to move into Level 2.

Example 2 – Question 2c
Mark scheme
Mark scheme

Student answers to part 2c
The candidate has identified a clear reason for why the students
chose to use a stratified sampling approach (1) with clear
development of that reason, so that visible changes in beach
angle are measured through using the phrases ‘this enabled
them’ and ‘therefore’ (1) and acknowledges a weakness of an
alternative sampling technique (1).
This candidate has provided a reason why the students chose a

stratified sampling approach but haven’t developed why this
sampling approach would have been used.

Example 3 – GCSE A, Paper 3, Question 3d


Student answers to part 3d

The response is Level 3 because it provides a well-developed

argument on the student’s methods and findings based on the CBD
survey, with accurate judgements made about the issues related to
the data-collection methods and their findings
This candidate does pick up on several inaccuracies in the student’s
findings, such as the findings about the dominance of retail and the
existence of industry.
The issues related to the problems of the student’s findings have

been clearly explained with supporting references to Figure 3, for
example, indicating that residential was the dominant land use and
not retail. The student has also linked their explanations about the
findings to methods used and there is evidence of geographical
terminology used consistently. As this is an evaluate question, the
student has provided a short concluding comment on their thoughts
related to the methods and findings.
The candidate address the methods and finding carried out by the
student, but the answer is lacks the balance required for top of Level
3, with the evaluation about the findings being stronger than that of
the methods.

The candidate has attempted to evaluate the issues related to the

methods and findings but their ideas are not consistently fully
developed. The candidate has provided some reference to the study,
using both Figure 3 and the findings, with some reference to
geographical terminology.
This response gets into Level 2 as both the methods and findings
have been considered and some links made, but these ideas need to
be developed more fully to move the answer to the top of Level 2.

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Examiner Marked

GCSE (9-1) Geography A and B

In this guide we have grouped the answers according to the question

 Multiple choice questions (MCQ) where students are required to select

Edexcel GCSE (9-1) Geography A – page 43

© Pearson Education Ltd 2015. 1

Example 1 – GCSE A, Paper 2, Question 1 c (i) & (iv)

2 © Pearson Education Ltd 2015.

Student answers to part (i)

© Pearson Education Ltd 2015. 3

In the Evidence 1 section, the candidate has written, “… full of

4 © Pearson Education Ltd 2015.

Student answers to part (iv)

© Pearson Education Ltd 2015. 5

6 © Pearson Education Ltd 2015.

© Pearson Education Ltd 2015. 7

Example 1 – GCSE A, Paper 2, Question 2a (iii)

8 © Pearson Education Ltd 2015.

Student answers to part (iii)

© Pearson Education Ltd 2015. 9

10 © Pearson Education Ltd 2015.

Open response ‘explain’ questions

Example 1 – GCSE A, Paper 1, Question 1 (c) (ii)

© Pearson Education Ltd 2015. 11

12 © Pearson Education Ltd 2015.

Although the candidate has identified three different activities, none

Example 2 – GCSE A, Paper 1, Question 2 (a) (iii)

© Pearson Education Ltd 2015. 13

14 © Pearson Education Ltd 2015.

© Pearson Education Ltd 2015. 15

16 © Pearson Education Ltd 2015.

Student answers to 5 (a) (iv)

© Pearson Education Ltd 2015. 17

18 © Pearson Education Ltd 2015.

Example 4 – GCSE A, Paper 1 Question 7 (d) (ii)

Student answers to part 7 (d)(ii)

The candidate has completed their answer using two separate

© Pearson Education Ltd 2015. 19

Although the candidate has identified four adaptations in total, only

In section 1, the candidate has identified an adaptation, very long

20 © Pearson Education Ltd 2015.

Example 5 – GCSE A, Paper 2, Question 4d

Student answers to part 4d

© Pearson Education Ltd 2015. 21

The question only requires one reason, but as it is worth 4 marks, a

The candidate actually covers two reasons: in the first sentence

The candidate provides examples of non-renewable resources (for no

22 © Pearson Education Ltd 2015.

Open response ‘suggest’ questions

Example 1 – GCSE A, Paper 2, Question 1 (e) (iii)

© Pearson Education Ltd 2015. 23

Student answers to part 1 (e) (iii)

24 © Pearson Education Ltd 2015.

The command word is ‘suggest’ as candidates are required to apply

In this example, the candidate has provided two developed points:

The candidate has provided two legitimate reasons why

© Pearson Education Ltd 2015. 25

The candidate has written a developed point in the first section

26 © Pearson Education Ltd 2015.

Example 2 – GCSE A, Paper 2, Question 5b (iv)