AQA GCSE Geography Exam Analysis 2024

Blog > AQA GCSE Geography Exam Analysis 2024

Over the coming days, we’ll be adding a range of resources and information to support the exam analysis of the 2024 AQA GCSE Geography results.

Data

The graphic below shows the grade boundaries for the AQA GCSE Geography exams between 2018 and 2024, along with the % required to access each grade and the % change between 2024 and previous years. Click here to download v1.0 of this data in Excel.

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2024 AQA GCSE Geography exam analysis data

Exam Report

Paper 1 Report Summary

Key Highlights:

Overall Performance:
- The majority of students performed better than in previous years, with most questions being accessible to all ability levels. The full range of marks was used effectively, with higher mean marks noted across the cohort.
- Multiple-choice and low-tariff questions were generally answered well, particularly in graphical interpretation, map reading, and mathematical abilities.
Strengths:
- Students demonstrated strong knowledge of climate change, tropical storms, and physical geography topics such as food webs, tropical rainforests, and plant adaptations in extreme environments.
- Many introduced relevant case study material when prompted, especially in questions that required in-depth knowledge.
- Performance on 6- and 9-mark questions improved, with many students managing to deconstruct these questions effectively, addressing the evaluative aspects.
Challenges:
- Map Skills: Students often struggled with basic map skills, including describing relief and drainage.
- Geographical Vocabulary: Some students misunderstood key geographical terms such as biodiversity, selective logging, and managed retreat.
- Physical Processes: There was confusion about physical processes like erosion and landform recognition, particularly with coastal, river, and glacial landforms.
- Command Words: Students sometimes misinterpreted command words like “explain” or “compare,” which affected their ability to structure answers appropriately.
- Graph Completion: Many students failed to complete graph-related tasks, missing straightforward questions.
Recommendations for Improvement:
- A focus on enhancing map skills and understanding of physical geography processes is recommended.
- Teachers should emphasize the correct use of geographical terminology and the interpretation of key command words.
- Greater attention to developing comprehensive answers for higher-mark questions would benefit students, particularly in the use of case studies and application of knowledge to exam resources.

The report stresses the importance of holistic preparation, focusing on applying knowledge rather than rote memorisation. It also suggests that some students would benefit from improved exam technique, particularly in terms of timing and structure.

Paper 2 Report Summary

Key Highlights:

Areas of Excellence:
- Students displayed excellent geographical knowledge and understanding, particularly when using local examples in their responses.
- Case studies were generally well-remembered and integrated into answers.
- There was significant improvement in interpreting and analyzing diverse sources like text, graphs, maps, and photographs.
- Many students accurately answered skills-based questions, particularly geographical and mathematical ones, although calculating percentage increases remained a challenge.
- Students were well-prepared, as indicated by the minimal number of unanswered questions.
- High-performing students demonstrated an ability to organize and apply information effectively to specific questions rather than relying on pre-learned answers.
Challenges Faced by Students:
- Locational Knowledge: Students struggled with identifying and locating countries on maps.
- Decoding Questions: Many students had difficulty reordering their knowledge to answer extended-writing questions, particularly those targeting higher-level assessment objectives (AO3).
- Use of Figures: Some students failed to adequately use figures and repeated case study knowledge instead of applying understanding to provided materials.
- Mathematical Skills: Calculating percentage increases was a recurring issue for many students.
Success in Point Marked Questions:
- Multiple-Choice Questions (MCQs): Simple mathematical and observational tasks, such as grid references and straight-line measurements, were performed well.
- Short Answer Questions: High-performing students demonstrated strong skills in using graphs and charts and could elaborate well on points in ‘outline’ questions.
- Knowledge and Application: Students familiar with key geographical terminology performed better in applying knowledge and understanding to source material.
Areas of Struggle in Point Marked Questions:
- Students frequently made mistakes due to misreading questions (e.g., confusing push and pull factors) or lacked knowledge of specific terminology (e.g., derelict or regional).
- In some cases, mathematical challenges persisted, particularly with percentage calculations, while lower-scoring students often failed to move beyond basic information from the provided source material.
Levels Marked Questions:
- 4-Mark Questions: Success came from linking understanding with the provided figure (AO2 and AO3), with students referencing case studies like the Olympic Park or Shell in Nigeria to support answers.
- 6-Mark Questions: The best responses showed an effective use of figures and students’ own knowledge. Some students demonstrated advanced geography by explaining causal loops between development and migration.
- 9-Mark Questions: Strong answers often incorporated case studies even when not explicitly required, helping students engage deeply with questions on topics such as urban sustainability or transport infrastructure improvements.
Recommendations for Improvement:
- Decoding Questions: Students should be encouraged to carefully read and interpret questions, especially AO3 questions requiring application of knowledge.
- Terminology: Increasing familiarity with key terms and geographical vocabulary would aid in addressing questions more effectively.
- Use of Figures: Teachers should emphasize the importance of using figures provided in the question to avoid losing marks by relying solely on case study knowledge.

Conclusion:

While students displayed strengths in knowledge retention, interpretation of data, and answering most questions, some struggled with map reading, decoding complex questions, and using figures effectively. Addressing these areas would help improve overall performance, particularly in higher-tariff questions.

Paper 3 Report Summary

Section A: Issue Evaluation

This part of the exam required students to evaluate a geographical issue, focusing on human, physical, and environmental aspects, often through a synoptic approach. This section had a high proportion of marks dedicated to AO3 (application and evaluation of geographical information).

Key Points:

Successes:
- Most students demonstrated an understanding of both broader aspects of the issue and the complexity of decisions impacting local communities and environments.
- Many students used evidence effectively from the pre-release materials to develop their answers for the 6- and 9-mark questions.
- The use of the Ordnance Survey map and geographical skills showed improvement compared to previous years, particularly in identifying physical features.
Challenges:
- Some students struggled with developing their answers for 2- and 3-mark questions. They often failed to provide the necessary evidence or development to support their responses.
- Students frequently copied information from the resources without explaining its relevance, which limited them to Level 1 marks.
- Basic map-reading skills and understanding of physical geography were still challenging for some students.

Section B: Fieldwork

This section evaluated both familiar and unfamiliar fieldwork scenarios. It assessed how well students could apply their geographical skills and understand the fieldwork process.

Key Points:

Successes:
- Most students demonstrated an understanding of how to present and analyze fieldwork data, particularly in the seen fieldwork section.
- Students were generally successful in basic numerical tasks, such as calculating values for pie charts and interpreting dispersion diagrams.
Challenges:
- A significant number of students did not clearly identify their fieldwork title, which made it difficult for examiners to understand the context of their answers, affecting their overall marks.
- Many students did not address the specific demand for physical or human geography fieldwork in certain questions, leading to restrictions on their marks.
- A high percentage of students failed to complete basic skills questions, such as those involving numerical calculations or graph completions.

Overall Strengths:

The paper provided accessible questions for students across all abilities, and the overall mean marks were slightly higher than in previous years.
The time extension for the paper allowed students to write more detailed responses, especially for the longer 6- and 9-mark questions.
Multiple-choice questions were effectively completed by most students, with a high percentage achieving correct answers.

Areas for Improvement:

Students need to improve their ability to develop answers, especially for higher-mark questions, by using evidence effectively and providing more in-depth explanations.
Teachers should emphasize the importance of understanding the fieldwork process and linking the fieldwork title clearly to the enquiry methods.
Basic map-reading and geographical skills, such as using the Ordnance Survey map, still need to be strengthened.

Recommendations:

Teachers should continue to work on enhancing students’ analytical and evaluative skills, particularly for AO3-targeted questions.
Fieldwork preparation should emphasize understanding the full enquiry process, including how data collection methods relate to the hypothesis or enquiry title.
Students should practice developing answers using evidence and avoid merely copying information from resources without offering explanations.

In summary, the exam showed an overall improvement in student performance, particularly in the Issue Evaluation section, though there are still notable areas where students can enhance their understanding of map reading, evidence usage, and fieldwork application.