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WJEC 2014 Online Exam Review

GCSE Geography B Unit 2 Section A Higher 4242-03

All Candidates' performance across questions

Question Title N Mean S D Max Mark F F Attempt %1 11866 17 4.2 30 56.6 100

56.6

0 10 20 30 40 50 60 70 80 90 100

1

Facility Factor %

Que

stio

n

GCSE Geography B Unit 2 Section A Higher 4242-03

Line

Sticky Note

Usually the question number

Sticky Note

The number of candidates attempting that question

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The mean score is calculated by adding up the individual candidate scores and dividing by the total number of candidates. If all candidates perform well on a particular item, the mean score will be close to the maximum mark. Conversely, if candidates as a whole perform poorly on the item there will be a large difference between the mean score and the maximum mark. A simple comparison of the mean marks will identify those items that contribute significantly to the overall performance of the candidates. However, because the maximum mark may not be the same for each item, a comparison of the means provides only a partial indication of candidate performance. Equal means does not necessarily imply equal performance. For questions with different maximum marks, the facility factor should be used to compare performance.

Sticky Note

The standard deviation measures the spread of the data about the mean score. The larger the standard deviation is, the more dispersed (or less consistent) the candidate performances are for that item. An increase in the standard deviation points to increased diversity amongst candidates, or to a more discriminating paper, as the marks are more dispersed about the centre. By contrast a decrease in the standard deviation would suggest more homogeneity amongst the candidates, or a less discriminating paper, as candidate marks are more clustered about the centre.

Sticky Note

This is the maximum mark for a particular question

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The facility factor for an item expresses the mean mark as a percentage of the maximum mark (Max. Mark) and is a measure of the accessibility of the item. If the mean mark obtained by candidates is close to the maximum mark, the facility factor will be close to 100 per cent and the item would be considered to be very accessible. If on the other hand the mean mark is low when compared with the maximum score, the facility factor will be small and the item considered less accessible to candidates.

Sticky Note

For each item the table shows the number (N) and percentage of candidates who attempted the question. When comparing items on this measure it is important to consider the order in which the items appear on the paper. If the total time available for a paper is limited, there is the possibility of some candidates running out of time. This may result in those items towards the end of the paper having a deflated figure on this measure. If the time allocated to the paper is not considered to be a significant factor, a low percentage may indicate issues of accessibility. Where candidates have a choice of question the statistics evidence candidate preferences, but will also be influenced by the teaching policy within centres.

4

(4242-03)

Examineronly

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(ii) The opening of MNC factories can have both positive and negative impacts. The fact file below identifies some impacts of the new L’Oreal factory in Mexico.

Use evidence from the fact file to explain why the impacts of the new factory could be seen as both positive and negative. [6]

Facts about the new L’Oreal factory in Mexico

• 400 workers will be directly employed at the factory;• Many of the jobs will be managerial or skilled in

nature;• In addition it is expected that further jobs will be

created as a result of the multiplier effect;• Until the home market grows, many of the products

made will be exported to the USA by lorry;• A wind farm has been built to supply power to the

factory and surrounding area.

New jobsin thefactoryOther jobs

created as a result of the multiplier effect

1. b

Q1 B(II)

Q1 B(II)

Sticky Note

This answer is too general and consists of simplistic statements which are largely taken from the resource. It is therefore only a Level 1 answer. Level 1 = 2 marks. To reach the next level there needs to be more explanation.

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The first sentence here is just copied from the fact file and to reach Level 2 it needs to say how the Mexican economy is not helped.

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Although they have said a wind farm is a positive impact, they do not elaborate on exactly why more power would be an improvement. How would access to more electricity make life easier for local people?

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This candidate has simply repeated the facts listed on the resource. They have said if these are positive or negative but not explained why. This is a Level 1 answer so far.

Q1 B(II)

Q1 B(II)

Sticky Note

How could this answer be improved? Look at the fact file and choose 3 of the points. Then try and write a 'so what' sentence which would explain exactly how that feature would impact on the area. To reach Level 3 there has to be both positive and negative impacts in your answer.

Sticky Note

This candidate has tried to explain how the facts given to them could be said to be positive or negative, but they do not develop these points enough to reach Level 3. They have attempted some basic explanation, so the answer achieved Level 2 = 3 marks.

Sticky Note

These statements have not been elaborated or explained enough to reach Level 3. Why is exporting goods to America an advantage? What sort of negative impact will it have on the environment? To reach the next level the candidate could have explained how lorries cause air pollution which would be a negative impact.

Sticky Note

The candidate is making some attempt to explain the facts in the resource but it is quite simplistic.

(4242-03) Turn over.

5Examiner

only (c) The local government in San Luis Potosi may receive more taxes. This means that they

may be able to employ more public sector workers. Suggest one way that local people will benefit from this. [2]

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1.

Q1 (C)

Q1 (C)

Sticky Note

No marks for this answer. The candidate has not understood that the question is specifically about 'public sector workers'. They have just made a general comment about the benefits of more jobs. It is very important to learn key terms in each theme.

Q1 (C)

Q1 (C)

Sticky Note

Phrases such as 'quality of life' and 'standard of living' always need to be explained in order to gain marks.

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This candidate has understood what public sector workers are and given the example of a police officer. However, there was no mark for just identifying an example. They gain 1 mark for saying that more police will reduce crime, but do not explain how this would improve quality of life which would have gained a second mark.

Q1 (C)

Q1 (C)

Sticky Note

How could an answer gain both marks if the example of a teacher had been used?

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This candidate has given an acceptable example of a public sector worker and then develops the answer with a clear elaboration of how local people would benefit. It achieved 2 marks.

6

(4242-03)

Examineronly

(ii) Explain why many people do informal work in NICs. [6]

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1. d

Q1 d(ii)

Q1 d(ii)

Sticky Note

This candidate makes two basic statements and achieves Level 1 = 2 marks. What other reasons are there why people do informal work? Consider why it is often children who are involved. Think about why some people may not have enough skills for formal jobs.

Q1 d(ii)

Q1 d(ii)

Sticky Note

This answer achieved Level 2 = 3 marks

Sticky Note

Using phrases like 'standard of living' have to be explained in order to gain marks. Think about what people could spend the extra money on such a s education or health care.

Sticky Note

This is a valid point, but needs elaborating to reach Level 3. Add a sentence to explain what 'own conditions' could be.

Sticky Note

This is simply repeating a previous point.

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The candidate is making a very basic point here. They gain credit for stating that there is a shortage of jobs but the second part is not explained sufficiently. Why is it better to work for yourself?

(4242-03) Turn over.

7Examiner

only

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(e) Case studies

Answer only one of the questions, either (i) or (ii).

Either, Tick (√)one box

(i) A case study about international aid.

Explain why the aid was needed.Describe the aid given.

Or,

(ii) A case study about climate change.

Explain why there are differing views about how climatechange can be managed.Describe attempts to manage climate change at the local scale. [8]

1.

Sticky Note

There is no elaboration or explanation that is specific to a place, so this answer is Level 1 = 2 marks.

Sticky Note

No specific sources of aid are referred to and it remains a generic answer. There are some good ideas, but they are not supported with evidence that relates to named charities or other examples of international aid.

Sticky Note

These are generic statements which could be about any area. The answer remains in Level 1.

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This is not an adequate location for a case study. The facts quoted after this do not relate to a specific place either.

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The candidate has reached the top of Level 2 = 4 marks. However, there is not enough place specific detail as to why the aid was needed to reach Level 3. How could this answer have been improved using the Haiti case study example?

Sticky Note

The description of the aid is very detailed. There is good use of illustrative examples and the candidate refers to different types of aid.

Sticky Note

This is a valid example of a disaster event, but the explanation is much too brief. When was the earthquake? How many homes or people were affected? It needs a greater input of facts that relate to this specific event. What were the impacts that meant that international aid was needed?

Sticky Note

This answer makes good use of facts to support their answer. Each point has been elaborated and related to the focus of the question.

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The candidate has chosen a valid example and written a detailed explanation of why aid was needed.

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Although there are many good elements to this answer, it is not sufficiently balanced in terms of level of place specific detail between the two section of the question to reach Level 4. Level 3 = 6 marks.

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The second part of the answer is not so successful. 'Aid was given' is not an adequate description. Who gave the aid? The question refers to international aid but this is not mentioned to at all. There is not even any mention of countries who donated aid or named charities that were involved.

© WJEC CBAC Ltd.

27

Rationale Expected answer

AO

1

AO

2

AO

3

SP

aG

To

tal

(b)(ii) Use evidence from the fact file to explain why the impacts of the new factory could be seen as both positive and negative.

Levels of response marking. Work upwards from the lowest to the highest level. Award 0 marks if the answer is incorrect of irrelevant. Level 1: Comprises simplistic statements, largely taken from the resource. May be positive and /or negative. (1-2 marks) Level 2: Includes some explanation which refers to positive and /or negative impacts. (3-4 marks) Level 3: Gives detailed explanation to show why impacts may be deemed both positive and negative. (5-6 marks) Note: Max Level 2 if the response does not refer to positive and negatives Illustrate responses at each level are provided BUT expect and reward other worthy observations.

Level 1: They bring 400 jobs but they can also cause environmental damage such as ugly wind farms. Level 2. 400 jobs means that unemployment is reduced. With the multiplier effect, even more jobs are created such as taxi drivers / shop keepers. Money is earned from exports to USA. Level 3. Candidates MUST explain why the impacts are both positive and negative. 400 jobs means that unemployment is reduced as people at all skill levels will be employed. With the multiplier effect, more jobs (as many as 800) are created such as taxi drivers / shop keepers. Money is earned from exports if the goods are sold abroad. However, there is sometimes a cost such as visual pollution if factories and wind farms are in view of people’s houses. The managerial or skilled jobs may go to workers brought in from the HQ nation. Whilst exports are gained, the lorries taking the cosmetics to the USA will increase carbon footprints.

2 2 2 6

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28

Rationale Expected answer

AO

1

AO

2

AO

3

SP

aG

To

tal

(c) Public Sector jobs

The local government in San Luis Pitosi may receive more taxes. This means that they may be able to employ more public sector workers. Suggest one way that local people will gain from this.

Candidates may introduce their idea by reference to a named public sector worker, but do not award a mark for the named worker, the question requires a comment on the way that local people will gain. Candidates may respond by discussing that public sector workers themselves earn money, which is taxed, which is feed back into community funds. Do not allow 2 simple points, the suggested gain must be elaborated for 2nd mark Answers relating to improved quality of life should not be credited unless the response is qualified.

These are illustrative. Candidates may introduce their idea by reference to a public sector worker, e.g.......... Teacher: Children can be educated (1) they can gain higher qualifications (1) Nurse: You can get help if you are ill (1) They can give jabs to stop disease (1) Refuse Coll: They keep the streets clean (1)..less disease / smell (1) Council Gardener: The parks will look nice (1)...so families can go somewhere in their leisure time (1)

1 1 2

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30

Question Rationale Expected answer

AO

1

AO

2

AO

3

SP

aG

To

tal

(e)

(i)

CASE STUDY: Either:

A case study about an Aid Scheme

Explain why the aid was needed. Describe the aid given.

Levels of response mark scheme. Work upwards from the lowest level. Award QWC as an integral part of a best fit decision. Award 0 marks if the answer is incorrect or irrelevant

Level 1: Gives a range of generic descriptive or explanation points either of which is simply elaborated. Information is communicated by brief statements. There is a basic structure. There is reasonable accuracy of spelling, punctuation and grammar. (1/2 marks)

Level 2: Provides an elaborated account which includes some description or explanation specific to the place. Communication is clear and logical. Spelling, punctuation and grammar have considerable accuracy. (3/4 marks)

Level 3: Provides an elaborated account which includes both description and explanation specific to the place. Communication is clear, logical and has structure. Specialist terms are used with proficiency. Spelling, punctuation and grammar have considerable accuracy. (5/6 marks)

Level 4: Provides a balanced account which includes both elaborated description and explanation specific to the place. Communication is very clear, sophisticated and well structured. Specialist terms are used adeptly. Spelling, punctuation and grammar have consistent accuracy. (7/8 marks)

The descriptor for level 2 matches the descriptor for Level 3 on the Foundation paper (the highest level possible on that paper).

The aid scheme can be short term emergency aid, such as the relief effort following Hurricane Katrina, the Haiti earthquake / The Pakistan floods. Alternatively, long term development aid may be chosen such as Comic relief in Burkina Faso / Action Aid – goat aid schemes in Kenya.

Candidates who refer (accurately) to different types of aid (Bilateral / Conditional / Multilateral aid) show a very high level of understanding. Level 3 and 4 must include show increasingly detailed knowledge of the type of aid given.

Explanation about why views differ may come from a wide and varying range of starting points. Allow for this. The location of the stakeholder / their job / the way that climate change is already impacting on them (as examples).

Level 3 and 4 must who increasingly detailed knowledge of the local initiatives being employed to manage climate change at the local scale. The role of the individuals and the role of local organisations are likely to feature in responses. Management can include preventative measures and or coping measures.

3 5 8

TOTAL 10 13 7 0 30

© WJEC CBAC Ltd.

29

Question Rationale Expected answer

AO

1

AO

2

AO

3

SP

aG

To

tal

(d) Study the two photographs below. They show informal worker in Mexican cities.

(ii) Explain why many people do ‘informal work’ in NICs.

Levels of response marking. Work upwards from the lowest to the highest level. Award 0 marks if the answer is incorrect or irrelevant.

Level 1: Simple statements.

(1-2 marks)

Level 2: Includes some explanation that contains simple elaboration.

(3-4 marks)

Level 3: Detailed elaboration and specific explanation. (5-6 marks)

Level 1: Irregular hours. No skills / no proper jobs / they are skipping school/irregular hours

Level 2: Education is poor....so they don’t have skills They have just arrived from the countryside so they haven’t had time to look for formal jobs The family may be poor...so the children have to earn money.

Level 3: Irregular hours...so easy to fit in around other work/child care. Education is poor, this means they may not be able to read and write, so many jobs are out of reach. They may have arrived from the countryside in search of work (push factors may be mentioned as well). On reaching the city they find that there are no vacancies. The family may be poor so children have to work, so that the family can eat (or pay for school books / the rent etc). Candidates who refer to named countries / cities / give info about specific jobs will generally be working in level 3.

2 4 6

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