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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.
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
Key highlights:.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
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:
- 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.
- 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.
- 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.
- 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.
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GCSE Geography grade boundaries
This page outlines the GCSE Geography Grade Boundaries for AQA, Edexcel and OCR exam boards.
Each year the exam boards endeavour to make sure that exam papers are designed to be no easier or harder to achieve a particular grade than previous years. This does mean that each year the percentage required for each grade changes slightly depending on how hard the exam paper is. And so, Oxford Revise has collected all the grade boundaries for the last 5 years of exams, giving you an idea of what percentage you will need to achieve to get a specific grade.
Grade boundaries for your subject are not published before the exams take place. Boundaries are set after exams have been completed and papers have been marked.
Check below for AQA, Edexcel or OCR exam board and see what was required in previous years for GCSE Geography.
AQA GCSE Geography
| 9 | 189/252 (75%) | 193/252 (77%) | 172/252 (68%) | 175/252 (69%) | 184/252 (73%) | 183/252 (73%) |
| 8 | 170/252 (67%) | 173/252 (69%) | 153/252 (61%) | 157/252 (62%) | 165/252 (66%) | 163/252 (65%) |
| 7 | 151/252 (60%) | 154/252 (61%) | 135/252 (54%) | 139/252 (55%) | 147/252 (58%) | 144/252 (57%) |
| 6 | 133/252 (53%) | 134/252 (53%) | 116/252 (46%) | 91/252 (36%) | 129/252 (51%) | 125/252 (50%) |
| 5 | 115/252 (46%) | 114/252 (45%) | 98/252 (39%) | 77/252 (31%) | 112/252 (44%) | 107/252 (42%) |
| 4 | 97/252 (38%) | 94/252 (37%) | 80/252 (32%) | 64/252 (25%) | 95/252 (38%) | 89/252 (35%) |
Edexcel GCSE Geography B
| 9 | 211/256 (82%) | 163/206 (79%) | 173/236 (73%) | 188/252 (75%) | 199/256 (78%) | 192/252 (76%) |
| 8 | 194/256 (76%) | 148/206 (72%) | 155/236 (66%) | 169/252 (67%) | 181/256 (71%) | 174/252 (69%) |
| 7 | 177/256 (69%) | 134/206 (65%) | 138/236 (58%) | 152/252 (60%) | 163/256 (64%) | 157/252 (62%) |
| 6 | 156/256 (61%) | 116/206 (56%) | 117/236 (50%) | 128/252 (51%) | 143/256 (56%) | 136/252 (54%) |
| 5 | 136/256 (53%) | 98/206 (48%) | 96/236 (41%) | 105/252 (42%) | 124/256 (48%) | 117/252 (46%) |
| 4 | 116/256 (45%) | 81/206 (39%) | 76/236 (32%) | 83/252 (33%) | 105/256 (41%) | 98/252 (39%) |
OCR B GCSE Geography
| 9 | 150/200 (75%) | 123/159 (77%) | 136/185 (74%) | 148/200 (74%) | 151/200 (76%) | 151/200 (76%) |
| 8 | 135/200 (68%) | 112/159 (70%) | 122/185 (66%) | 133/200 (67%) | 138/200 (69%) | 137/200 (69%) |
| 7 | 121/200 (61%) | 102/159 (64%) | 109/185 (59%) | 119/200 (60%) | 126/200 (63%) | 124/200 (62%) |
| 6 | 107/200 (54%) | 90/159 (57%) | 94/185 (51%) | 102/200 (51%) | 112/200 (56%) | 110/200 (55%) |
| 5 | 93/200 (47%) | 78/159 (49%) | 79/185 (43%) | 86/200 (43%) | 98/200 (49%) | 97/200 (49%) |
| 4 | 79/200 (40%) | 67/159 (42%) | 65/185 (35%) | 70/200 (35%) | 85/200 (43%) | 84/200 (42%) |
Geography Revision
GCSE, AS and A Level Geography Revision
AQA GCSE Geography – Revision Notes & Study Resources
AQA GCSE Geography mapping file. Download our comprehensive teaching resources and revision toolkit today. Use the mapping table to align with the AQA examination board. Updated and aligned to the new 2020 specification.
| AQA Specification | GCSE Document Reference | Additional Content | |
|---|---|---|---|
| 3.1.1.1 | Natural hazards | ||
| 3.1.1.2 | Tectonic hazards | ||
| 3.1.1.3 | Weather hazards | ||
| 3.1.1.4 | Climate change | ||
| 3.1.2.1 | Ecosystems | ||
| 3.1.2.2 | Tropical rainforests | ||
| 3.1.2.3 | Hot deserts | ||
| 3.1.2.4 | Cold environments | ||
| 3.1.3.1 | UK physical landscapes | ||
| 3.1.3.2 | Coastal landscapes in the UK | ||
| 3.1.3.3 | River landscapes in the UK | ||
| 3.1.3.4 | Glacial landscapes in the UK | ||
| 3.2.1 | Section A: Urban issues and challenges | ||
| 3.2.2 | Section B: The changing economic world | ||
| 3.2.3 | Section C: The challenge of resource management | ||
| 3.3.1 | Section A: Issue evaluation | ||
| 3.3.2 | Section B: Fieldwork | ||
| 3.4 | Geographical skills |
Well done, you’re so close to getting your GCSE in Geography!
Exams are just around the corner and you may be starting to feel a little overwhelmed by the prospect of sitting all of those assessments and under timed conditions at that. The good news is that there is absolutely no need to panic. We’re here to help you get right on track to ace all of your exams. First and foremost you have to create a revision plan. Once you have a thought out and detailed revision plan then all that’s left to do is follow it diligently. To support you in your preparations for your GCSEs here’s all you have to know about them and how we can be of help.
The content of GCSE exams is usually fairly standardised across examination boards in order to give everyone a level playing field and to make it straightforward for all students to move on to A-Levels afterward. However, it’s important to keep an eye out on small differences between the ways that exam boards assess students as this could be a huge help during the revision season. The AQA exam board is unique in that it focuses more on theory than others. This means that you have to have your definitions and understanding of geographical processes prepared for your exams as you’re likely to be tested on them directly (rather than through context-based questions).
About the Board
To get a sense of where the exam board comes from, the Assessment and Qualification Alliance (AQA) board was created in 2000 following a whole series of mergers of exam boards. Today it is one of the largest exam boards in the UK. In the past, parliament has debated whether GCSE courses ought to be graded as modular or linear subjects. As of today, AQA GCSE Geography is a linear subject, which means that the only way for you to obtain your qualification is to sit all of your exams at the end of the course and pass.
How long will the course take to complete?
The most common amount of time that people take to complete their GCSE Geography course is two years. However, it is also possible to do so in one year, or alternatively to start early and take three years to complete the course.
Is any prior knowledge required?
There is no prior knowledge required by the AQA examination board in order to take the GCSE Geography course. All you need to have is ideally an interest in the subject!
What will I study?
As you may have already seen, geography is a subject that is usually split into two strands: physical geography (which studies natural events and processes) and human geography (which studies manmade events and processes). In the physical geography component of your course, you will learn about the challenge of natural hazards; the living world; and, physical landscapes in the UK. Meanwhile, in the human geography component of your GCSE course, you will cover urban issues and challenges; the changing economic world; and, the challenge of resource management. In addition to learning about physical and human geography, you will also learn about geographical applications and acquire geographical skills.
What is the examination process like?
In order to acquire your GCSE Geography certificate, you will be examined through three assessments. The first is an exam (Living with the Physical Environment) which will last 1 hour and 30 minutes and count for 35% of your GCSE grade. The second is another exam (Challenges in the Human Environment) which also take 1 hour and 30 minutes and count for 35% of your final grade. The third and final paper (Geographical Applications) will assess your evaluation of issues and fieldwork (with a pre-released resource booklet). It will last 1 hour and 15 minutes and count for 30% of your GCSE.
It is advisable for you to revise a few hours a day for your GCSE Geography examinations. Two to three hours each day would be optimal as that would give you enough time to get into each topic in detail without risking burnout. Another good way to optimise your time is to stay away from distractions. Leave the TV and social media for the end of your revision sessions as a reward for your hard work.
Don’t forget – revising is not just about reading your textbook. Geography is a very practical subject with plenty of definitions and processes for you to memorise for your exams. A good way to do that is to spend time making mind maps and flashcards. Not only will those be great tools for revision but the process of making them alone will help you retain information. As time goes on it’s good to start doing timed practice papers by using past examination papers. Once you start doing this, you’ll learn about what to expect on exam day and you’ll also learn how to manage your time and cover all that ground before the clock strikes. All of us at GCSE Geography are rooting for you to succeed. To help you we have plenty of engaging resources like quizzes, mind maps, and past papers waiting. So don’t wait around – let’s begin!
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GCSE Geography
2021 exam changes The Government announced that it won't be possible for exams to go ahead as normal this summer. Read more
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| Teaching from: | September 2016 |
|---|---|
| Exams from: | June 2018 |
| QAN code: | 601/8410/3 |
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A Level Geography AQA NEA Grade Boundaries?
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Grade Boundaries See this webpage for a guide to notional component grade boundaries For further information, email [email protected] GCSE Subject grade boundaries - June 2024 exams This document shows the confirmed subject grade boundaries and the notional component grade boundaries for illustrative purposes only
8035 GEOGRAPHY. 252 189. 170 151. 133 115. 97 70. 43 17. 9 8. 7 6. 5 4. 3 2. 1 Subject Code. ... For further information, email [email protected] GCSE Subject grade boundaries - June 2023 exams This document shows the confirmed subject grade boundaries and the notional component grade boundaries for illustrative purposes only
The first worksheet of this document shows subject grade boundaries. The second worksheet shows notional component grade boundaries for illustrative purposes only. ... email [email protected] . 9. 8. 7 6. 5 4. 3 2. 1. Subject grade boundaries - June 2022. Subject Code. Maximum Mark. ... GEOGRAPHY 252. 193 173. 154 134. 114 94. 68 42. 17 8668F ...
Grade boundaries show the minimum number of marks you need for each grade, and are published on results day. Once all exam papers have been marked, grade boundaries are set by senior examiners and assessment experts. It's not until after all the marking has been completed that it's possible to see how difficult students found the paper (for ...
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.
See this webpage for a guide to notional component grade boundaries For further information, email [email protected] GCSE Subject grade boundaries - June 2023 exams This document shows the confirmed subject grade boundaries and the notional component grade boundaries for illustrative purposes only 8658F FRENCH TIER F
They then compare the scripts to decide the mark for this year's boundary, which represents the same standard as last year. They also use statistics to guide their judgment. These statistics look at how students performed in previous tests, we use Key Stage 2 data for GCSE awarding or GCSE data for A-level awarding.
GCSE Geography grade boundaries This page outlines the GCSE Geography Grade Boundaries for AQA, Edexcel and OCR exam boards. Each year the exam boards endeavour to make sure that exam papers are designed to be no easier or harder to achieve a particular grade than previous years.
AQA GCSE Geography - Revision Notes & Study Resources. AQA GCSE Geography mapping file. Download our comprehensive teaching resources and revision toolkit today. Use the mapping table to align with the AQA examination board. Updated and aligned to the new 2020 specification. Well done, you're so close to getting your GCSE in Geography!
What are GCSE grade boundaries? Grade boundaries are the thresholds set by examination boards to determine the final grades of students based on their exam performance. They set the minimum mark a student needs to achieve to get a particular grade. For example, to gain a 9 in AQA GCSE geography in 2023 a student needed to achieve 189 marks or more out of a possible 252 marks.
Raw mark grade boundary tables archive Grade boundaries from previous years are available in our archive. If you need older data, please email [email protected]. Grade boundaries from the most recent exam series are on the grade boundaries page.
GCSE Geography. 8035. Find all the information, support and resources you need to deliver our specification. Teaching from: September 2016. Exams from: June 2018. QAN code: 601/8410/3.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723).
This document presents grade boundaries for GCSE specifications. Subject grade boundaries are presented in the first two sections. In the third section notional component grade boundaries are presented for illustrative purposes only. See this webpage for a guide to notional component grade boundaries.
OxfordAQA International GCSE This document shows the confirmed subject grade boundaries and the notional component grade boundaries for illustrative purposes only Where component marks are scaled, two sets of grade boundaries are shown.
In the third section, notional component grade boundaries are also presented but these are for illustrative purposes only. Note that for the two GCSE Combined Science specifications (8464 and 8465), the notional component grade boundaries for the Higher tier grade 3s are actually notional grade 4-3 boundaries. A guide to notional component ...
Ive always been told by my geography teacher that the geography grade boundaries are usually 85% but i checked the examiners report and for the last 3 years ot has been 73%.
A-level. For these specifications you can see the subject grade boundaries. In a separate section notional component grade boundaries are presented for illustrative purposes only. See this webpage for a guide to notional component grade boundaries. For further information, contact [email protected].
Of course nobody knows but maybe someone from 2021 could say what they were? Because the only grade boundaries I can find are from 2019, so they haven't taken the lowered grade boundaries from COVID into account.
Our registered address is AQA, Devas Street, Manchester M15 6EX. Component grade boundaries - June 2023 exams. This document shows the confirmed subject grade boundaries and the notional component grade boundaries for illustrative purposes only Where component marks are scaled two sets of grade boundaries are shown.