Examiners’ Report

June 2023
GCE Geography 9GE0 01
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June 2023

Publications Code 9GE0_01_2306_ER

All the material in this publication is copyright

© Pearson Education Ltd 2023

GCE Geography 9GE0 01 2

 Introduction

The 2023 series was the first ‘usual’ series taken since 2019. It was also the first high stakes
examination that the 2023 cohort had taken (as the 2021 GCSE series were teacher assessed
grades) and there was no Advanced Information which had been given to the 2022 cohort.

There was however a decrease in the number of candidates using extra paper in completing
their responses. Centres are to be congratulated in impressing upon their candidates that it
is the quality rather than the quantity of the response that they should be focused on. The
fall in numbers of candidates using extra paper was particularly noticeable in 1b, possibly as
a result of a question having a focus on managing volcanic as opposed to other tectonic
hazards.

In general, the June 2023 paper was accessible to candidates across the ability range. There
was evidence of high-quality work in all of the high mark tariff questions. In terms of the two
option questions, Question 3 (‘Coasts’) was again far more popular than Question 2
(‘Glaciation’). It was pleasing to note, however, that the numbers attempting the glaciation
questions rose slightly to around 8% of the cohort – possibly as a result of the ability of
centres to carry out field studies in relict and active glaciated areas.

3 GCE Geography 9GE0 01

Question 1 (a)(i-iii)

This was a stepped question that was similar to that set in 2020. The majority of candidates
were able to correctly calculate the sum of the squared differences as 121 but a surprisingly
large amount were unable to calculate the rs correctly. Common errors included forgetting to
take the calculated value of the right-hand part of the equation from 1 or being able to
substitute the correct value of 10 for n.

There were also a significant number who were unable to express the rs value to two decimal
places. Centres are encouraged to ensure that their candidates are confident in handling the
named statistical tests in the specification as well as being accurate in their understanding of
rounding.

There is a comprehensive list of the skills at the end of each of the sections of 9GE01 and
centres are reminded that the AO3 marks can come from any of these skills, not just the ones
listed after the section on Tectonic Processes and Hazards.

GCE Geography 9GE0 01 4

 Question 1 (b)

It was pleasing to see that many centres had taken on board the comments made in the 2022
Examiners Report over the need to ensure that candidates could answer questions on a
range of tectonic hazards and not rely solely on their Haiti and Tohoku case studies.
Candidates who had either studied a range of volcanic case studies or had followed the
specification 1.8/9 and used a hazard management cycle approach or assessed the value of
using mitigation and adaptation strategies found the essay relatively straightforward and
obtained pleasing marks. The range of case studies used by some candidates proved
problematic as some were insecure in the details of the management of the Eyjafjallajokull
eruption of 2010 in Iceland, whilst others tended to describe the impacts of the eruption of
Nyiragongo 2002 and the subsequent lava flows into Goma as opposed to assessing the
effectiveness of strategies used to manage the impacts of these volcanic events. Sadly, some
even tried to use the 2010 Haiti earthquake as an example which was unfortunately self-
penalising.

The very best answers outlined at the start of the essay what they understood by the term
effective and then used this definition in their assessment of the effectiveness of varying
strategies either in terms of managing the type of impacts (social or economic) or in
considering whether there had been more effective short term rather than long term
management.

This demonstrates accurate and relevant knowledge and understanding of the effectiveness
of strategies used to manage the impacts of volcanic hazards. The candidate also produces a
full and coherent interpretation that is relevant and supported by evidence drawn from
Iceland and the USA. The candidate also makes supported judgements about the significance
of lava diversion, evacuation, building design and radon gas measurement throughout the
response. Level 3 10 marks.

5 GCE Geography 9GE0 01

GCE Geography 9GE0 01 6
 The candidate ensures that their understanding of success is outlined
at the start of the essay and uses the language of assessment
throughout.

The response could have been improved if the candidate had more
accurate AO1 knowledge particularly concerning the portability of
predictive equipment such as radon gas monitors.

7 GCE Geography 9GE0 01

Question 2 (a)

This question was generally answered well by the candidates. Most showed a good
understanding of the process of glacier movement and were able to correctly explain the
contribution of meltwater to these processes. Centres are reminded that questions
containing key words such as ‘contribute’ allow candidates to examine other factors and
processes beyond those written in the question. In this case better answers used the
information in the diagram to highlight that some glacial processes such as internal
deformation did not rely on meltwater and indeed in some cases contributed more to glacier
movement. Others highlighted factors such as gradient as also contributing to the movement
of temperate glaciers.

This demonstrates accurate and relevant geographical knowledge and understanding of how
meltwater contributes to the movement of temperate glaciers. The candidate applies this
knowledge and understanding to find fully relevant connections/relationships between the
resource and the question. Level 3 5 marks.

GCE Geography 9GE0 01 8

 This response was awarded level 3 as it recognises the contribution
that meltwater, developed through pressure melting plays in basal slip.
It also examines the impact of local factors such as gradient.

It could have been improved if the candidate had also examined in

greater detail the contribution of internal deformation regelation slip.

9 GCE Geography 9GE0 01

Question 2 (b)

This question was also found accessible by the majority of candidates who could correctly
explain the positive feedback loop depicted in the resource. Candidates also identified that
there were other feedback loops (both positive and negative) that impact on the size of ice
sheets and sea ice. These included feedback loops such as the melting of permafrost.

This demonstrates accurate and relevant geographical knowledge and understanding of the
role of feedback in changing the size of ice sheets and sea ice and has relevant
connections/relationships between the resource and the question. Level 3-5 marks.

A variety of feedback loops could have been explained.

The candidate could have improved their answer by developing their

explanation of the other feedback loops such as the interaction of sea
water with ice.

GCE Geography 9GE0 01 10

 Question 2 (c)

Periglacial questions have always proved to be challenging for some candidates and the 2023
Q2c highlighted the need for centres to ensure that their candidates are secure in their
understanding of both the processes and the resulting landforms of periglacial areas. Whilst
it is recognised that landscapes with periglacial features are harder to access for fieldwork
than active or relict glacial landscape, they are still an important part of the specification and
will continue to be examined. Despite these comments the Principal examiner is pleased to
report that there was some very pleasing work as the following example highlights.

This demonstrates accurate and relevant geographical knowledge and understanding of the
role of melting and refreezing cycles in forming distinctive periglacial landscapes. It has a
broad range of geographical ideas, which are detailed and fully developed. Level 3 8 marks.

11 GCE Geography 9GE0 01

GCE Geography 9GE0 01 12
 The response explained the role of melting and freezing in the
formation of a variety of periglacial landforms such as ice wedge
polygons, patterned ground, solifluction lobes and open pingoes. In
particular the response focuses well on the key word in the question
which was ‘distinctive’.

It could have been improved by naming at least one periglacial

landscape where these landforms may be found.

13 GCE Geography 9GE0 01

Question 2 (d)

This question was answered well by the majority of the candidates and it was pleasing to see
that as many opposed the view as supported it. As with many of the 20-mark questions that
use the word (un)successful, the best answers outlined at the start (or in a conclusion) what
they understood by the word ‘(un)successful’ and then evaluated their case study material to
support (or to oppose) their view. Centres are reminded to ensure that their candidates are
fully aware of the need to examine both types of glaciated landscapes (active and relict).

This demonstrates accurate and relevant geographical knowledge and understanding of the
extent to which the management of active and relict glaciated landscapes is likely to be
unsuccessful. The candidate applies this knowledge and understanding to produce a full and
coherent interpretation that is supported by evidence and comes to a rational, substantiated
conclusion. Level 4 17 marks.

GCE Geography 9GE0 01 14

15 GCE Geography 9GE0 01
GCE Geography 9GE0 01 16
17 GCE Geography 9GE0 01
This was a cogent answer that sought to explore the reasons why the
management of active and relict landscapes was likely to be successful
(and therefore opposing the view) as a result of both the existing
successful schemes in place as well as the value of such landscapes
ensuring that they would continue to be managed. Unlike many other
responses it did not take an overt case study route and highlights that
the majority of marks in the 20-mark questions are for AO2 as
opposed to AO1 marks.

The response could have been improved by identifying where in the

case study material that was used (such as the Lake District or
Yosemite) there had been successful management and where there
had not.

GCE Geography 9GE0 01 18

 Question 3 (a)

This question was generally answered well. Most candidates were able to explain the
contribution of erosion in creating sediment within a sediment cell. It was also pleasing to
see that many also recognised that the word contribution allowed them to explain other
processes such as sub-aerial process on the cliff face as well as aeolian processes and the
role of destructive waves creating sediment from the beach. Centres are reminded, however,
to ensure that their candidates understand that the word explain requires more than just the
listing of erosional processes. There were a substantial minority who simply listed the
erosional processes and did not explain how these processes could create sediment. These
responses rarely achieved more than level 1 marks.

This demonstrates accurate and relevant geographical knowledge and understanding of the
contribution of erosional processes in producing sediment. The response applies knowledge
and understanding to geographical information logically to find fully relevant
connections/relationships between the resource and the question. Level 3 5 marks.

19 GCE Geography 9GE0 01

GCE Geography 9GE0 01 20
 This response correctly identified the processes of hydraulic action and
abrasion in creating sediment and linked it well to the resource. The
response also notes the possibility that weathering may contribute to
the creation of sediment.

The response could have been improved if these weathering processes

had been explained rather than just listed.

21 GCE Geography 9GE0 01

Question 3 (b)

This question was found accessible by the majority of candidates who were successfully able
to explain how rising sea temperatures had led to thermal expansion and so to the increase
in sea level. Many also linked the role of global warming on the melting of land-based ice
sheets as well as glaciers in also causing the observed rise in sea level. Many candidates
were, however, unable to distinguish between the role of the melting of the Arctic ice cap and
the Antarctic ice cap and some unfortunately ignored the resource and explained processes
that occurred several thousand years ago.

This demonstrates accurate and relevant geographical knowledge and understanding of the
role of global warming in changing mean sea level since 1920. It applies knowledge and
understanding to geographical information logically to find fully relevant
connections/relationships between the resource and the question. Level 3 5 marks.

GCE Geography 9GE0 01 22

 This answer starts with a brief explanation of global warming before
accurately using the resource. It then explains how increasing
temperatures cause thermal expansion as well as how increasing
temperatures cause polar ice caps to melt and so contribute to a
positive feedback loop.

The answer could have been improved if there had been greater
accuracy on how melting of specific polar ice caps would lead to sea
level rise.

23 GCE Geography 9GE0 01

Question 3 (c)

Candidates generally found this question challenging. Cliff profiles are detailed in three parts
of the specification:

2B.2c Geological structure (jointing, dip, faulting, folding) is an important influence on coastal
morphology and erosion rates, and also on the formation of cliff profiles.

2B.3b Differential erosion of alternating strata in cliffs (permeable/impermeable,

resistant/less resistant) produces complex cliff profiles.

2B.6c Mass movement creates distinctive landforms (rotational scars, talus scree slopes,
terraced cliff profiles).

It was therefore rather disappointing that a substantial number of responses showed little
understanding of what a cliff profile might be. Many simply wrote about concordant and
discordant coasts and ignored the word cliff profile completely.

The best responses went beyond a rather simplistic steep and gentle cliff profile and
examined the role of dip and differential strata in forming contrasting cliff profiles.

Whilst centres are to be congratulated on ensuring that their candidates are secure in their
understanding of coastal processes, the responses to this question highlighted the need to
ensure that in future candidates are secure in their understanding of how geology (lithology)
as well as geological structure play a vital role in shaping the coast.

This demonstrates mostly accurate and relevant geographical knowledge and understanding
of the role of geology in the formation of contrasting cliff profiles. Understanding addresses a
broad range of geographical ideas, which are detailed and fully developed. Level 3 7 marks.

GCE Geography 9GE0 01 24

25 GCE Geography 9GE0 01
The response correctly explains the role of lithology (igneous and
metamorphic rocks compared to sedimentary rocks) in creating steep
and more gently sloped cliff profiles (though it would have been better
if the example of igneous/metamorphic cliffs had been the Isle of
Arran rather than the Jurassic coast!). The response then explains how
the dip of the rock strata can also cause contrasting cliff profiles with
landward dip creating steeper cliff profiles than those with a seaward
dip. Finally, the response tackles concordant and discordant coasts.
This is the least convincing part of the response, but the candidate
does try to link this with a cliff profile being more ‘complex’.

The answer could have been improved if the candidate had been
accurate in their choice of case studies support as well as using more
named examples in their response.

GCE Geography 9GE0 01 26

 Question 3 (d)

In contrast to the previous question the majority of candidates were able to produce sound
coherent answers to this question. There were a variety of approaches taken with some
candidates focusing solely on hard engineering and evaluating whether they were actually
successful in protecting coastal communities threatened by coastal recession and flooding.
Others took the view that some hard engineering approaches were successful but other
sustainable approaches could also protect coastal communities threatened by coastal
recession and flooding. Both approaches allowed the candidates to come to a convincing
conclusion.

This demonstrates accurate and relevant geographical knowledge and understanding of the
extent to which without hard engineering there is little future for coastal communities
threatened by coastal recession and flooding. The candidate applies this knowledge and
understanding to produce a full and coherent interpretation that is supported by evidence
and comes to a rational, substantiated conclusion. Level 4 16 marks.

27 GCE Geography 9GE0 01

GCE Geography 9GE0 01 28
29 GCE Geography 9GE0 01
GCE Geography 9GE0 01 30
31 GCE Geography 9GE0 01
The response starts by stating that a variety of strategies can help
protect coastal communities. The response starts with an examination
of hard defences in Brighton and although acknowledging the success
at this location it raises the issue of cost and that for other
communities these types of defences may be unaffordable. The
response then continues with an examination of the success of the
defences at Great Yarmouth showing that initial doubts can be
overcome. The candidate then evaluates these positive examples with
a negative example of hard engineering in this case flood control in the
Netherlands and highlights that despite the vast cost of such schemes
the threat of continual sea level rise creates an on-going problem for
decision makers in the Netherlands. It then highlights the case that
when other strategies are used such as No Active Intervention the
future is bleak for these coastal communities. Finally, the candidate
examines the role of soft engineering in Camber sands and argues that
in some places soft engineering can be equally as effective as hard
engineering. Overall, the response was wide ranging and was focused
on the question.

It could have been improved with some more substantial AO1

knowledge and perhaps a more focused conclusion.

GCE Geography 9GE0 01 32

 Question 4 (a)

This question was answered well by most of the candidates. Some took the approach of
explaining the impacts caused during the construction of the wind farm, whilst others looked
at the impacts of visual and noise pollution on the local communities. Others explained the
benefits that having a wind farm might have bought. All of these approaches allowed the
candidates to achieve full marks.

The candidate receives one mark for noting that there would be
disruption to daily life during construction and 1 mark for explaining
what has caused this (the large heavy machinery) and one mark for the
development of this in terms of delays and longer journey times.

Candidates are reminded that in such questions where there is one

impact, they should focus on only one impact (in this case delays) as
opposed to other impacts (such as pollution).

33 GCE Geography 9GE0 01

Question 4 (b)

The Principal Examiner was pleased that many centres had taken on board the advice given
in the 2018 Examiners Report when centres were advised to ensure that their candidates
should be able to distinguish between adaptation and mitigation strategies. As a result, it was
pleasing that there were very few answers that examined mitigation strategies (such as the
use of renewable resource such as wind farms) and the vast majority of responses were
focused on adaptation strategies. Many explained the role of water conservation, but it is
important for candidates to understand that the words ‘such as’ does not limit them to just
water conservation. Any suitable adaptation strategy such as flood management or the
growing of drought resistant crops was also acceptable.

This demonstrates accurate and relevant geographical knowledge and understanding of how
adaption strategies may help communities cope with a changed climate. The candidate’s
understanding addresses a broad range of geographical ideas which are detailed and fully
developed. Level 3 6 marks.

GCE Geography 9GE0 01 34

 This was a very comprehensive answer, and it was pleasing to see a
variety of named examples such as the Sahel and Singapore.

Candidates are reminded that if the question stem has ‘such as water
conservation’ the answer can be on any adaptation strategy and not
just water conservation.

35 GCE Geography 9GE0 01

Question 4 (c)

As with question 4b this was answered well by the majority of candidates. There was a wide
range of social problems such as outbreaks of disease as well as economic problems such as
women being kept from the workforce due to the need to fetch water. Others took the view
that water insecurity could lead to lower crop yields impacting both on household income
and then household health. Key to a high mark was the use of case study material to support
their answer.

This demonstrates accurate and relevant geographical knowledge and understanding of how
water insecurity can cause both social and economic problems. The response addresses a
broad range of geographical ideas, which are detailed and fully developed. Level 3 7 marks.

GCE Geography 9GE0 01 36

37 GCE Geography 9GE0 01
The candidate defines what they understand by water insecurity
(although other definitions such as water scarcity were accepted) and
then explain how this can contribute to poor health and even how
overextraction can lead to health hazards such as in the Aral Sea. The
candidate then develops their ideas on the economic impacts of water
insecurity by examining at a variety of scales these impacts from a
household impact of having to fetch water, to a country scale in terms
of the impact of lower electricity production. It finally examines the
possible impact of water insecurity on Las Vegas – a city dependent on
piped water from the river Colorado.

The answer could have been improved with perhaps some case study
detail on mortality rates or the % of girls not finishing school.

GCE Geography 9GE0 01 38

 Question 4 (d)

This question was also answered well by the majority of the candidates. Most were able to
explain the differing roles of land use (urban and forested areas) on the resultant shape of
the hydrograph as well as geology. However, a substantial minority unfortunately did not
appreciate the other contributing factors to the shape of the storm hydrographs shown in
the resource shown such as the reservoir, catchment slope and area and even drainage
density. Indeed, only the very best appreciated that the urban area covered only a small
proportion of catchment X and would therefore have only some contribution to the shape of
the storm hydrograph for catchment X. Centres are encouraged to ensure that their
candidates are aware of the complexities of storm hydrographs and go beyond the rather
deterministic GCSE approach that some candidates adopted. Centres are also encouraged to
ensure that their candidates use the resources that are given to them effectively. Many
answers simply referred to the peak discharge being ‘higher’ and lag time being shorter. Only
the best analysed the resource to compare either the differences in lag time (3 hours or a
20% increase) or the difference in peak discharge (2 cumecs or nearly a 60% increase). The
best answers also used technical language to describe the shape of the hydrograph in terms
of rising limb, lag time, peak discharge as well as the terms of the hydrological cycle such as
interception, infiltration and throughflow.

This demonstrates accurate and relevant geographical knowledge and understanding

throughout of the extent to which land use affects the shape of the storm hydrographs. It
applies knowledge and understanding to geographical information/ideas logically, making
relevant connections/relationships to produce a full and coherent interpretation that is
relevant and supported by evidence which is drawn together coherently in order to make
rational judgements. Level 3 11 marks.

39 GCE Geography 9GE0 01

GCE Geography 9GE0 01 40
41 GCE Geography 9GE0 01
It is pleasing to see that this candidate recognises that the question
requires an assessment and outlines the factors that they will assess in
the essay. The candidate correctly explains how urbanisation has
affected the shape of the hydrograph of catchment X and how the
reservoir has affected the shape of the storm hydrograph in catchment
Y. The candidate then assesses the role of land use by examining the
role of vegetation and then attempts an assessment in a final
concluding paragraph.

The answer could have been improved if the candidate had used the
data given to them as well as realising the complexities of the factors
affecting the shape of the storm hydrographs shown.

GCE Geography 9GE0 01 42

 Question 4 (e)

This was a question that challenged the candidates to be able to synthesise their knowledge
and understanding of not just the carbon cycle but also their understanding of how human
activity is disrupting the carbon cycle and the likely impacts of these activities on the carbon
cycle now and in the future. Most candidates were able to successfully compare the impacts
of deforestation (biological carbon cycle) with the combustion of fossil fuels (slow carbon
cycle) on the processes within these carbon cycles. The best answers noted how the impacts
of human activity on the processes of one cycle (the geological cycle) could have impacts on
the processes of the other cycle. Others correctly noted that whilst the impacts on biological
processes could already be observed, the impacts on geological processes will only become
apparent in the future.

This demonstrates accurate and relevant geographical knowledge and understanding of the
view that human activities are having a greater impact on shorter term biological processes
than on longer term geological processes. The candidate applies this knowledge and
understanding to produce a full and coherent interpretation that is supported by evidence
and comes to a rational, substantiated conclusion.

Level 4 19 marks.

43 GCE Geography 9GE0 01

GCE Geography 9GE0 01 44
45 GCE Geography 9GE0 01
GCE Geography 9GE0 01 46
 This starts out by correctly identifying both aspects that candidates
should have tackled in answering the question. The candidate firstly
examines the impact on the biological cycle and examines the impact
of deforestation on the biological processes such as respiration and
photosynthesis. The response then examines how the release of
carbon is then impacting upon the biological processes in the ocean
and then correctly notes that this would also have an impact in the
geological carbon cycle. The long-term cycle is then explained and
crucially the candidate makes the point that changes to this cycle are
difficult to reverse and also that it is harder to quantify the effects due
to the time taken within the cycle. A sound conclusion makes the point
that the most apparent impacts are on the short-term cycle but people
have the ability to reduce this and therefore the impacts on the slower
cycle may be more important in future but at the present time we do
not know.

The answer could have been improved through the use of AO1
knowledge such as the amount or rate of deforestation and perhaps
the change in pH of the ocean.

47 GCE Geography 9GE0 01

Paper Summary

Based on their performance on this paper, candidates are offered the following advice;

Ensure that you have a glossary of key terms of the specification – a substantial number of
candidates were not secure on the meaning of the words cliff profile or periglacial.
Use the resources that are given to you to substantiate the points that you are making. In
particular, study carefully any data in the form of tables and graphs and try to manipulate
the data given to you.
Ensure you have a balanced understanding of the case study material for the tectonics
section – the question can be on any type of tectonic hazard and not just earthquakes.
Simply learning the impacts and management of the Haiti 2010 and Tohoku 2011 seismic
events is unlikely be sufficient to answer all the questions that may be set.
Questions such as 4b which give a steer with the words ‘such as’ does not mean you can
only write about the steer – in this case any adaptation strategy was appropriate.
Ensure that you read the 8 mark explain AO1 knowledge questions carefully looking for
key words such as ‘and’ which means that for top band marks both elements in the
question need to be addressed. This was particularly true for 4c.
Ensure that when the 6 mark resource question has key words such as ‘contribute’ there
are likely to be other factors or processes that are relevant to the answer.
Ensure that in the 20 mark evaluate questions you come to a conclusion that is a logical
outcome of your argument (i.e. is rational) and has a key piece of information supporting
your conclusion (i.e. is substantiated).

Centres and candidates are also advised to take advantage of the resources available at

https://www.pearsonschoolsandfecolleges.co.uk/a-level-geography-place-context-examples

GCE Geography 9GE0 01 48

 Grade boundaries

Grade boundaries for this, and all other papers, can be found on the website on this link:

https://qualifications.pearson.com/en/support/support-topics/results-certification/grade-
boundaries.html

49 GCE Geography 9GE0 01

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