Oxford Cambridge and RSA Examinations
GCE
Geography
H481/02: Human interactions
Advanced GCE
Mark Scheme for November 2020Oxford Cambridge and RSA Examinations
OCR (Oxford Cambridge and RSA) is a leading UK awardin
...
Oxford Cambridge and RSA Examinations
GCE
Geography
H481/02: Human interactions
Advanced GCE
Mark Scheme for November 2020Oxford Cambridge and RSA Examinations
OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of
qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications
include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals,
Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in
areas such as IT, business, languages, teaching/training, administration and secretarial skills.
It is also responsible for developing new specifications to meet national requirements and the
needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is
invested back into the establishment to help towards the development of qualifications and
support, which keep pace with the changing needs of today’s society.
This mark scheme is published as an aid to teachers and students, to indicate the requirements
of the examination. It shows the basis on which marks were awarded by examiners. It does not
indicate the details of the discussions which took place at an examiners’ meeting before marking
commenced.
All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes should be read in conjunction with the published question papers and the report
on the examination.
© OCR 2020H481/02 Mark Scheme November 2020
2
Annotations
Annotation Meaning
Highlight
Off page comment
Omission
Unclear or Indicates material for which there is no credit
Rubric error placed at start of response not being counted
Level 1
Level 2
Level 3
Development of a point
Significant amount of material which doesn’t answer the question
Used to denote that points had been seen and noted but mostly where credit was given
No place specific detail
Highlighting an issue e.g. irrelevant paragraph. Use in conjunction with another stamp e.g. or
Blank page
EvaluationH481/02 Mark Scheme November 2020
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Subject Specific Marking Instructions
INTRODUCTION
Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material
includes:
• the specification, especially the assessment objectives
• the question paper and its rubrics
• the mark scheme.
You should ensure that you have copies of these materials.
You should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in
the OCR booklet Instructions for Examiners. If you are examining for the first time, please read carefully Appendix 5 Introduction
to Script Marking: Notes for New Examiners.
Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.H481 / 02 Mark Scheme November 2020
USING THE MARK SCHEME
Please study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper
and ends with the awarding of grades. Question papers and Mark Schemes are developed in association with each other so that issues of
differentiation and positive achievement can be addressed from the very start.
This Mark Scheme is a working document; it is not exhaustive; it does not provide ‘correct’ answers. The Mark Scheme can only provide ‘best
guesses’ about how the question will work out, and it is subject to revision after we have looked at a wide range of scripts.
The Examiners’ Standardisation Meeting will ensure that the Mark Scheme covers the range of candidates’ responses to the questions, and
that all Examiners understand and apply the Mark Scheme in the same way. The Mark Scheme will be discussed and amended at the
meeting, and administrative procedures will be confirmed. Co-ordination scripts will be issued at the meeting to exemplify aspects of
candidates’ responses and achievements; the co-ordination scripts then become part of this Mark Scheme.
Before the Standardisation Meeting, you should read and mark in pencil a number of scripts, in order to gain an impression of the range of
responses and achievement that may be expected.
In your marking, you will encounter valid responses which are not covered by the Mark Scheme: these responses must be credited. You will
encounter answers which fall outside the ‘target range’ of Bands for the paper which you are marking. Please mark these answers according
to the marking criteria.
Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range.
Always be prepared to use the full range of marks.H481 / 02 Mark Scheme November 2020
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LEVELS OF RESPONSE QUESTIONS:
The indicative content indicates the expected parameters for candidates’ answers, but be prepared to recognise and credit unexpected
approaches where they show relevance.
Using ‘best-fit’, decide first which set of level descriptors best describes the overall quality of the answer. Once the level is located, adjust the
mark concentrating on features of the answer which make it stronger or weaker following the guidelines for refinement.
Highest mark: If clear evidence of all the qualities in the level descriptors is shown, the HIGHEST Mark should be awarded.
Lowest mark: If the answer shows the candidate to be borderline (i.e. they have achieved all the qualities of the levels below and show limited
evidence of meeting the criteria of the level in question) the LOWEST mark should be awarded.
Middle mark: This mark should be used for candidates who are secure in the level. They are not ‘borderline’ but they have only achieved
some of the qualities in the level descriptors.
Be prepared to use the full range of marks. Do not reserve (e.g.) highest level marks ‘in case’ something turns up of a quality you have not yet
seen. If an answer gives clear evidence of the qualities described in the level descriptors, reward appropriately.
Quality of extended response will be assessed in questions marked with an (*). Quality of extended response is not attributed to any single
assessment objective but instead is assessed against the entire response for the question.H481 / 02 Mark Scheme November 2020
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AO1 AO2 AO3 Quality of extended response
Comprehensive A wide range of
detailed and accurate
knowledge that
demonstrates fully
developed
understanding that
shows full relevance to
the demands of the
question.
Precision in the use of
question terminology.
Knowledge and understanding
shown is consistently applied to
the context of the question, in
order to form a:
clear, developed and convincing
analysis that is fully accurate.
clear, developed and convincing
interpretation that is fully
accurate.
detailed and substantiated
evaluation that offers secure
judgements leading to rational
conclusions that are evidence
based.
Quantitative, qualitative
and/or fieldwork skills are
used in a consistently
appropriate and effective
way and with a high degree
of competence and
precision.
There is a well-developed line of
reasoning which is clear and
logically structured. The
information presented is relevant
and substantiated.
Thorough A range of detailed and
accurate knowledge
that demonstrates welldeveloped
understanding that is
relevant to the
demands of the
question.
Generally precise in the
use of question
terminology.
Knowledge and understanding
shown is mainly applied to the
context of the question, in order to
form a:
clear and developed analysis that
shows accuracy.
clear and developed interpretation
that shows accuracy.
detailed evaluation that offers
generally secure judgements, with
some link between rational
conclusions and evidence.
Quantitative, qualitative
and/or fieldwork skills are
used in a suitable way and
with a good level of
competence and precision.
There is a line of reasoning
presented with some structure.
The information presented is in
the most-part relevant and
supported by some evidence.H481 / 02 Mark Scheme November 2020
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Reasonable Some sound knowledge
that demonstrates
partially developed
understanding that is
relevant to the
demands of the
question.
Awareness of the
meaning of the terms in
the question.
Knowledge and understanding
shown is partially applied to the
context of the question, in order to
form a:
sound analysis that shows some
accuracy.
sound interpretation that shows
some accuracy.
sound evaluation that offers
generalised judgements and
conclusions, with limited use of
evidence.
Quantitative, qualitative
and/or fieldwork skills are
used in a mostly suitable
way with a sound level of
competence but may lack
precision.
The information has some
relevance and is presented with
limited structure. The information
is supported by limited evidence.
Basic Limited knowledge that
is relevant to the topic
or question with little or
no development.
Confusion and inability
to deconstruct
terminology as used in
the question.
Knowledge and understanding
shows limited application to the
context of the question in order to
form a:
simple analysis that shows limited
accuracy.
simple interpretation that shows
limited accuracy.
Un-supported evaluation that
offers simple conclusions.
Quantitative, qualitative
and/or fieldwork skills are
used inappropriately with
limited competence and
precision.
The information is basic and
communicated in an unstructured
way. The information is supported
by limited evidence and the
relationship to the evidence may
not be clear.H481 / 02 Mark Scheme November 2020
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Question Answer Mark Guidance
1 (a) Study Fig.1, which shows percentage change of
population in rural areas of England between 2001
and 2015. Use one piece of evidence from Fig.1 to
show how shifting flows of people have shaped the
demographic profile of rural areas in England.
• 65-69 age category increased by 56% ()
urban-rural retirement migration (DEV) benefits
of quieter rural environment / less traffic / lower
cost housing / access to leisure activities (DEV)
• 45-49 age category increased by 21% ()
urban-rural migration working at home (DEV)
benefits of living in rural environment with
internet access (DEV); no need to commute to
work / weekly commute (DEV)
• 20-24 age category increased by 19% ()
access to lower cost housing / safer rural
environment for young families (DEV) prepared
to commute to work in urban area (DEV)
• 30-34 age category decreased by 17% / 35-39
by 24% () rural-urban migration, greater
employment opportunities (DEV) dissatisfied by
service provision / social opportunities in rural
areas (DEV)
3
AO2 x2
AO3 x1
AO2 – 2 marks
AO3 – 1 mark
1 x 1 () for specific evidence interpreted from the
resource.
2 x 1 (DEV) for drawing conclusions from the specific
resource evidence to explain how shifting flows of
people have shaped the demographic profile of rural
areas in England.
1 (b) Study Fig. 2, which shows cyclical economic
change in the UK between 1978 and 2017. Using
evidence from Fig. 2, suggest how cyclical
economic change can have varied social impacts.
Level 3 (6-8 marks)
Application of knowledge and understanding is
thorough. Analysis of the social impacts of cyclical
economic change is clear, developed and accurate
(AO2).
8
AO2 x4
AO3 x4
Indicative content
AO2 – 4 marks
Application of knowledge and understanding to analyse
the social impacts of cyclical economic change could
potentially include:
• household income / disposable income varies in
periods of boom and recession; this has varied
social impacts such as access to / affordability
of housing, health and education services,
leisure activities, luxuries
• social impacts of booms and recessions haveH481 / 02 Mark Scheme November 2020
9
Demonstrates thorough investigation of the graph to
fully evidence the varied social impacts of cyclical
economic change. Ideas about the social impacts of
cyclical economic change are good (AO3).
Level 2 (3-5 marks)
Application of knowledge and understanding is
reasonable. Analysis of the social impacts of cyclical
economic change is sound and accurate (AO2).
Demonstrates reasonable investigation of the graph to
fully evidence the social impacts of cyclical economic
change. Ideas about the social impacts of cyclical
economic change are sound (AO3).
Level 1 (1-2 marks)
Application of knowledge and understanding is basic.
Analysis of the social impacts of cyclical economic
change is basic and accurate (AO2).
Demonstrates basic investigation of the graph
providing limited evidence of the social impacts of
cyclical economic change. Ideas about the social
impacts of cyclical economic change are limited, with
limited or no link to resource evidence (AO3).
0 marks No response or no response worthy of credit.
disproportionate effects on disadvantaged
groups; for example, in recession low income
households less able to withstand periods of
unemployment / reduced income than wealthier
households
• social impacts of periods of economic growth,
(new investment, creation of job opportunities,
reduced unemployment, increased household
income) include raising standards of living, lifting
people out of poverty, increased household
spending on housing, health, education, leisure,
luxury items.
• social impacts of periods of recession, (higher
unemployment, reduced household / disposable
income) include cuts in household spending on
recreation, health, education, housing / rent;
falling standard of living
• strong link between unemployment and health,
especially mental health, during periods of
recession and afterwards
• impact on government spending on social
services such as differing decisions to spend on
health, education, housing in periods of
recession and boom
• the spatial dimension of recession such as the
impact of structural unemployment leading to
service decline in particular areas, exacerbating
social inequality geographically
AO3 - 4 marks
Evidence from investigation and interpretation of the
graph could potentially include:
Decline
• periods of decline in economic growth such as
2007-09 (+3.5% falling to -5.2%)
• periods of rising unemployment such as 2007-
11 (5.3%-8.2%)
GrowthH481 / 02 Mark Scheme November 2020
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• periods of economic growth such as 2009-10 (-
5.2% rising to +1.8%)
• periods of falling unemployment such as 2013-
17 (7.8%-4.4%)
Also, credit reference to varied duration of booms /
recessions and rates of change in GDP growth /
unemployment.
1 (c) Suggest two ways that time-space compression can
influence our sense of place.
Level 3 (5-6 marks)
Demonstrates thorough knowledge and understanding
of how our sense of place can be influenced by timespace compression. This will be shown by including
well-developed ideas about the links between timespace compression and sense of place.
Level 2 (3-4 marks)
Demonstrates reasonable knowledge and
understanding of how our sense of place can be
influenced by time-space compression. This will be
shown by including developed ideas about the links
between time-space compression and sense of place.
Level 1 (1-2 marks)
Demonstrates basic knowledge and understanding of
how our sense of place can be influenced by timespace compression. There may be simple ideas about
the links between time-space compression and sense
of place.
0 marks No response or no response worthy of credit.
6
AO1 x6
Indicative content
AO1 – 6 marks
Knowledge and understanding of ways that time-space
compression can influence our sense of place could
potentially include:
• improved transport and communications,
overcoming spatial / distance barriers, has led to
global trade connections, with goods in shops in
ACs sourced from across the world providing a
sense of global connection on the high street; or
has influenced our emotional attachment to /
perceptions of place
• easier flows / transfers of money / investments,
through advances in e-communications, leading
to creation of financial hubs in ACs such as
changed sense of place in Canary Wharf from
dockland to service centre; or development of
outsourcing, such as changed sense of place in
the industrial structure of Bangalore
• flows of people and ideas across the world
occur more easily, for example increased labour
mobility, which has influenced sense of place by
influencing the ethnic diversity in some places,
changing the cultural and built environment
• spread of global brands now trading on high
streets, threatens uniqueness of high streets,
smaller independent traders may go out of
business, can affect sense of place negatively
with feelings of dislocationH481 / 02 Mark Scheme November 2020
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1 (d)* ‘Successful rebranding of a place is rarely the
product of a single strategy.’ To what extent do you
agree?
AO1
Level 3 (6–8 marks)
Demonstrates thorough knowledge and understanding
of rebranding strategies. The answer should include
accurate place-specific detail.
Level 2 (3–5 marks)
Demonstrates reasonable knowledge and
understanding of rebranding strategies. The answer
should include some place-specific detail which is
partially accurate.
Level 1 (1–2 marks)
Demonstrates basic knowledge and understanding of
rebranding strategies. There is an attempt to include
place-specific detail but it is inaccurate.
0 marks No response or no response worthy of credit.
AO2
Level 3 (6–8 marks)
Application of knowledge and understanding is
thorough. Analysis is clear, developed and accurate.
Evaluation of the extent to which successful rebranding
is the product of more than one strategy is detailed.
Judgements are secure and evidence based leading to
rational conclusions.
Level 2 (3–5 marks)
Application of knowledge and understanding is
reasonable. Analysis is sound and shows some
accuracy. Evaluation of the extent to which successful
rebranding is the product of more than one strategy is
sound. Judgements and conclusions are generalised,
16
AO1 x8
AO2 x8
Indicative content
AO1 – 8 marks
Knowledge and understanding of rebranding strategies
could potentially include:
• market-led strategies such as those of private
investors taking the lead, including property
developers and business owners
• top-down strategies involving large scale
organisations, often public sector such as local
authority planning departments
• flagship development such as large-scale oneoff property developments using distinctive
architecture – a catalyst for further development
• legacy, for example, where investment and
regeneration follows major sporting event
• events and themes, such as major festivals or
designation as capital of culture, acting as
catalyst for cultural development and further
urban regeneration
AO2 – 8 marks
Application of knowledge and understanding to analyse
and evaluate the extent to which successful rebranding
is a product of more than one strategy could potentially
include:
• evaluation of a single strategy which can be
successful in rebranding a place
• evaluation of a range of strategies which can be
involved / required for successful rebranding of
a place
• the range of strategies may depend on the scale
and nature of the place designated for
rebrandingH481 / 02 Mark Scheme November 2020
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with limited use of evidence.
Level 1 (1–2 marks)
Application of knowledge and understanding is basic.
Analysis is simple and limited in accuracy. Evaluation of
the extent to which successful rebranding is the product
of more than one strategy is un-supported and
conclusions are simple.
0 marks No response or no response worthy of credit.
Quality of extended response
Level 3
There is a well-developed line of reasoning which is
clear and logically structured. The information
presented is relevant and substantiated.
Level 2
There is a line of reasoning presented with some
structure. The information presented is in the most-part
relevant and supported by some evidence.
Level 1
Information is basic and communicated in an
unstructured way. The information is supported by
limited evidence and the relationship to the evidence
may not be clear.
• the involvement of a range of different players /
stakeholders, each with different inputs, may
lead to a range of strategies which are coordinated
• rebranding may take place over a period of time
involving different strategies at different stages
• only a single element may be needed for a
successful rebranding process (architecture,
heritage, retail, art, sport, food) or more than
one of these elements may be required to
contribute to a successful rebranding strategyH481 / 02 Mark Scheme November 2020
13
Question Answer Mark Guidance
2* ‘The greatest challenges within the global trade
system are faced by LIDCs.’ Discuss.
AO1
Level 3 (6–8 marks)
Demonstrates thorough knowledge and understanding
of challenges within the global trade system faced by
LIDCs and other countries. The answer should include
accurate place-specific detail.
Level 2 (3–5 marks)
Demonstrates reasonable knowledge and
understanding of challenges within the global trade
system faced by LIDCs and other countries. The
answer should include some place-specific detail
which is partially accurate.
Level 1 (1–2 marks)
Demonstrates basic knowledge and understanding of
challenges within the global trade system faced by
LIDCs and other countries. There is an attempt to
include place-specific detail but it is inaccurate.
0 marks No response or no response worthy of credit.
AO2
Level 3 (6–8 marks)
Application of knowledge and understanding is
thorough. Analysis is clear, developed, convincing and
accurate. Evaluation of whether the greatest challenges
within the global trade system are faced by LIDCs is
detailed and substantiated. Judgements are secure and
evidence based leading to rational conclusions.
16
AO1 x8
AO2 x8
Indicative content
AO1 – 8 marks
Knowledge and understanding of challenges within the
global trade system faced by LIDCs and other
countries, could potentially include:
Challenges faced by LIDCs
• limited access to global markets
• removing barriers which prevent integration into
global supply chains
• difficulty in attracting investment
• exploitation by some TNCs including land
grabbing
• poor infrastructure
• political instability / corruption
• weak position in negotiating trade agreements
• severe internal inequalities (social / spatial)
Challenges faced by other countries
• the impacts of trade deficit; economic, socioeconomic, political
• trade disputes
• border / customs control
• environmental impacts such as caused by port
growth
AO2 – 8 marks
Application of knowledge and understanding to analyse
and evaluate challenges within the global trade system
faced by LIDCs and other countries, could potentially
include:
• an evaluation of the challenges faced by LIDCs
as a result of their peripherality in the global
trade systemH481 / 02 Mark Scheme November 2020
14
Level 2 (3–5 marks)
Application of knowledge and understanding is
reasonable. Analysis is clear, developed and shows
accuracy. Evaluation of whether the greatest
challenges within the global trade system are faced by
LIDCs is detailed. Judgements are generally secure
with some link between rational conclusions and
evidence.
Level 1 (1–2 marks)
Application of knowledge and understanding is basic.
Analysis is simple and shows limited accuracy.
Evaluation of whether the greatest challenges within the
global trade system are faced by LIDCs is un-supported
and offers simple conclusions.
0 marks No response or no response worthy of credit.
Quality of extended response
Level 3
There is a well-developed line of reasoning which is
clear and logically structured. The information
presented is relevant and substantiated.
Level 2
There is a line of reasoning presented with some
structure. The information presented is in the most-part
relevant and supported by some evidence.
Level 1
Information is basic and communicated in an
unstructured way. The information is supported by
limited evidence and the relationship to the evidence
may not be clear.
• an evaluation of the challenges faced by other
countries, ACs / EDCs, as a result of their
strength in the global trade system
• understanding that the challenges faced by
LIDCs in gaining access to global markets are
economic, political, social, and environmental
• understanding that LIDCs have very limited
influence within the global trade system whereas
ACs and some EDCs have strong influence and
drive global trade
• understanding that the challenges presented by
international trade may have short-term and
longer-term impacts for the countries involved
• reference to relative impact of opportunities
presented within the global trade system
Place-specific detail could be drawn from any LIDC,
such as Sierra Leone, any AC, such as USA, and any
EDC, such as India.H481 / 02 Mark Scheme November 2020
15
Question Answer Mark Guidance
3* ‘The greatest challenges within the global migration
system are faced by LIDCs.’ Discuss.
AO1
Level 3 (6–8 marks)
Demonstrates thorough knowledge and understanding
of challenges within the global migration system faced
by LIDCs and other countries. The answer should
include accurate place-specific detail.
Level 2 (3–5 marks)
Demonstrates reasonable knowledge and
understanding of challenges within the global migration
system faced by LIDCs and other countries. The
answer should include some place-specific detail
which is partially accurate.
Level 1 (1–2 marks)
Demonstrates basic knowledge and understanding of
challenges within the global migration system faced by
LIDCs and other countries. There is an attempt to
include place-specific detail but it is inaccurate.
0 marks No response or no response worthy of credit.
AO2
Level 3 (6–8 marks)
Application of knowledge and understanding is
thorough. Analysis is clear, developed and convincing
and accurate. Evaluation of whether the challenges
within the global migration system are faced by LIDCs
is detailed and substantiated. Judgements are secure
and evidence based leading to rational conclusions.
16
AO1 x8
AO2 x8
Indicative content
AO1 – 8 marks
Knowledge and understanding of challenges within the
global migration system faced by LIDCs and other
countries, could potentially include:
Challenges faced by LIDCs
• economic and social ‘brain drain’ effects
• loss of both low-skilled and highly skilled labour
• loss of young / fit / purposeful / better qualified
population
• exploitation of workers; problems of human
trafficking, forced labour, sex exploitation
• inequalities; spatial, such as internal rural-urban
migration; socio-economic, such as impact of
financial remittances
Challenges faced by other countries
• border control including people trafficking,
contraband, and security
• integration of immigrant groups into the host
society both in terms of numbers and range of
ethnic groups
• supply of services where migrant groups are
concentrated
• coping with the issues of asylum seekers and
refugees
• scale of illegal immigration
AO2 – 8 marks
Application of knowledge and understanding to analyse
and evaluate challenges within the global migration
system faced by LIDCs and other countries could
potentially include:H481 / 02 Mark Scheme November 2020
16
Level 2 (3–5 marks)
Application of knowledge and understanding is
reasonable. Analysis is clear, developed and shows
accuracy. Evaluation of whether the greatest
challenges within the global migration system are faced
by LIDCs is detailed. Judgements are generally secure
with some link between rational conclusions and
evidence.
Level 1 (1–2 marks)
Application of knowledge and understanding is basic.
Analysis is simple and shows limited accuracy.
Evaluation of whether the challenges within the global
migration system are faced by LIDCs is un-supported
and offers simple conclusions.
0 marks No response or no response worthy of credit.
Quality of extended response
Level 3
There is a well-developed line of reasoning which is
clear and logically structured. The information
presented is relevant and substantiated.
Level 2
There is a line of reasoning presented with some
structure. The information presented is in the most-part
relevant and supported by some evidence.
Level 1
Information is basic and communicated in an
unstructured way. The information is supported by
limited evidence and the relationship to the evidence
may not be clear.
• evaluation of the significance of challenges
faced by LIDCs in the global migration system
• evaluation of the significance of challenges
faced by ACs / EDCs in the global migration
system
• understanding that the challenges faced by
LIDCs and other countries are economic,
political, social, and environmental
• understanding that LIDCs have very limited
influence and restricted ability to respond to
change within the global migration system
whereas ACs have strong influence and drive
global migration through their migration policies
• understanding that the challenges presented by
international migration may have short-term and
longer-term impacts for the countries involved
• internal urban-rural migration in LIDCs creates
many challenges for both urban and rural areas
such as the issue of squatter settlements and
the issue of labour force
• the challenges may depend on the scale,
rapidity, duration and changing age / gender
composition of the migrant flows
• relative impact of opportunities within the global
migration system
Place-specific detail could be drawn from any LIDC,
such as Laos, any AC, such as USA, and any EDC,
such as Brazil.H481 / 02 Mark Scheme November 2020
17
Question Answer Mark Guidance
4 (a) (i) Study Fig. 3, which shows female primary school
attendance rates for selected countries, 2017.
Calculate the interquartile range for the data in Fig.
3. You must show your working.
Upper quartile minus lower quartile = 85 - 50 ()
Interquartile range = 35 ()
2
AO3 x2
AO3 – 2 marks
1 x 1 mark () for showing correct working-out.
1 x 1 mark () for correct answer.
Credit candidate use of UQ at ¾ x (n+1) and LQ at ¼ x
(n+1)
(a) (ii) Give two limitations of the interquartile range in
describing the spread of data in Fig.3.
• only gives the spread for the middle 50% of the
data / does not give information about the
spread of data in the top 25% and bottom 25%
of the distribution
• does not show the distribution of actual values
within the interquartile range
• does not show the distribution of values smaller
than the lower quartile / larger than the upper
quartile
• does not describe the degree of dispersion or
give any measure of the skewness (more
positive or negative) in a skewed distribution
2
AO3 x2
AO3 – 2 marks
2 x 1 mark () for giving appropriate limitations of the
interquartile range in describing the spread of data for
female primary school attendance in Fig.3.
4 (b) Explain how two different types of human rights
violation can be a cause of conflict.
Level 2 (3-5 marks)
Application of knowledge and understanding is
thorough. Analysis of how violation of human rights
can cause conflict is sound and shows accuracy.
Level 1 (1-2 marks)
Application of knowledge and understanding is basic.
Analysis of how violation of human rights can cause
conflict is simple and there is limited accuracy.
5
AO2 x5
AO2 – 5 marks
Application of knowledge and understanding to analyse
how violation of human rights can cause conflict could
potentially include:
• denial of basic human needs, such as food and
shelter; caused by corrupt / inadequate /
discriminatory government
• denial of access to education / health care;
caused by insufficient government planning /
investment / legislationH481 / 02 Mark Scheme November 2020
18
0 marks No response or no response worthy of credit.
• discrimination / unjust denial of freedom, such
as female exclusion from decision-making in
unrepresentative / undemocratic governments
• lack of respect for ethnic identity / right to
practise own religion, can lead to genocide /
torture, for example in instances of human rights
violations exacerbated by further violence
• domestic violence towards women /
discrimination in the work place, such as in
patriarchal societies
4 (c) With reference to a case study of one country,
explain the strategies used to address gender
inequality issues.
Level 3 (6–8 marks)
Demonstrates thorough knowledge and understanding
of strategies used to address gender inequality issues.
This will be shown by including well-developed
explanations. The answer should include accurate
place-specific detail.
Level 2 (3–5 marks)
Demonstrates reasonable knowledge and
understanding of strategies used to address gender
inequality issues. This will be shown by including
developed explanations. The answer should include
some place-specific detail which is partially accurate.
Level 1 (1–2 marks)
Demonstrates basic knowledge and understanding of
strategies used to address gender inequality. This will
be shown by including simple explanations. There is an
attempt to include place-specific detail but it is
inaccurate.
0 marks No response or no response worthy of credit.
8
AO1 x8
Indicative content
AO1 – 8 marks
Knowledge and understanding of strategies used to
address gender inequality issues could potentially
include:
• ratification / signing of treaties and conventions
• increasing number of national and state laws
• intervention for example in the work of various
NGOs
• increasing adherence of MNCs to their
Corporate Social Responsibilities
• strengthening rule of law via strengthened state
apparatus
• improving female enrolment in education
Reference to a case study must be included; there is no
requirement for a candidate to make reference to more
than one case study.
There are many possible examples at all levels of
development; India is just one country where much
attention is being given to this issue.H481 / 02 Mark Scheme November 2020
19
Question Answer Mark Guidance
5 (a) (i) Study Fig. 4, which shows the number of personnel
deployed in selected UN Peacekeeping operations,
2018. Calculate the interquartile range for the data
in Fig. 4. You must show your working.
Upper quartile minus lower quartile = 15,450 – 1,020()
Interquartile range = 14,430 ()
2
AO3 x2
AO3 – 2 marks
1 x 1 mark () for showing correct working-out.
1 x 1 mark () for correct answer.
Credit candidate use of UQ at ¾ x (n+1) and LQ at ¼ x
(n+1)
(a) (ii) Give two limitations of the interquartile range in
describing the spread of data in Fig.4.
• only gives the spread for the middle 50% of the
data / does not give information about the
spread of data in the top 25% and bottom 25%
of the distribution
• does not show the distribution of actual values
within the interquartile range
• does not show the distribution of values smaller
than the lower quartile / larger than the upper
quartile
• does not describe the degree of dispersion or
give any measure of the skewness (more
positive or negative) in a skewed distribution
2
AO3 x2
AO3 – 2 marks
2 x 1 mark () for giving appropriate limitations of the
interquartile range in describing the spread of data for
personal deployed in UN Peacekeeping operations in
Fig.4.
5 (b) Explain how two different types of threat to
territorial integrity can be a cause of conflict.
Level 2 (3-5 marks)
Application of knowledge and understanding is
thorough. Analysis of how threats to territorial integrity
can cause conflict is sound and shows accuracy.
Level 1 (1-2 marks)
Application of knowledge and understanding is basic.
Analysis of how threats to territorial integrity can cause
conflict is simple and there is limited accuracy.
5
AO2 x5
AO2 – 5 marks
Application of knowledge and understanding to analyse
how threats to territorial integrity can be a cause of
conflict could potentially include:
• separatism / claims for secession, people
seeking independence or autonomy may be
marginalised or suppressed by a state
government leading to demonstrations / violence
/ terrorism
• contested territory where control over land,H481 / 02 Mark Scheme November 2020
20
0 marks No response or no response worthy of credit.
people and borders is disputed, such as the
annexation of Crimea or conflict over contested
islands in the South China Sea of strategic
importance
• competition for exploitation of the same or
scarce resource, such as contested maritime
boundaries which are disputed over oil and gas
resources, or the conflict over Kashmir for water
supply
• ethnic partition where arbitrary political
boundaries established in the past, such as the
legacy of colonialism in Africa, has led to conflict
• government inability to control contested areas
as a result of inadequate state apparatus, such
as police and military, has led to conflict
between authorities and terrorists / traffickers /
smugglers, such as in Mali
5 (c) With reference to a case study of one country,
explain how challenges to its sovereignty can have
impacts on people.
Level 3 (6–8 marks)
Demonstrates thorough knowledge and understanding
of factors that explain how challenges to sovereignty
can have impacts on people. This will be shown by
including well-developed explanations.
The answer should include accurate place-specific
detail.
Level 2 (3–5 marks)
Demonstrates reasonable knowledge and
understanding of factors that explain how challenges to
sovereignty can have impacts on people. This will be
shown by including developed explanations.
The answer should include some place-specific detail
which is partially accurate.
8
AO1 x8
Indicative content
AO1 – 8 marks
Knowledge and understanding of factors that explain
how challenges to sovereignty can have impacts on
people could potentially include:
• death and injury to civilians during
demonstrations, rioting and military conflict
• damage to people’s homes and property in
cases of armed conflict
• restricted access to services such as health care
/ medicines, food and education during any
conflict
• disruption of livelihood
• population displacement, refugees and IDPs
• negative impacts of some TNCs where there is
exploitation of resources and workers
• famine, for example during periods of civil warH481 / 02 Mark Scheme November 2020
21
Level 1 (1–2 marks)
Demonstrates basic knowledge and understanding of
factors that explain how challenges to sovereignty can
have impacts on people. This will be shown by
including simple explanations.
There is an attempt to include place-specific detail but
it is inaccurate.
0 marks No response or no response worthy of credit.
Reference to a case study must be included; there is no
requirement for a candidate to make reference to more
than one case study.
Possible examples could include, Ukraine, South
Sudan, Mali, Afghanistan.OCR (Oxford Cambridge and RSA Examinations)
The Triangle Building
Shaftesbury Road
Cambridge
CB2 8EA
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