Geography – MYP

Structured notes following a Notion-style layout

Systems

System: A system is a group of interrelated parts, each with a different role, that work together to complete a process.
River System: A natural system formed with a main river, its drainage basin, and all its tributaries.
Hydrological Cycle: Also known as the water cycle. It is a closed system where water is continuously recycled.

Parts of a River System

Subsystems of a River

Collecting System (Branches)

Network of tributaries in the upper course that collect water and sediment and funnel them into the main river.

Transporting System (Trunk)

The main river channel that transports water and sediment towards the sea.

Dispersing System (Roots)

Network of distributaries at the river mouth where sediment and water spread into the ocean or lake.

Denudation

Denudation: The overall wearing away of the Earth’s surface. Includes erosion, transportation, and deposition.

Erosion

Erosion is the wearing away and movement of rock, sediment, and soil by natural forces.

Transportation

Deposition

Deposition: Occurs when the river loses energy and drops its load.

River Processes by Course

River Course Dominant Process
Upper Valley Mainly erosion (vertical erosion, hydraulic action, abrasion)
Middle Reaches Mainly transportation with some deposition
Lower Reaches Mainly deposition

Upstream vs Downstream

Upstream has less water and energy. As tributaries join, downstream has more water, higher energy, and increased erosional power.

River Landforms

Formed by Erosion

Formed by Erosion & Deposition

Formed by Deposition

Drainage Patterns

Hydrographs

Hydrograph: A graph showing changes in a river’s water level and discharge over time, usually after rainfall.

Short lag time: Steep rising limb → water reaches the river quickly → higher flood risk
Long lag time: Gentle rising limb → slower runoff → lower flood risk

Causes of Flooding

Natural Causes

Human Causes

Waves

Oceanic changes are driven by the power and energy of waves.

Swash: Wave movement up the beach
Backwash: Water flowing back to sea

Bays and Headlands

Bays and headlands form where softer rock erodes faster than harder rock, leaving hard rock jutting out as headlands.

Hard Engineering

Hard engineering uses physical structures to control erosion, deposition, and flooding.

Coastal

Fluvial

Soft Engineering

Soft engineering works with natural processes to reduce erosion sustainably.

Coastal

Fluvial

Hard vs Soft Engineering

Hard engineering can disrupt ecosystems but provides immediate protection. Soft engineering is more sustainable but slower to show results.

Plastic Pollution

Mass Movement

The downhill movement of material under gravity, occurring on valley sides and coastal cliffs.

Weathering

Weathering is the breakdown of rocks in place without movement.

Importance of Rivers and Coasts

Threats to Fluvial and Coastal Environments

Integrated River Basin Management (IRBM)

IRBM manages rivers holistically by considering water, land, and human activity together.

Coastal Zone Management (CZM)

An integrated approach to managing coastal resources sustainably, involving policy, infrastructure, and community engagement.

Conservation of Rivers and Coasts

Climate Change Impacts

Monitoring and Evaluation

Technology in Conservation

Case Studies

Holderness Bay (UK)

Holderness Bay is one of the fastest eroding coastlines in Europe, experiencing rapid coastal retreat.

Causes of Erosion

Management Strategies

Evaluation

The Sundarbans (India & Bangladesh)

The Sundarbans is the world’s largest continuous mangrove forest, located in a highly dynamic coastal environment.

Causes of Erosion & Risk

Management Strategies

Evaluation

Mississippi River (USA)

The Mississippi River is one of the most flood-prone river systems in the world due to its vast drainage basin.

Flooding Causes

Management Strategies

Evaluation

Urban Systems

An urban system is the interconnected network of cities and settlements within a country or region that interact with one another.

These interactions occur through:

Key Idea

Cities depend on one another — small settlements support large cities, while large cities provide jobs, services, and markets.

Example

Characteristics of Urban Systems

1. Urban Hierarchy

Settlements are ranked by:

Order:

Hamlet → Village → Town → City → Megacity

2. Interdependence

3. Flows

4. Specialisation

MEDCs vs LEDCs

Feature MEDCs LEDCs
Income High Low–medium
Infrastructure Advanced Limited
Urban growth Slow Rapid
Slums Few Common
Technology Advanced Limited
Employment Formal Informal

Strengths & Limitations of MEDCs

Strengths

Limitations

Strengths & Limitations of LEDCs

Strengths

Limitations

Urban Planning

Urban planning is the management of land use, infrastructure, and services to improve urban living.

Main Goals

Tools Used

Gentrification

Gentrification occurs when wealthier residents move into low-income urban areas, leading to redevelopment.

Causes

Impacts

Positive

Negative

Brooklyn, New York – Gentrification Case Study

What Happened

Impacts

Urban Management

Urban management refers to how cities are run and maintained.

It includes:

Strong urban management leads to sustainable cities.

Urban Planning Models

Burgess Concentric Zone Model

Cities grow in circular rings around the Central Business District (CBD).

Limitations

Sustainable Urban Management Measures

GIS & 3D Modelling in Urban Planning

GIS

3D Modelling

Urban Sprawl

Urban sprawl is the uncontrolled outward growth of cities.

Causes

Problems

Urban Decline

Urban decline occurs when:

Effects

Strategies for Sustainable & Equal Urban Growth

Urban Case Studies

Cape Town – Gentrification

Dharavi, Mumbai

Rio de Janeiro – Favelas

Singapore – Sustainable Urban Planning

Curitiba – Bus Rapid Transit (Brazil)

Population Dynamics

Components of Population Change

Natural increase = Births − Deaths

Population Distribution & Density

Distribution: Where people live

Density: Number of people per km²

Factors Affecting Patterns

Migration – Push & Pull Factors

Push Factors

Pull Factors

Population Structures

Population Pyramids

Demographic Transition Model (DTM)

Population Policies & Gender Equity

Technology & GIS in Population Studies

Population Case Studies

Singapore – Pro-Natal Policies

Japan – Ageing Population

Syrian Refugee Crisis

Mexico–USA Migration

Essay: Marking Scheme

Criterion A Marks Descriptor Notes
0 The student does not achieve a standard described by any of the descriptors given below.
1–2 The student demonstrates limited contextual and conceptual understanding in an outline, using limited examples and limited terminology. Responses are brief with little detail. An example is required but its absence does not prevent awarding marks. Terminology may be inaccurate or infrequent.
3–4 The student demonstrates adequate contextual and conceptual understanding in a description, using satisfactory examples and appropriate terminology. Knowledge of the topic is evident. Examples are accurate but may lack detail. Terminology is generally used correctly.
5–6 The student demonstrates substantial contextual and conceptual understanding in an explanation, using accurate examples and appropriate terminology. Clear explanations with reasons provided. Examples support points well. Terminology is effective and mostly accurate.
7–8 The student demonstrates detailed contextual and conceptual understanding in a thorough explanation, using accurate and effective examples and appropriate terminology. Detailed and well-supported responses throughout. Examples are fully developed and terminology is consistently accurate.

Criterion Marks Descriptor Notes
Criterion C1 – Format 0 The student does not achieve a standard described by any of the descriptors given below.
1 One of the following elements is included: introduction or conclusion. The elements must appear as separate paragraphs. If this is not the case, 0 marks should be awarded.
2 Both introduction and conclusion are included.
Criterion C2 – Communicating Information and Ideas 0 The student does not achieve a standard described by any of the descriptors given below.
1–2 Language is rarely appropriate to a formal essay. Writing may be informal, unclear, basic, or too short to show understanding.
3–4 Language is occasionally appropriate. Writing shifts between informal and formal styles. Some engaging language features are used.
5–6 Language is consistently formal, clear, and appropriate. Engaging language features are used effectively throughout.
Criterion C3 – Organizational Structure 0 The student does not achieve a standard described by any of the descriptors given below.
1 Ideas are rarely structured logically and transitions are rarely effective.
2 Ideas are sometimes structured logically with occasional effective transitions.
3 Ideas are mostly structured logically with frequent effective transitions.
4 Ideas are consistently structured logically with effective transitions throughout.
Criterion D 0 The student does not reach a standard described by any of the descriptors below.
1–2 One perspective is provided with limited analysis and summary. The response may not fully answer the question.
3–4 Two perspectives are included with some development. Arguments are present but not fully developed.
5–6 Two perspectives are developed well and synthesized. A conclusion indicating extent is included.
7–8 Multiple perspectives are thoroughly developed and balanced. A convincing, well-synthesized conclusion is provided.

How to Write a Geography Essay

A Geography essay requires clear structure, balanced perspectives, accurate case studies, and correct geographical terminology.

Essay Structure

👉 The claim, counter-claim, and rebuttal paragraphs should be the same length.
👉 The introduction and conclusion should also be the same length.

Exemplar Essay

Task

In a well-structured essay, answer the following question:

To what extent does human development occur at the cost of the natural environment?

Success Criteria

Exemplar Answer

Human Development vs. Nature: To What Extent Does Progress Cost the Planet?

Introduction

Human development refers to the process of improving people’s living standards through industrial growth, urbanization, and the use of natural resources. However, these activities often lead to the degradation of natural environments and biomes—large-scale ecosystems that support diverse forms of life. As nations develop, biomes such as tropical rainforests and grasslands are increasingly threatened by human activity. This essay explores the extent to which human development occurs at the cost of the natural environment by examining two case studies: the Amazon Rainforest in South America and the Sahel region in Africa. It will present a claim, a counter-claim, and a rebuttal to evaluate whether true balance between development and environmental protection is achievable.

Claim: Human Development Causes Severe Degradation of Natural Biomes

Human development often leads to the destruction of natural ecosystems as land and resources are exploited for economic growth. In the Amazon Rainforest, large-scale deforestation has taken place to make way for cattle ranching, soybean farming, and mining. This tropical biome, which covers over 5 million square kilometers, plays a crucial role in global climate regulation and biodiversity. Yet, thousands of square kilometers of rainforest are cleared each year in Brazil to meet rising global demands for food and raw materials. The result is habitat loss, declining biodiversity, and increased carbon emissions, which contribute to global warming.

Similarly, in the Sahel region—a semi-arid biome stretching across countries such as Mali, Niger, and Chad—overgrazing, deforestation for fuelwood, and unsustainable farming have led to desertification. These human activities weaken soil fertility and reduce vegetation cover, forcing communities into a cycle of environmental degradation and poverty. These examples show that development driven by short-term economic gains often comes at the expense of natural biomes.

Counter-claim: Sustainable Development Can Balance Human and Environmental Needs

Human development does not always have to result in environmental destruction. Sustainable development aims to meet current human needs while protecting ecosystems for future generations. In the Amazon Rainforest, sustainable forest management initiatives such as agroforestry, eco-tourism, and the protection of indigenous land rights have been introduced. These approaches allow economic activity while conserving forest ecosystems.

In the Sahel, the Great Green Wall Project seeks to restore degraded land by planting trees and improving water management. This large-scale initiative reduces desertification while providing employment and improving food security. These case studies demonstrate that when development is carefully managed, environmental protection and human progress can coexist.

Rebuttal: Sustainable Development Is Difficult to Maintain

Despite its potential, sustainable development faces significant challenges. In the Amazon, illegal logging, mining, and agricultural expansion continue due to global demand and weak enforcement. Economic pressures often override conservation efforts.

In the Sahel, projects like the Great Green Wall are limited by political instability, funding shortages, and climate variability. These obstacles reduce their effectiveness and slow progress. Therefore, although sustainable development offers solutions, human development still largely occurs at the expense of natural biomes.

Conclusion

Human development has improved living standards worldwide, but often at significant environmental cost. The Amazon Rainforest and the Sahel illustrate how deforestation, desertification, and biodiversity loss result from human activity. While sustainable initiatives provide hope, their impact remains limited by economic and political constraints. As a result, development continues to place pressure on natural biomes. A sustainable future will require stronger governance, global cooperation, and a commitment to balancing economic growth with environmental protection.

JUSTIFICATION – MARKING CRITERIA

Note: If the student only refers to ONE option in their response, the maximum that can be awarded is 3 marks.

Marks Descriptor Notes / Examples
0 The student does not achieve a standard described by any of the descriptors below. —
1 The student states their rationale. Example: Indigenous groups possess ancestral knowledge of the rainforest.
(States a key factor only)
2–3 The student outlines their rationale. 2 marks example: Indigenous groups have knowledge of the rainforest that can be used to protect fragile biodiversity.
(Single sentence with brief explanation)

3 marks example: Indigenous groups like the Shipibo-Conibo have deep knowledge of the rainforest, which can guide sustainable farming practices such as agroforestry, protecting biodiversity.
(Multiple supporting details)
4–5 The student justifies their rationale. 4 marks example: Indigenous groups like the Shipibo-Conibo possess deep, ancestral knowledge of rainforest soil, flora, and biodiversity. Their involvement would guide sustainable farming practices, ensuring biodiversity protection. Strictly limiting cleared areas is only a short-term measure.
(Rationale explained in some detail)

5 marks example: Indigenous knowledge supports sustainable farming and long-term biome health. This is more effective than top-down restrictions, which are difficult to enforce and may lead to illegal expansion.
(Detailed reasoning with implicit comparison)
6 The student justifies in detail their rationale. 6 marks example: Indigenous collaboration supports sustainable practices, long-term environmental protection, and community well-being in the Peruvian Amazon.
(Comprehensive conclusion with depth)

To write a good justification, the student must explain why the chosen option is the most reasonable in context, while also considering why the other options are limited.

Task

In the Peruvian Amazon, large areas of rainforest have been cleared to make way for palm oil plantations. This has affected indigenous communities such as the Shipibo-Conibo, who rely on the forest for their livelihoods, medicine, and cultural heritage.

The Government of Peru is examining satellite images to understand how palm oil expansion is impacting both the environment and local communities, and is exploring possible solutions to reduce these negative effects.

The Government of Peru is considering implementing one of the following actions:

Task: Justify which one of the actions the Government of Peru should choose.

Exemplar Response

Indigenous groups like the Shipibo-Conibo possess deep, ancestral knowledge of the rainforest’s soil, flora, and biodiversity. Their involvement would guide the implementation of sustainable farming practices, such as agroforestry, ensuring that production methods protect fragile biodiversity and maintain the health of the Amazon biome.

This approach is more robust than a top-down restriction. Strictly limiting the cleared area is only a short-term, defensive measure that is difficult to enforce across the vast Amazon and may lead to illegal, unregulated expansion in remote areas.

Therefore, collaboration with indigenous communities is the most robust, reasoned, and holistic strategy to secure both long-term environmental protection and community well-being in the Peruvian Amazon.

ARTICLE WRITING

Recommended Format

Content Guidance

Introduction

Major Challenges

Sustainable Solutions

Conclusion

MARKING SCHEME

Knowledge & Understanding

Marks Descriptor Notes
0 The student does not achieve a standard described below.
1 Limited knowledge and understanding. Brief outline of impacts and solutions with limited examples and terminology.
2–3 Adequate knowledge and understanding. Describes impacts and sustainable actions with appropriate examples and terminology.
4–5 Substantial knowledge and understanding. Explains impacts and solutions clearly using accurate examples and terminology.
6 Detailed knowledge and understanding. Thorough explanation with strong examples and precise terminology.

Criterion C: Communicating

Criterion C1 – Format

Marks Descriptor
0 No required elements included.
1 One element included: introduction or conclusion.
2 Both introduction and conclusion included.

Criterion C2 – Communicating Information & Ideas

Marks Descriptor Notes
1–2 Rarely appropriate style. Basic, informal language with little engagement.
3–4 Occasionally appropriate style. Mix of formal and informal tone with some engagement.
5–6 Consistently appropriate style. Formal, engaging language suited to a school magazine.

Criterion C3 – Organizational Structure

Marks Descriptor Notes
1 Rarely effective structure. Poor flow and weak transitions.
2 Occasionally effective structure. Some logical sequencing.
3 Mainly effective structure. Clear progression with effective transitions.
4 Consistently effective structure. Strong flow, cohesion, and clarity throughout.

Example

Task

You have been invited to write an article for your school magazine's special edition on global challenges. This edition focuses on the impacts of human activities on natural systems and the importance of sustainable solutions. As part of your research, you have studied case studies and reports highlighting how humans can manage natural processes for environmental sustainability.

In your article, explain how people can take sustainable actions to manage natural systems affected by extreme physical processes, suggesting ways to maintain environmental balance.

Your article must include:

Answer – Restoring Balance: Managing Natural Systems for a Sustainable Future

Introduction

In today’s world, the impact of human activity on Earth’s natural systems has become increasingly evident. From melting glaciers to devastating floods, extreme physical processes—both natural and human-induced—are reshaping the planet’s delicate environmental balance. While these processes, such as river flooding or coastal erosion, are part of the Earth’s natural cycle, human interference through deforestation, urbanisation, and pollution has intensified their effects. This article explores how people can take sustainable actions to manage natural systems impacted by such processes, drawing on examples to show how innovation and awareness can help restore environmental balance.

The Challenge: Human Impact on Natural Systems

Extreme physical processes often become disasters when humans disrupt natural systems. Urbanisation and deforestation along riverbanks reduce natural infiltration, increasing the risk of flooding. A prime example is the Thames River in London, where industrial growth and altered river channels once worsened flood risks. Similarly, in India, unplanned settlements along river plains, such as those near the Ganga, have made floods more frequent and destructive.

Coastal regions face similar pressures. Human activities such as sand mining, construction, and mangrove destruction have accelerated coastal erosion. In places like the Sundarbans, removing mangrove forests has reduced the natural protection against storm surges and rising sea levels, threatening both biodiversity and local livelihoods.

Human-induced climate change further amplifies these problems. Rising global temperatures intensify droughts, storms, and floods, disrupting ecosystems that maintain Earth’s balance. For example, melting glaciers in the Himalayas are altering river flows, endangering communities downstream.

Sustainable Management and Solutions

Sustainability lies at the heart of managing natural systems effectively. One approach is river restoration, which aims to return rivers to their natural state to reduce flood risk and improve ecosystems. The Thames River Restoration Project uses advanced technologies to reconnect floodplains, enhance water quality, and create wetlands that act as natural flood defences. This not only protects communities but also supports biodiversity.

In coastal areas, soft engineering strategies such as dune restoration and mangrove replanting offer long-term protection without harming the environment. Mangrove restoration projects in the Philippines have successfully reduced coastal flooding while supporting fishing communities, demonstrating sustainable action in practice.

Community awareness and policy intervention are equally crucial. Education programs on sustainable land use and government initiatives promoting afforestation, waste management, and renewable energy can collectively help restore the Earth’s systems. For example, India’s “Namami Gange” project focuses on cleaning the Ganga River while promoting eco-friendly tourism and waste treatment, balancing development with conservation.

Conclusion

The management of natural systems is one of humanity’s greatest responsibilities. Through sustainable planning, innovation, and community participation, people can mitigate the impacts of extreme physical processes and maintain environmental balance. Sustainable solutions—such as river restoration, coastal protection, and climate resilience— are most effective when humans work with nature rather than against it.

As young learners and future leaders, we must recognise our role in preserving the planet’s natural systems. Every action, from supporting green initiatives to spreading awareness, contributes to a more sustainable future. The choices made today will determine whether the natural world continues to sustain life or struggles under the weight of neglect.

Criteria B

Criteria B focuses on evaluating an action plan. This includes framing a research question, justifying the research question, and assessing the strengths and limitations of the investigative process.

Evaluating an Action Plan – Required Format

Strengths

Possible strengths may include:

Limitations

Possible limitations may include:

Appraisal

The appraisal weighs up both strengths and limitations of the action plan and forms an overall judgement about the effectiveness of the student’s investigative process. This judgement may be stated explicitly or implied through evaluation.

Example

The government of the Netherlands is concerned about increasing coastal erosion and the long-term impacts of sea-level rise in the Zeeland region. Powerful waves, storm surges, and sediment loss are gradually eroding beaches and dunes, threatening farmland, housing, and local infrastructure. The Dutch authorities have appointed a research consultant to identify sustainable coastal management strategies that balance environmental protection with human safety and economic needs.

The consultant's action plan is shown below.

Possible Answers

Strengths

Clear Research Focus

The plan has a precise research question that directly targets sustainable coastal management in the Zeeland region. This clarity ensures that every stage of inquiry—from identifying erosion causes to suggesting solutions—remains aligned with the central aim and prevents the investigation from becoming unfocused.

Structured Stages of Work

Dividing the investigation into four stages (planning, research, data collection, and presentation) creates a clear and logical sequence. This structure supports effective time management and ensures that each stage builds meaningfully on the previous one.

Integration of Environmental and Social Aspects

The plan considers both physical processes and human impacts, including livelihoods, agriculture, and tourism. This integrated approach ensures recommendations are environmentally sound while remaining socially and economically realistic.

Use of Hard and Soft Engineering Examples

By comparing large-scale engineering structures such as the Delta Works with softer approaches like dune restoration and beach nourishment, the plan promotes analytical thinking and evaluation of long-term sustainability.

Primary and Secondary Data Collection

The inclusion of maps, photographs, interviews, and government reports encourages triangulation. Cross-checking information from multiple sources increases the reliability and validity of the findings.

Focus on Sustainable and Innovative Solutions

Strategies such as managed realignment and eco-tourism reflect modern environmental thinking. These approaches support natural processes while reducing ecological damage, aligning with climate adaptation goals.

Community Participation and Education

The plan recognises local communities as key stakeholders. Education and awareness initiatives increase long-term success by encouraging public support for sustainable coastal management.

Policy-Relevant Outcomes

By aiming to produce recommendations for government authorities, the plan demonstrates how geographical research can directly influence real-world policy and decision-making.

Limitations

Limited Access to Local Data

Non-local researchers may face challenges in collecting first-hand data due to distance, language barriers, and access restrictions. This may result in overreliance on secondary sources.

Time Constraints

An eight-week timeframe may be insufficient to study slow-changing coastal processes. Limited time could reduce the depth and accuracy of analysis.

Overreliance on Secondary Sources

Heavy dependence on reports and case studies may introduce bias or outdated information, particularly if sources reflect government perspectives more than community views.

Lack of Cost-Benefit Analysis

The plan does not assess the financial feasibility of proposed strategies. Without economic evaluation, recommendations may be impractical for implementation.

Broad Scope

Addressing environmental, social, and economic factors simultaneously may lead to surface-level analysis rather than in-depth exploration of key management strategies.

Limited Seasonal Consideration

Erosion and storm impacts vary seasonally. The absence of seasonal data risks overlooking important patterns that influence coastal management success.

Insufficient Risk Assessment

Potential risks, such as habitat loss or community displacement from managed realignment, are not clearly addressed. This may lead to overly optimistic conclusions.

Dependence on Government Cooperation

The success of recommendations depends on political will and funding availability. Conflicting priorities could limit implementation.

Appraisal

Overall, the Zeeland Coastal Management Action Plan is comprehensive, forward-looking, and well aligned with MYP Geography objectives. It demonstrates a strong understanding of sustainable interaction between humans and natural systems through integration of environmental science, community perspectives, and policy application. However, the investigation could be strengthened by narrowing its focus, incorporating financial and risk assessments, and improving access to local data. Despite these limitations, the plan remains a strong model for evaluating sustainable responses to coastal erosion.

Research Question & Justification

Note: It does not matter how many strengths and limitations you include. Quality is prioritised over quantity. Writing too many weak points may reduce marks. It is better to write one strong strength and one strong limitation in detail.

What Makes a Strong Research Question (RQ)

To frame an appropriate research question, the student must interpret the Statement of Inquiry (SOI) carefully. There are three main types of SOIs.

Types of SOIs and Research Question Formats

SOI Type Description Research Question Format Example
Factor → Issue
(Cause & Influence)		 Examines how a specific factor causes or contributes to a geographical issue. To what extent does [factor/variable] contribute to / affect [geographical issue] in [location]? To what extent does illegal gold mining contribute to disease proliferation in the Yanomami tribe?
Issue → Impact
(Consequences)		 Examines how a geographical issue impacts societies, environments, or economies. To what extent does [geographical issue] impact [society/environment/economy] in [location]? To what extent do droughts affect the rice-based economies of China?
Solutions → Effectiveness
(Management & Sustainability)		 Investigates how effective a solution is in managing a geographical issue. To what extent are [solutions/strategies] effective in addressing [geographical issue] in [location]? To what extent is land demarcation effective in addressing declining ELF rates in the Awá tribe of the Brazilian Amazon?

Justifying the Research Question

A strong justification should be written in three clear parts:

  1. Problem in Context: Explain the issue in its real-world setting and why it is significant.
  2. Solution: Describe the proposed or existing solution and its relevance.
  3. Reason for Investigation: Explain why the solution needs to be evaluated and who the findings could help.

Marking Scheme

Marks Use of Terminology Knowledge & Understanding
0 The student does not reach a standard described by any of the descriptors. The student does not reach a standard described by any of the descriptors.
1–2 Uses limited relevant terminology. Demonstrates basic knowledge with minimal description or examples.
3–4 Uses some terminology accurately and appropriately. Demonstrates adequate knowledge through satisfactory descriptions, explanations, and examples.
5–6 Uses a range of terminology accurately and appropriately. Demonstrates substantial knowledge through accurate descriptions, explanations, and examples.
7–8 Consistently uses a wide range of terminology effectively. Demonstrates excellent knowledge through thorough, accurate descriptions, explanations, and examples.

Marking Rubrics

Criterion D: Thinking Critically

Marks i. Concepts, Issues, Models & Theories ii. Synthesis of Information iii. Source Analysis (Origin, Purpose, Value & Limitations) iv. Perspectives & Implications
0 The student does not reach a standard described by any of the descriptors.
1–2 Analyses concepts, issues, models, visual representations and theories to a limited extent. Summarizes information to a limited extent to make arguments. Describes a limited number of sources in terms of origin and purpose and recognizes nominal value and limitations. Identifies different perspectives with minimal implications.
3–4 Analyses concepts, issues, models, visual representations and theories. Summarizes information to make arguments. Analyses and/or evaluates sources in terms of origin and purpose, recognizing some value and limitations. Recognizes different perspectives and suggests some of their implications.
5–6 Discusses concepts, issues, models, visual representations and theories. Synthesizes information to make valid arguments. Effectively analyses and evaluates a range of sources, usually recognizing value and limitations. Interprets different perspectives and their implications.
7–8 Completes a detailed discussion of concepts, issues, models, visual representations and theories. Synthesizes information to make valid, well-supported arguments. Effectively analyses and evaluates a range of sources, consistently recognizing value and limitations. Thoroughly interprets a range of perspectives and their implications.

Criterion B: Investigating

Marks i. Research Question & Justification ii. Action Plan iii. Research Methods & Data Collection iv. Evaluation of Investigation
0 The student does not reach a standard described by any of the descriptors.
1–2 Formulates a research question that is clear or focused and describes its relevance. Formulates a limited action plan or does not follow a plan. Collects and records limited information, not always consistent with the research question. Makes a limited evaluation of the process and results.
3–4 Formulates a clear and focused research question and describes its relevance in detail. Formulates and somewhat follows a partial action plan. Uses research methods to collect mostly relevant information. Evaluates some aspects of the process and results.
5–6 Formulates a clear and focused research question and explains its relevance. Formulates and follows a substantial action plan. Uses research methods to collect appropriate and relevant information. Evaluates the process and results of the investigation.
7–8 Formulates a clear and focused research question and justifies its relevance. Formulates and effectively follows a comprehensive action plan. Uses research methods to collect appropriate, varied and relevant information. Thoroughly evaluates the investigation process and results.

Criterion C: Communicating

Marks i. Communication Style ii. Structure & Format iii. Referencing & Sources
0 The student does not reach a standard described by any of the descriptors.
1–2 Communicates ideas in a limited way using a style that is not appropriate. Structures information in a limited way. Documents sources in a limited way.
3–4 Communicates ideas satisfactorily using a somewhat appropriate style. Structures information in a somewhat appropriate way. Sometimes documents sources using a recognized convention.
5–6 Communicates ideas accurately using a mostly appropriate style. Structures information in a mostly appropriate way. Often documents sources using a recognized convention.
7–8 Communicates ideas effectively and accurately using a completely appropriate style. Structures information in a completely appropriate way. Consistently documents sources using a recognized convention.

Past Papers

Paper 1

In this task (Question 1), you will use the concept of systems to explore natural systems. The global context is Scientific and Technical Innovation. You will be assessed using Criterion A (Knowing and Understanding).

Question 1.1

State two impacts of plastic pollution on coastal systems.

Question 1.2

Explain the differences between the two hydrographs in Source A, focusing on the lag times and flood scenarios in each case.

River Hydrograph Comparison

The red hydrograph shows a short lag time, a steep rising limb, and a rapid response to rainfall. This suggests impermeable surfaces, likely caused by urbanisation or hard rock petrology, leading to rapid runoff and a higher risk of flooding. The green hydrograph displays a longer lag time and gentler rising and falling limbs, indicating greater vegetation cover, permeable rock, and higher infiltration rates. As a result, River B is less prone to flooding.

Evaluating Sources (OPVL)

In this task (Question 2), you will evaluate sources related to managing river systems using the key concept of systems. You will be assessed using Criterion D (Thinking Critically).

Strengths vs Limitations of Sources

Source Evaluation Diagram

Source B is valuable because it presents quantified socio-economic data using a clear infographic format, making complex information accessible and easy to interpret. This supports informed decision-making when assessing sustainable alternatives to damming.

However, Source C is limited as it relies heavily on visual representation without sufficient quantitative data or temporal detail. This restricts its usefulness when evaluating long-term impacts and sustainable management strategies.

Coastal Management Analysis

In this task (Question 3), you will analyse sources related to coastal management using the key concept of systems. You will be assessed using Criterion D (Thinking Critically).

The coastline of Norfolk is changing due to marine erosion processes such as hydraulic action and abrasion. Wave undercutting leads to oversteepened cliffs, resulting in slumping and mass movement. Storm surges and rising sea levels accelerate these denudational processes.

Possible solutions include hard engineering methods such as sea walls and rock armour, as well as soft engineering strategies like beach nourishment, managed realignment, and vegetation planting. An integrated approach provides the most sustainable long-term management.

Extended Essay Question

In this task (Question 4), you will write an essay using the key concept of systems. You will be assessed using Criterion A (Knowing and Understanding) and Criterion D (Thinking Critically).

Essay Question:

To what extent are engineering strategies effective and sustainable within broader efforts to manage river and coastal environments?

Paper 2

This paper focuses on evaluating action plans, formulating research questions, and communicating geographical understanding through structured tasks, including investigations and a podcast script.

Students are assessed using Criteria B, C, and D, with emphasis on planning investigations, evaluating processes, and communicating ideas effectively to a global audience.