MARK SCHEMES

Mark schemes will be divided into two types.

Generic Mark Schemes: These are applied to questions and do not contain reference to specific content of an individual question. Generic mark schemes may show marks in a band e.g. 13-16 marks. When using these mark schemes, the full range of marks is to be used when considering a learner’s score within a band.

Task Specific Mark Schemes: These show content specific to an individual question and will be written with the question.

Some questions may require the use of both types of mark scheme.

Component 1 – Mark Scheme

In Component 1, all of the questions are based on Sources which are available to learners within the examination paper. It is therefore very important to study this material prior to marking to become familiar with the context of the questions.

1 (a) (i) Which of the Causes of Declining Biodiversity refers to animals and plants that have been introduced to a place where they do not naturally occur? [2]

Task Specific Mark Scheme

Question	Answer
1 (a)	Invasive species

1 (b) Which one of the consequences in Source A do you think is the most important?

Explain why? [4]

Task Specific Mark Scheme

Learners are likely to give the following type of reasons to justify their choice:

• Possible further impacts/additional effects e.g. natural disasters like flooding cause further damage and more loss of species

• Urgency or time factors/speed of change e.g. loss of medicines is only a possible problem in the future therefore not important in comparison to disasters now

• Degree of impact/seriousness/magnitude on biodiversity and natural world e.g. number of species affected

• Degree of impact on people e.g. starvation and lack of food kills people

• How many people/groups/countries are affected e.g. because so many people are affected by food shortages

• Increasing cycle of difficulty/spiral of decline e.G. Deforestation causes global warming so trees are lost due to fires and flooding so there is more deforestation

• Opinion of experts e.g. scientific research suggests that this is the biggest threat

• How easy to solve e.g. once you have lost a species or habitat it is almost impossible to get it back

• Other reasonable response

Further guidance – learners may discuss any of the ‘consequence(s)’ from the right-hand column of Source A. Learners may use their own language to describe these consequences and develop the discussion using background knowledge and understanding, though this is not expected or necessary to gain full marks.

Generic Mark Scheme

Marks	Description of Level
4	Effective analysis with arguments/ ideas given fully relevant, clear and developed. Opinion/conclusion is clear and fully supported.
3	Good analysis with arguments/ideas given generally relevant, clear and developed. Conclusion/opinion is clear but may not be fully supported.
2	Basic analysis of issues and arguments/ideas are present but are not always relevant, clear or developed. Conclusion/opinion is given but is not adequately supported.
1	Very little analysis of issues with very few arguments and ideas. Where present, they are not relevant, clear or developed. A conclusion/opinion may given but not supported in any meaningful way.
0	Shows no analysis of the defined content.

2 (A) Identify one statement of values in Source b. Explain why you think it is a

statement of values and whether you feel it supports the perspective of the source material well. [4]

Task Specific Mark Scheme

A statement of values is a subjective expression or view based on a code of values concerning what is right and wrong; a view based on moral principles or beliefs; an opinion based on an individual’s beliefs or views of what is desirable, important or highly regarded and not upon facts which can be checked or proved.

The following examples of value statements may be found in Source B and elaborated upon:

• Our environment is very important and should be protected.

• Humans are right to use the earth’s resources for their benefit.

• Other reasonable response

Generic mark scheme

Marks	Description of Level
4	Effective analysis with arguments/ ideas given fully relevant, clear and developed. Opinion/conclusion is clear and fully supported.
3	Good analysis with arguments/ideas given generally relevant, clear and developed. Conclusion/opinion is clear but may not be fully supported.
2	Basic analysis of issues and arguments/ideas are present but are not always relevant, clear or developed. Conclusion/opinion is given but is not adequately supported.
1	Very little analysis of issues with very few arguments and ideas. Where present, they are not relevant, clear or developed. A conclusion/opinion may be given but not supported in any meaningful way.
0	Shows no analysis of the defined content.