How to Answer a 12 Mark Question (Edexcel IGCSE Geography): Revision Note

Bridgette Barrett

Written by: Bridgette Barrett

Reviewed by: Jenna Quinn

Updated on

How to answer an 12 mark question

12 mark questions

  • In the Edexcel IGCSE there is one 12 mark question

    • This comes at the end of paper 2 in the final section

  • Levelled response questions are the part of the final exams that many students find the most challenging

  • The mark you achieve is based on the quality of your response to the question rather than marks being awarded for specific points

  • Remember the examiners want to see that you can apply your knowledge and understanding of the content and real-life examples to a specific question

  • The following guide will help you to express your knowledge and understanding in ways which will enable you to achieve the highest marks

Levels

  • There are 3 levels which can be awarded in a levelled response question. These are outlined below:

Level one (1-4 marks)

  • Demonstrates some understanding of concepts and the interrelationship between places, environments and processes. (AO2)

  • Attempts to apply understanding but understanding and connections are weak. An unbalanced or incomplete argument that shows limited understanding. Judgements are supported by limited evidence. (AO3)

  • Uses some geographical skills to obtain information with limited relevance and accuracy, which supports a few aspects of the argument. (A04)

Level two (4-8 marks)

  • Demonstrates increased understanding of concepts and the interrelationship between places, environments and processes. (AO2)

  • Applies understanding to deconstruct information and provide some logical connections between concepts. An imbalanced argument that synthesises mostly relevant understanding, but not entirely coherently, leading to judgements that are supported by evidence occasionally. (AO3)

  • Uses geographical skills to obtain accurate information that supports some aspects of the argument. (AO4)

Level three (9-12 marks)

  • Demonstrates accurate understanding of concepts and the interrelationship of places, environments and processes. (AO2)

  • Applies understanding to deconstruct information and provides logical connections between concepts throughout. A balanced, well-developed argument that synthesises relevant understanding coherently, leading to judgements that are supported by evidence throughout. (AO3)

  • Uses geographical skills to obtain accurate information that supports all aspects of the argument. (AO4)

Writing the answer

Step 1

  • Regardless of the topic, the type of question that you will need to answer will be broadly the same

  • You will be asked to study sources of data as well as to use your own knowledge and understanding

  • You will then be expected to discuss a viewpoint or the information provided

  • To discuss you need to set out both sides of an argument (for and against) and come to a conclusion related to the content and emphasis of the discussion

Discuss the view 

'The most significant impact of climate change will be the increased frequency of extreme weather events.’

Use Figures 7a and 7b from the Resource Booklet, and your own knowledge and understanding to support your answer.

Step 2

  • Highlight the keywords. 

Discuss the view 

'The most significant impact of climate change will be the increased frequency of extreme weather events.’

Use Figures 7a and 7b from the Resource Booklet, and your own knowledge and understanding to support your answer.

  • In this example, it is important that you focus on whether the most significant impact of climate change is extreme weather events or whether it is other impacts

Step 3

  • Plan the information you are going to include

  • This can be a short list of bullet points. For example;

    • A brief outline of what climate change is - increasing temperatures associated with average weather conditions or longer-term average conditions.

    • Outline the arguments for and against the most significant impact of climate change being the increased frequency of extreme weather events using the Figures and your own knowledge and understanding

    • Other possible impacts include:

      • increased temperatures

      • sea level rise

      • patterns of desertification 

Step 4 

  • Write your answer

    • To achieve 12 marks you need to make at least 3-4 detailed points and explanations using the Figures and place specific detail

    • Do not make general statements

    • Be specific for example:

‘Figure 7b shows how there has already been an increase in the number of tropical storms over a decade, if climate change continues and this increase continues some regions of the world will be at great risk of a high number of tropical storms each year'

  • Ensure that you include place-specific details from the Figures

Worked Example

12 mark question

Discuss the view 

'The most significant impact of climate change will be the increased frequency of extreme weather events.’

Use Figures 7a and 7b from the Resource Booklet, and your own knowledge and understanding to support your answer

World map showing desertification risk levels: low (light blue), moderate (blue), high (light red), very high (dark red). Labels include Mexico, Iran, Kenya.
Figure 7a
Bar chart showing number of tropical storms in selected regions in 2010 and 2019, with highest in the Western Pacific in 2019.
Figure 7b

Model answer

Climate change refers to long-term shifts in temperature and weather patterns. This can include changes in tropical storms, precipitation and other climate features.

The view that “the most significant impact of climate change will be the increased frequency of extreme weather events” is largely valid, as these events cause widespread destruction and affect both people and the environment. Figure 7b provides strong evidence to support this, showing the increase in the frequency of storms in many areas, particularly the Western Pacific. These storms can destroy homes, infrastructure, and livelihoods. Recent examples include Typhoon Haiyan in the Philippines. These events are immediate which may make them seem like the most important impact of climate change. However, other impacts, like sea level rise and desertification also have significant impacts and must be considered.

Figure 7a highlights how many areas are affected by desertification, particularly areas such as Iran and the Sahel. These directly affect agriculture, water supplies, and human health, particularly in countries with fewer resources to adapt such as Senegal. Other long-term effects, like sea level rise, are equally significant. Melting ice caps and thermal expansion threaten low-lying areas, including countries like Bangladesh and major cities like London. This could lead to mass migration and the loss of entire communities. Similarly, climate change is causing widespread ecosystem damage, such as coral bleaching and the loss of biodiversity. These changes may not seem as urgent but have devastating consequences in the long term.

In conclusion, while the increasing frequency of extreme weather events illustrates the immediate impact of climate change, other long-term issues like sea level rise and ecosystem degradation are just as significant. All these impacts are interconnected.

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Bridgette Barrett

Author: Bridgette Barrett

Expertise: Geography Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 25 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.

Jenna Quinn

Author: Jenna Quinn

Expertise: Head of New Subjects

Jenna studied at Cardiff University before training to become a science teacher at the University of Bath specialising in Biology (although she loves teaching all three sciences at GCSE level!). Teaching is her passion, and with 10 years experience teaching across a wide range of specifications – from GCSE and A Level Biology in the UK to IGCSE and IB Biology internationally – she knows what is required to pass those Biology exams.