8291_s26_ms_23 2026 May-June Environmental Management 8291 Mark Scheme 2 Variant 3 · Cambridge CAIE AS & A Level

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8291_s26_ms_232026 May-June Environmental Management 8291 Mark Scheme 2 Variant 3

This is the official Cambridge mark scheme for Environmental Management (8291) Mark Scheme 2 (Variant 3) from the 2026 May-June session. Mark schemes show exactly how each mark is awarded, including acceptable alternative answers, required key terms, and common errors that lose marks. Cambridge mark schemes use notation like "allow," "accept," and "do not credit" to define the boundary between full marks and zero.

Also referenced as: 8291_s26_ms_23 · 8291/23/m/j/26 ms · 8291/23 May/June 2026 ms

Paper 2: Management in Context This is Paper 2: Management in Context, worth 80 marks with a duration of 1h 45m. Resource-booklet paper assessing AO2 and AO3 in unfamiliar contexts. Includes graph plotting (bar charts, line graphs), distribution descriptions on global maps, fieldwork methodology (questionnaires, sampling, pilot studies), benefits and limitations of methods, and applied environmental management.

This mark scheme corresponds to 8291_s26_qp_23. For maximum revision benefit, attempt the question paper under strict exam conditions first, then use this mark scheme to self-assess. Pay attention to the marking notation: "allow" means an alternative is accepted, "do not credit" means a specific phrasing is rejected even if technically correct, and "ORA" (or reverse argument) means the mark can also be earned with the opposite reasoning.

Cambridge mark schemes reward precise language. For Environmental Management (8291), look for keywords the examiner requires — definitions must include specific terms (e.g., "per unit mass," "resultant"), and calculations must show working even if the final answer is correct. Understanding mark scheme conventions helps you write answers that hit every marking point, not just the general idea.

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Same paper, other years

Environmental Management (8291) Mark Scheme 2 (Variant 3) from other exam sessions — practise the same paper across the years, then check each one against its mark scheme.

Examiner Insights — Paper 2: Management in Context

Based on analysis of 1 official Cambridge documents (2024)

1

Vague unqualified words — 'pollution', 'harms the environment', 'resources', 'environmentally-friendly' not credited

Vague words such as resources, pollution, environmentally-friendly, harms, affects, damages, impacts, should be avoided without qualification. For example, resources could be qualified as food, water, energy, etc. Pollution could be qualified as water, air, noise, visual, etc.8291 Paper 1, May/June 2024

How to fix: Always qualify generic words. Replace 'pollution' with 'air pollution from sulfur dioxide' or 'water pollution from nitrate runoff'. Replace 'harms the environment' with 'reduces biodiversity by destroying native plant species'. Replace 'resources' with 'food crops' or 'fresh water'. Vague = zero marks at AS Level.

2

Confusing the enhanced greenhouse effect with ozone depletion

A common misconception was that UV radiation is trapped rather than incoming ultraviolet radiation being absorbed by the Earth's surface and then re-emitted as infrared radiation which is absorbed by methane.8291 Paper 1, May/June 2024

How to fix: Two completely separate processes. Greenhouse effect: incoming UV is absorbed by Earth's surface, re-emitted as infrared (longwave) radiation, then trapped by greenhouse gases (CO2, CH4, N2O) in the troposphere → atmospheric warming. Ozone depletion: CFCs released into the stratosphere, broken down by UV light, chlorine atoms destroy ozone (O3) → more UV reaches Earth. CO2/methane do NOT destroy ozone. CFCs are NOT the main cause of global warming.

3

Misreading command words — describing when explanation is required, defining when description is required

It is important that instructions are followed carefully. Candidates should make sure that they understand the difference in meaning of the command words such as state, suggest, predict, justify, describe, explain, compare and evaluate.8291 Paper 1, May/June 2024

How to fix: Underline the command word before writing. Describe = say WHAT you see (no reasons). Explain = say WHY (must include cause-and-effect). State = short factual answer, no long description needed. Suggest = apply to unfamiliar context. Compare = explicit comparative language ('A is higher than B'), not two separate descriptions.

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Environmental Management Exam Guide: How to Score Higher

Top mistakes, scoring patterns & answer frameworks from 1 official Cambridge documents