Edexcel GCSE Geography (1GA0) Past Papers 2026

The Physical Environment

Duration: 1h 45m

The Human Environment

Duration: 1h 30m

Geographical Investigations: Fieldwork and UK Challenges

Duration: 1h 30m

OS map skills — grid references, scale, contours and map symbols

Paper 1 (2023 and 2024) repeatedly flags that candidates need to practise 4- and 6-figure grid references and using the map scale. The 2023 ER notes it 'is a skill which needs to be practised'. In 2024, candidates lost marks by not giving distances to one decimal place. These skills are also the primary differentiator on 8-mark examine questions, where Level 3 responses consistently used grid references and measured features that Level 2 responses did not.

Paper 1

Key geographical definitions — 'energy mix', 'water surplus', 'net migration', 'biodiversity', 'drought'

Definition questions saw low accuracy across both papers. Only 15.7% of candidates correctly defined 'energy mix' in Paper 2 (2023). Only 47.4% correctly defined 'water surplus'. For 'drought', many candidates omitted the essential qualifier 'over a period of time' and were not awarded the mark. The examiners noted candidates should use the Pearson glossary to learn all key terms in the specification.

Paper 1, Paper 2, Paper 3

AO3 evaluation — making and supporting judgements in extended writing

The 8-mark questions in Papers 1 and 2 had very low modal marks of zero in several series. Examiners consistently note that responses lacked 'clear judgements' and that the AO3 elements were typically the weakest part of candidates' answers. The mean mark for Paper 2's 8-mark Questions 1 and 2 was below 3/8 marks, and below 6/12 marks for the 12-mark questions in 2023.

Paper 1, Paper 2

Physical vs. social vs. economic factors — correctly categorising factors in development questions

Paper 2 (2023) Q2(c) showed that many candidates were unable to correctly identify 'physical factors' that influence development, instead writing about social factors (birth rates, healthcare) or economic factors (trade, globalisation). The response scored 0 marks when the wrong category of factor was given. 32.2% of responses for this question received no credit.

Paper 2

Climate graph skills — accurately plotting bars and calculating median with an even number of values

Paper 1 (2023) Q7(a)(i–ii) highlighted that while most candidates could plot bars, a significant minority lost marks by not showing working for the median calculation. Several candidates were unsure how to find the median when there is an even number of values (requiring the mean of the two middle numbers). Freehand bars were less likely to be awarded marks than ruler-drawn bars.

Paper 1

Fieldwork enquiry process — confusing sampling strategy with data collection method

Paper 3 (2023) consistently notes that candidates 'misinterpreted the question, talking about their data collection method…rather than the advantage of a sampling strategy linked to a method'. This occurred in Q1(a) (river fieldwork) and Q2(a) (coastal fieldwork). The distinction between a sampling strategy (random, systematic, stratified) and a data collection method (velocity measurement, quadrat survey) was not well understood.

Paper 3

Percentage increase calculations — adding too many zeros, rounding errors, forgetting to multiply by 100

Paper 2 (2023) Q1(d)(iii) and Q2(d)(i) showed that percentage increase was the most commonly failed calculation type. The most frequent incorrect answer for one question was 66.6% instead of 66.7%. Candidates also added incorrect zeros or failed to multiply the division result by 100. The modal mark was 0 for Q1(d)(iii).

Paper 2

Extended writing in Section C Paper 3 — drawing on wider geographical knowledge, not just the resource figures

Paper 3 (2023) Q5(e) required candidates to argue whether resource consumption or population growth is a greater threat to UK ecosystems. Most candidates used the resource figures well for AO4 but 'struggled to achieve the higher marks by drawing on the evidence of their own knowledge and understanding from the rest of their geography course'. The best responses linked pests and diseases to climate change or intensive farming using independent geographical knowledge.

Paper 3