Urban access and housing
Original practice assessment. The teacher can edit this pack; edits may change its mark total or invalidate its guidance.
Access and an urban development decision
Original fictional unfamiliar-resource pack. Work across the resources; each describes the same teaching scenario. This is not an official examination paper or a real project forecast.
Options
Brownfield housing with bus access: £12 million
Reuses developed land
Enables 400 new homes in District A
Remediation costs may increase; affordability needs explicit provision
Future access changes need a separate forecast; current journey times are only the baseline
Edge-of-town housing: £9 million
Enables an undeveloped site
Enables 600 new homes in District B
May increase car dependence and consume undeveloped land
Future access changes need a separate forecast; current journey times are only the baseline
Improve access and existing housing: £7 million
Benefits current residents and may reduce displacement
Improves 200 existing homes in District C
Does not enable new homes
Future access changes need a separate forecast; current journey times are only the baseline
Stakeholder evidence
Tenant representative: New housing should be affordable to existing residents.
Transport planner: Scheduled journey time is only part of door-to-door access.
Local employer: Workers need reliable access at the hours we operate.
Journey network linking representative district centres to the clinic at D
Scroll the diagram sideways to see the full resource.
| From | To | Journey time (min) | Status |
|---|---|---|---|
| A | B | 4 | Open |
| B | D | 5 | Closed |
| A | C | 4 | Open |
| C | D | 3 | Open |
| B | C | 6 | Open |
Resource description
Use only open links. Add stated journey times, rather than measuring the drawing. The route times are a simplified fictional model; waiting, congestion and individual access needs are not supplied. Each district is represented at its lettered node. This does not locate every resident at that point.
District populations and access
| District | Population | Area (km²) | Modelled journey to clinic at D (minutes) | Low-income households (%) |
|---|---|---|---|---|
| District A | 18000 | 11 | 7 | 14 |
| District B | 20000 | 8 | 9 | 23 |
| District C | 15000 | 10 | 3 | 26 |
| District D | 34000 | 7 | 0 | 26 |
Resource description
Access time is the shortest open network route from each representative district node to D, excluding walking and waiting. Household percentages cannot be multiplied by population as if people were households.
Housing proposals linked to management alternatives
| Option | District | New homes enabled | Existing homes improved | Infrastructure cost (£ million) |
|---|---|---|---|---|
| Brownfield housing with bus access | District A | 400 | 0 | 12 |
| Edge-of-town housing | District B | 600 | 0 | 9 |
| Improve access and existing housing | District C | 0 | 200 | 7 |
Resource description
These are the same three management alternatives listed below. Infrastructure costs exclude private construction. Current district access is a baseline, not a forecast of access after development.
Management alternatives
| Option | Capital cost (£ million) | Benefit | Limitation |
|---|---|---|---|
| Brownfield housing with bus access | 12 | Reuses developed land; Enables 400 new homes in District A | Remediation costs may increase; affordability needs explicit provision; Future access changes need a separate forecast; current journey times are only the baseline |
| Edge-of-town housing | 9 | Enables an undeveloped site; Enables 600 new homes in District B | May increase car dependence and consume undeveloped land; Future access changes need a separate forecast; current journey times are only the baseline |
| Improve access and existing housing | 7 | Benefits current residents and may reduce displacement; Improves 200 existing homes in District C | Does not enable new homes; Future access changes need a separate forecast; current journey times are only the baseline |
Resource description
Available capital budget: £15 million. Options are alternatives; their benefits cannot simply be added. Operating costs are separate.
Resource limits: No claim is made about the needs of every individual in a district.; Population density is not a measure of deprivation.
1 mark1. Calculate the population density of district A, to two decimal places.
1 mark2. Calculate the absolute modelled journey-time difference between districts A and B to node D.
4 marks3. Explain why these modelled times do not measure everyone’s access to the clinic.
1 mark4. Can the household percentages give a count of low-income people directly?
- Yes, multiply them by the population
- No, the denominator is households and their sizes are unknown
9 marks5. Recommend an option for access and an urban development decision. Use at least two resources, compare an alternative and address an uncertainty or stakeholder concern.
Supplementary geographical skill: Choropleth maps
The shading represents a percentage of households, not a total. Class boundaries are lower-inclusive and upper-exclusive.
Scroll the diagram sideways to see the full resource.
| District | Reported damage (%) | Households |
|---|---|---|
| A | 9 | 1000 |
| B | 11 | 500 |
| C | 29 | 500 |
| D | 38 | 100 |
Resource description
A–D use these non-overlapping classes: 0 to less than 10%; 10 to less than 20%; 20 to less than 30%; 30 to less than 40%. A has 1,000 households and D has 100 households.
1 mark1. Which class contains district C?
- 10 to less than 20%
- 20 to less than 30%
- 30 to less than 40%
1 mark2. How many households in A reported damage?
1 mark3. Does the darkest district necessarily have the most affected households?
- Yes; darkest always means the highest count.
- No; the household denominators differ.
Supplementary geographical skill: Population pyramids
These are broad age categories, not equal five-year bands. The six bars together sum to 100%.
Scroll the diagram sideways to see the full resource.
| Age group | Male (% of total) | Female (% of total) |
|---|---|---|
| 0–14 | 12 | 22 |
| 15–64 | 28 | 14 |
| 65+ | 10 | 14 |
Resource description
0–14: male 12%, female 22%; 15–64: male 28%, female 14%; 65+: male 10%, female 14%
1 mark1. What percentage of the whole population is aged 0–14?
1 mark2. Calculate dependants per 100 people aged 15–64, using 0–14 and 65+ as dependants.
Supplementary geographical skill: Interpret correlation cautiously
Fictional training exercise. Each pair represents a different fictional street measured during the same time window.
| Street | Tree cover (%) | Temperature (°C) |
|---|---|---|
| A | 10 | 27 |
| B | 20 | 26 |
| C | 30 | 24 |
| D | 40 | 23 |
| E | 50 | 22 |
1 mark1. What association is shown?
- Positive association
- Negative association
- No association
2 marks2. Why does this association not establish the size of a causal cooling effect?
2 marks3. Before choosing an inferential test, what should be checked?
Supplementary geographical skill: Index numbers
An index compares a quantity with a base value. Set the base-year index to 100.
| Year | Freight journeys |
|---|---|
| 2020 | 500 |
| 2025 | 850 |
Resource description
Fictional freight counts
1 mark1. What is the 2025 index if 2020 = 100?
1 mark2. What percentage change does this index represent?
Supplementary geographical skill: Climate graphs
Use the accompanying exact monthly values for calculations. Both axes begin at zero.
Scroll the diagram sideways to see the full resource.
| Month | Rainfall (mm) | Temperature (°C) |
|---|---|---|
| Jan | 103 | 19 |
| Feb | 115 | 18 |
| Mar | 68 | 15 |
| Apr | 63 | 11 |
| May | 61 | 7 |
| Jun | 61 | 4 |
| Jul | 96 | 3 |
| Aug | 50 | 4 |
| Sep | 46 | 7 |
| Oct | 40 | 10 |
| Nov | 26 | 14 |
| Dec | 94 | 17 |
Resource description
Jan: 103 mm, 19°C; Feb: 115 mm, 18°C; Mar: 68 mm, 15°C; Apr: 63 mm, 11°C; May: 61 mm, 7°C; Jun: 61 mm, 4°C; Jul: 96 mm, 3°C; Aug: 50 mm, 4°C; Sep: 46 mm, 7°C; Oct: 40 mm, 10°C; Nov: 26 mm, 14°C; Dec: 94 mm, 17°C
1 mark1. What is the total annual rainfall in mm?
1 mark2. What is the annual temperature range in °C?
1 mark3. In which month is the highest mean temperature?
- Jan
- Apr
- Jul
- Oct
Supplementary geographical skill: Map scale and distance
Use the stated printed measurement. Resizing this screen does not change the measurement in the table.
| Measurement | Value |
|---|---|
| Map scale | 1:50,000 |
| Measured route on a printed map | 12 cm |
Resource description
Distance along a fictional route
1 mark1. What is the ground distance in kilometres?
1 mark2. How many centimetres would 2 km occupy on this printed map?
Supplementary geographical skill: Test the scope of a conclusion
Fictional general training exercise. The fictional observations compare two locations, but also compare different days and times. The team did not count at both sites in matching windows.
| Location | Time and day | Pedestrians per 10 minutes |
|---|---|---|
| High street | Saturday 14:00 | 105 |
| Residential street | Tuesday 08:00 | 43 |
Resource description
The fictional observations compare two locations, but also compare different days and times. The team did not count at both sites in matching windows.
1 mark1. What is the high-street rate per minute?
1 mark2. Does this establish that location alone explains the difference?
- No, time and day differ too
- Yes, the larger count proves the cause
2 marks3. Write a conclusion that respects the scope.
Supplementary geographical skill: Contours and relief
Each line joins locations at the same height. No spot height is supplied for P.
Scroll the diagram sideways to see the full resource.
Resource description
Four contours rise from 30 m to 60 m at intervals of 10 m. P is between the two highest contours.
1 mark1. What is the contour interval in metres?
1 mark2. Which statement about P is supported?
- Exactly 60 m
- Between 50 and 60 m
- Above 60 m
Supplementary geographical skill: Transport accessibility
Use only open links. Add stated journey times, rather than measuring the drawing. The route times are a simplified fictional model; waiting, congestion and individual access needs are not supplied.
Scroll the diagram sideways to see the full resource.
| From | To | Journey time (min) | Status |
|---|---|---|---|
| A | B | 9 | Open |
| B | D | 9 | Closed |
| A | C | 10 | Open |
| C | D | 5 | Open |
| B | C | 11 | Open |
Resource description
Travel times and status: A–B: 9 minutes, open; B–D: 9 minutes, closed; A–C: 10 minutes, open; C–D: 5 minutes, open; B–C: 11 minutes, open. Travel is allowed in both directions on open links.
1 mark1. What is the minimum modelled journey from A to D, in minutes?
Original fictional model and resources: GeographyHelp. · Written practice context: https://www.aqa.org.uk/files/2vT3LmcUzNO62qpl9IGZTD/c0b2adecbe1ddb3d7be035ff60b948743c186a82.pdf
Mark guidance
This original review does not award levels, SPaG or precise marks. Evaluation needs a judgement linked to the particular question.
Original application practice, not a complete examination paper. No assessed investigation, assignment, folio or restricted resource is reproduced.
The linked template fixes its coherent core resources. Resource type and skill selections control the explicitly labelled supplementary geographical skills.
Access and an urban development decision
1. Calculate the population density of district A, to two decimal places. (1 mark)
1636.36
18000 ÷ 11.
2. Calculate the absolute modelled journey-time difference between districts A and B to node D. (1 mark)
2
Compare the shortest permitted route sums.
3. Explain why these modelled times do not measure everyone’s access to the clinic. (4 marks)
Walking, waiting, frequency, affordability, accessibility and opening hours can differ. Representative district points do not locate every household.
4. Can the household percentages give a count of low-income people directly? (1 mark)
No, the denominator is households and their sizes are unknown
People and households are different denominators.
5. Recommend an option for access and an urban development decision. Use at least two resources, compare an alternative and address an uncertainty or stakeholder concern. (9 marks)
Different options are defensible. State your priority, use accurate evidence from the urban model, explain the geographical relationships and compare benefits and limitations. Land use, housing and transport interact with unequal access. No option is universally best.
Supplementary geographical skill: Choropleth maps
1. Which class contains district C? (1 mark)
20 to less than 30%
29 is at least 20 and below 30. For this 1-mark task, credit the keyed option.
2. How many households in A reported damage? (1 mark)
90
9% of 1,000 = 90. For this 1-mark task, credit the accepted numerical answer in the requested units.
3. Does the darkest district necessarily have the most affected households? (1 mark)
No; the household denominators differ.
A high rate in a small population can represent fewer households than a lower rate in a large population. For this 1-mark task, credit the keyed option.
Supplementary geographical skill: Population pyramids
1. What percentage of the whole population is aged 0–14? (1 mark)
34
Add the male and female percentages for this age group. For this 1-mark task, credit the accepted numerical answer in the requested units.
2. Calculate dependants per 100 people aged 15–64, using 0–14 and 65+ as dependants. (1 mark)
138.1
(34 + 24) ÷ 42 × 100. This is an age-based ratio, not a count of employment status. For this 1-mark task, credit the accepted numerical answer in the requested units.
Supplementary geographical skill: Interpret correlation cautiously
1. What association is shown? (1 mark)
Negative association
Higher tree cover is associated with lower recorded temperature in these five streets. For this 1-mark task, credit the keyed option.
2. Why does this association not establish the size of a causal cooling effect? (2 marks)
Other factors such as building density, altitude, shading and surface materials may vary. The sample is small and observational.
Other factors such as building density, altitude, shading and surface materials may vary. The sample is small and observational. Original credit guidance: credit relevant explained reasoning; accept accurate alternatives.
3. Before choosing an inferential test, what should be checked? (2 marks)
Check the question, measurement scales, independence, sample design, distribution and any tied values. A test cannot repair a biased design or make correlation causal.
Check the question, measurement scales, independence, sample design, distribution and any tied values. A test cannot repair a biased design or make correlation causal. Original credit guidance: credit relevant explained reasoning; accept accurate alternatives.
Supplementary geographical skill: Index numbers
1. What is the 2025 index if 2020 = 100? (1 mark)
170
850 ÷ 500 × 100. For this 1-mark task, credit the accepted numerical answer in the requested units.
2. What percentage change does this index represent? (1 mark)
70
Subtract 100 from the index. An index of 120 means 20% above the base, not 120% growth. For this 1-mark task, credit the accepted numerical answer in the requested units.
Supplementary geographical skill: Climate graphs
1. What is the total annual rainfall in mm? (1 mark)
823
Add the rainfall for all twelve months. For this 1-mark task, credit the accepted numerical answer in the requested units.
2. What is the annual temperature range in °C? (1 mark)
16
Subtract the lowest monthly temperature from the highest. For this 1-mark task, credit the accepted numerical answer in the requested units.
3. In which month is the highest mean temperature? (1 mark)
Jan
Identify the highest point on the temperature line. For this 1-mark task, credit the keyed option.
Supplementary geographical skill: Map scale and distance
1. What is the ground distance in kilometres? (1 mark)
6
12 × 50000 cm ÷ 100,000 = 6 km. For this 1-mark task, credit the accepted numerical answer in the requested units.
2. How many centimetres would 2 km occupy on this printed map? (1 mark)
4
2 km is 200,000 cm. Divide by 50000. For this 1-mark task, credit the accepted numerical answer in the requested units.
Supplementary geographical skill: Test the scope of a conclusion
1. What is the high-street rate per minute? (1 mark)
10.5
105 ÷ 10. For this 1-mark task, credit the accepted numerical answer in the requested units.
2. Does this establish that location alone explains the difference? (1 mark)
No, time and day differ too
Several variables changed together. For this 1-mark task, credit the keyed option.
3. Write a conclusion that respects the scope. (2 marks)
State that these recorded windows differed. Explain that location, timing, daily activities, weather or events could contribute; do not claim a universal location effect.
State that these recorded windows differed. Explain that location, timing, daily activities, weather or events could contribute; do not claim a universal location effect. Original credit guidance: credit relevant explained reasoning; accept accurate alternatives.
Supplementary geographical skill: Contours and relief
1. What is the contour interval in metres? (1 mark)
10
Adjacent labelled contours differ by 10 m. For this 1-mark task, credit the accepted numerical answer in the requested units.
2. Which statement about P is supported? (1 mark)
Between 50 and 60 m
A position between contours gives a height interval, not an exact height. For this 1-mark task, credit the keyed option.
Supplementary geographical skill: Transport accessibility
1. What is the minimum modelled journey from A to D, in minutes? (1 mark)
15
Compare the sums for permitted routes, including routes through both junctions. For this 1-mark task, credit the accepted numerical answer in the requested units.