How to Answer a 6-Mark Figure Question (AQA A Level Geography): Revision Note
Exam code: 7037
What is a 6-mark figure question?
The 6-mark figure question, one of two types of 6-marker, is the third question in Sections A and B of both Paper 1 and Paper 2
It doesn't appear in Section C, which has 9-mark questions instead
You will answer two on each paper
These questions carry 12 of the 120 marks (10%)
You have about 7–8 minutes to deal with an unfamiliar context, so you need to use the figure and your own knowledge
The question at a glance
Marks | 6 |
Where it appears | the third question in Sections A and B |
Suggested time | about 7–8 minutes |
Suggested length | about 130–170 words |
Assessment objective 1 | 2 marks |
Assessment objective 2 | 4 marks |
Command phrases and assessment objectives
These questions begin "Using Figure … and your own knowledge" and often use command phrases such as:
"assess"
"evaluate"
"to what extent"
All of these command phrases need you to weigh up the issue rather than describe the figure
Past paper questions include:
“Using Figure 2 and your own knowledge, assess factors affecting the likelihood of flooding across the UK.” (Paper 1, June 2024)
“Using Figure 8 and your own knowledge, evaluate opportunities for developing a sustainable future for this region.” (Paper 1, June 2024)
“Using Figure 4a, Figure 4b and your own knowledge, to what extent can shifting flows of investment change the characteristics of a place?” (Paper 2, June 2024)
The question tests two assessment objectives (AOs), with twice as many marks for applying your knowledge to the information in the figure:
AO1 (2 marks): what you know, meaning knowledge and understanding of concepts, processes, interactions and change
AO2 (4 marks): what you do with it, meaning applying that knowledge to the situation through analysis and evaluation
How much should I write?
Spend about 1 minute reading the figure and about 6–7 minutes writing
Aim for about 130–170 words
Use only the parts of the figure that help you to answer the question
How is a 6-mark figure question marked?
This is a levelled response question, so each point you make doesn't equal a mark
The examiner reads your whole answer and decides which level it best fits
The examiner then places it within that level's mark range
The two levels
Level 2 (4–6 marks)
Clear knowledge and understanding of concepts and processes
Clear analysis and evaluation, drawn from the figure
Clear connections between different aspects of the topic
Level 1 (1–3 marks)
Basic knowledge and understanding of concepts and processes
Basic analysis and evaluation, with limited use of the figure
Basic connections between different aspects of the topic
What separates Level 1 from Level 2?
Level 1 answers often repeat the figure, or write about the topic without using the figure
Level 2 answers use the figure as a starting point and add geographical knowledge to it
Level 2 answers then use both to answer the exact question
How to answer a 6-mark figure question
Step 1
Read the question carefully and highlight the command phrase
"Using Figure 1 and your own knowledge, assess the importance of natural sinks in the global carbon budget."
"Assess" means that you need to weigh up how important natural sinks are and reach a conclusion
Step 2
Highlight the key words
"Using Figure 1 and your own knowledge, assess the importance of natural sinks in the global carbon budget."
In this example, your answer must:
use data from Figure 1
add knowledge of how sinks work and how they may change
consider both what sinks achieve and what limits them
Step 3
Spend about 1 minute linking the figure to what you know
A 6-marker structure for this question could be:
position: sinks are very important, but they don't balance the budget
figure: how much carbon the sinks absorb
own knowledge: the processes involved
limit: carbon staying in the atmosphere and weakening sinks
conclusion: a short judgement on "importance"
Step 4
Write your answer, opening with a clear position on the question
Move between the figure and your own knowledge:
Figure only: "The land sink is 3.2 GtC per year and the ocean sink is 2.9 GtC per year"
Figure and knowledge: "Together, these sinks absorb over half of emissions, as forests photosynthesise and the ocean dissolves CO2"
Explain what each point means for the question
Finish with a short judgement
What if?
You don't recognise the place in the figure: you don't need to, as AQA's 2024 Paper 1 report says that specific knowledge of the place isn't required
Apply the broad ideas that you've learned
You've only described the figure so far: ask yourself which concept or process explains what it shows, and add that
You've written a lot without using the figure: pick one detail from the figure and link your next point to it
Worked Example
Figure 1 shows the global carbon budget, as an annual average for 2014–2023.
Figure 1
Flow | Gigatonnes of carbon (GtC) per year |
|---|---|
Emissions from fossil fuels and industry | 9.7 |
Emissions from land-use change | 1.1 |
Carbon remaining in the atmosphere | 5.2 |
Land sink | 3.2 |
Ocean sink | 2.9 |
Source: Friedlingstein et al. (2025) 'Global Carbon Budget 2024', Earth System Science Data.
NOTE: Figures do not sum exactly because of a small budget imbalance.
Using Figure 1 and your own knowledge, assess the importance of natural sinks in the global carbon budget.
[6 marks]
Model answer:
Natural sinks are very important in the global carbon budget, but they do not keep it in balance. [Ap] Figure 1 shows that land and ocean sinks are similar in size and together absorb about 6.1 GtC a year, which is over half of the 10.8 GtC emitted. [Ap] Forests take in carbon through photosynthesis and store it in biomass and soil, while the ocean dissolves CO2 and the biological pump moves carbon into deep water. [KU] Without these sinks, atmospheric carbon would rise about twice as fast, strengthening the enhanced greenhouse effect. [Ap]
However, 5.2 GtC still remains in the atmosphere each year, so the sinks only slow the increase. [Ap] Their role may also weaken, because warmer oceans dissolve less CO2, and drought and deforestation reduce uptake on land. [KU] This could become a positive feedback, so it would be risky to rely on sinks in the future. [Ap] Overall, sinks are essential for limiting warming, but cutting the 9.7 GtC of fossil fuel emissions is more important. [Ap]
[6 marks]
Mark allocation
This is a 'levelled response' question. Each valid point made in the answer does not equal a mark.
[KU] shows knowledge and understanding (AO1, 2 marks)
[Ap] shows application through analysis and evaluation (AO2, 4 marks)
Commentary
This answer reaches Level 2 because it uses the figure and its own knowledge to answer the question:
Paragraph 1: gives a clear position, uses Figure 1, and adds knowledge of the processes
Paragraph 2: challenges that position, considers future change and ends with a judgement
Common errors
Common errors that hold answers in Level 1 include:
treating this as a data question and only analysing the figure
rewording the figure without adding your own knowledge
writing about the topic in general without using the figure
reciting a case study that doesn't link to the figure
describing sinks without weighing their importance
Alternative content
The answer above is just one example of a response to this question. Other information that could be used in the answer includes:
Ocean acidification as a limit on the ocean sink
Permafrost thaw adding carbon to the atmosphere
Afforestation as a way to strengthen the land sink
Carbon capture and storage as a human-made alternative to natural sinks
Examiner Tips and Tricks
Check the wording of the question before you start. The words “and your own knowledge” show that you need to do more than analyse the figure, so don’t spend all your time working through its data. Use the figure as a prompt, then ask yourself which concepts and processes from the course help to explain it. Examiners' reports state that many students analysed the data instead of applying their knowledge.
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