The 2026 Paper 1 examiner report presents a generally positive picture. The paper was accessible to students across the ability range, and most students managed their time effectively.
The report also suggests that some of the issues highlighted in previous years are beginning to improve. Centres appear to have responded to earlier feedback, particularly in using photographs and other figures, including case-study detail, using geographical vocabulary, and developing answers to 2- and 4-mark questions. This is a qualitative observation rather than a statistical comparison, as the report does not provide detailed year-on-year data.
Sections A and B produced broadly similar results, while Section C, Physical Landscapes in the UK, resulted in lower average marks. Rivers and coasts were the most popular options in Section C. In Section B, more students answered the hot-deserts question than the cold-environments question.
What went well?
Students generally performed well when working with figures. Most were able to interpret graphs, maps, and photographs, and they handled numerical questions and simple data manipulation successfully.
There was also evidence of stronger use of visual evidence. Students were more likely to refer to what could be seen in a photograph, map or graph and connect it to their geographical knowledge. However, some continued to copy information from figures without explaining what it showed.
Knowledge was generally secure across topics including:
- climate change;
- tropical storms;
- tectonic hazards;
- ecosystems and tropical rainforests;
- environmental management.
Many students attempted all parts of the 6- and 9-mark questions and included some evaluation. The strongest answers were well organised, used accurate geographical terminology and included relevant case-study detail. They also developed their ideas through clear chains of reasoning.
Shorter questions provided accessible opportunities for students who found the longer answers more difficult, particularly through AO1 recall and AO4 data-reading questions.
What still needs to improve?
The report identifies several areas that should remain a focus for teaching and revision.
Some students confused the eye and eyewall of a tropical storm or believed that tropical storms become stronger after moving over land. Misconceptions also remained about tropical rainforest soils, desertification and the different roles of monitoring, prediction, protection and planning in reducing the effects of tectonic hazards.
Physical Landscapes in the UK was a particular area of difficulty. Students sometimes struggled to identify landforms from photographs or OS maps, confusing features such as spits, bars and beaches. Explanations of the processes responsible for forming coastal, river and glacial landforms were often incomplete or inaccurate.
The quality of longer answers varied considerably. Some students:
- copied information from the figure without developing it;
- listed several points without explaining them;
- included case-study material that was too general or inaccurate;
- failed to apply their knowledge directly to the question;
- overlooked important parts of the question.
Cold-environment answers were often descriptive. Students sometimes described the characteristics of cold environments or economic activities without explaining why wilderness areas are valuable or how to protect them.
In Question 05.7, some students listed conflicts without explaining them or failed to use Figure 21. Spelling and punctuation also affected the clarity of some responses, particularly when writing key terms such as seismograph, management and volcanoes.
What should students do next?
Students should focus on:
- reading the whole question carefully before beginning an answer;
- using the command word to decide what type of response is required;
- separating causes, impacts and responses;
- distinguishing between physical, social, economic and environmental factors;
- developing points through clear chains of reasoning;
- using figures as evidence, rather than simply copying from them;
- applying accurate and relevant case-study detail;
- practising the formation of coastal, river and glacial landforms in sequence;
- revising key geographical terms and processes;
- using the number of marks available to judge how much detail is needed;
- checking spelling, punctuation, paragraphing and terminology.
The main message
The report suggests that students are becoming more confident with figures, case-study material, geographical vocabulary and shorter-answer questions. However, application remains the main barrier to higher marks.
Students need to move beyond recalling geographical information. They must interpret unfamiliar resources, explain processes clearly, and apply accurate knowledge to the precise wording of the question.
What next?
Take a look at the summary feedback for other exam papers:
- AQA GCSE Geography Paper 1 feedback
- AQA GCSE Geography Paper 2 feedback
- AQA GCSE Geography Paper 3 feedback
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