Paper 3 is always a little different from Papers 1 and 2. Students cannot rely solely on memorised case studies or familiar questions. They have to work with the pre-release material, interpret unfamiliar figures and apply their fieldwork knowledge to new situations.
The 2026 examiner report suggests that many students were well prepared for these demands. Most attempted the questions, and there was some strong use of the pre-release material, geographical skills and fieldwork knowledge.
The report also suggests that some of the improvements identified in earlier examination series are continuing. Many students were willing to attempt the longer questions and included evidence in their answers. However, the strongest responses went beyond simply repeating information from the resource booklet. They selected relevant evidence, explained its significance and used it to support a clear judgement.
What went well?
Many students engaged well with the pre-release material and showed that they had studied the issue carefully. The strongest answers used specific information from the resource booklet and combined it with their wider geographical knowledge.
There were also some good examples of students:
- interpreting graphs, maps and other figures accurately;
- selecting relevant evidence for the question;
- considering different viewpoints;
- recognising the social, economic and environmental dimensions of the issue;
- making a clear decision in the final evaluation question;
- applying knowledge of data collection, presentation and analysis in the fieldwork section.
A number of students showed good understanding of the water challenges facing the UK. They could discuss issues such as water demand, pollution, conservation, climate change, and the possible benefits and disadvantages of developing new water infrastructure.
The best issue-evaluation answers were balanced. They considered evidence for and against the proposal, used information from different perspectives, and reached a conclusion supported by geographical reasoning.
Many students also showed sound knowledge of their own fieldwork enquiries. They were able to describe methods, interpret data, and explain how investigations were carried out.
What still needs attention?
The main difficulty was application. Some students copied information from the pre-release booklet without explaining what it meant or how it helped answer the question. Others ignored the resource and wrote a general answer based only on their own knowledge.
Some responses also relied on broad statements about sustainability. For example, students might claim that a proposal was sustainable because it created jobs or helped the environment, without explaining who benefited, what the possible costs were or whether the effects would continue in the long term.
The final issue-evaluation answers were often weakened by limited evaluation. Some students gave a decision but did not fully justify it. Others discussed only one side of the argument or repeated earlier points without weighing their importance.
In the fieldwork section, some students struggled to apply their knowledge to unfamiliar situations. Common problems included:
- choosing or justifying an inappropriate method;
- explaining sampling techniques too generally;
- describing a graph without identifying a clear pattern;
- making conclusions that were not supported by the data;
- confusing accuracy, reliability and validity;
- suggesting improvements without explaining how they would improve the investigation.
Some students also struggled to follow the sequence of linked fieldwork questions. Students sometimes did not use information from earlier parts of the question when answering later parts.
What should students work on?
Students should practise using the pre-release material as evidence rather than memorising it. They need to be able to:
- select the most relevant information;
- paraphrase and interpret figures;
- identify different viewpoints;
- connect evidence to geographical ideas;
- explain the likely consequences of a decision;
- compare advantages and disadvantages;
- reach a conclusion that follows from the evidence.
For fieldwork, students should revisit the purpose of their enquiries, the methods used, sampling, data presentation, data analysis and ways of improving reliability.
They should also practise applying their fieldwork knowledge to unfamiliar scenarios. The question may not describe the exact investigation carried out in school, so students need to understand the reasons behind the methods rather than simply memorising what they did.
The main message
Paper 3 rewards students who can think geographically in unfamiliar situations.
The strongest answers used the pre-release material carefully, brought in relevant geographical knowledge and made a clear, evidence-based judgement. In the fieldwork section, successful students explained why methods were appropriate and used the data to support their conclusions.
Students should therefore focus less on memorising a perfect answer and more on practising how to interpret evidence, explain its significance and use it to make a reasoned decision.
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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