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The Non-Examined Assessment (NEA) is your independent geographical investigation — the coursework component of AQA A-Level Geography. Worth 20% of your A-Level and 60 marks, it is a substantial piece of work that requires careful planning, robust data collection, and rigorous analysis. This lesson provides a comprehensive guide to every aspect of the NEA, from choosing a title to writing your evaluation.
The NEA must be an independent investigation into a geographical question or issue. AQA specifies that it should:
The investigation must be rooted in the AQA specification content — your question should relate to one or more topics from the course.
Key Point: The word "independent" is critical. Your teacher can provide guidance on methodology and give feedback on one draft, but the question, fieldwork, analysis, and conclusions must be your own work. AQA moderators check for authenticity — work that appears to have been heavily guided or written by someone else will be flagged.
The NEA is marked against four assessment criteria:
| Section | Marks | AO Coverage | What Examiners Look For |
|---|---|---|---|
| 1. Purpose of the Investigation (Introduction & Planning) | 6 | AO3 | Clear geographical question; justification of the question; link to specification content; literature review showing understanding of relevant theory; research context; route to investigation |
| 2. Collection of Data and Information | 18 | AO3 | Appropriate primary data collection methods; sampling strategy justified; risk assessment; ethical considerations; use of secondary data; awareness of data limitations |
| 3. Data Presentation, Analysis and Interpretation | 18 | AO3 + AO2 | Range of appropriate presentation techniques; statistical analysis; interpretation of results with reference to geographical theory; identification of patterns, trends, and anomalies |
| 4. Conclusions and Evaluation | 18 | AO1 + AO2 | Clear conclusions linked to the original question; reference to geographical theory and wider context; critical evaluation of methodology; discussion of limitations; suggestions for improvement and further investigation |
| Total | 60 | — | — |
Each section is marked in three levels:
| Level | Descriptor |
|---|---|
| Level 3 (Top) | Thorough, detailed, well-justified, analytical, evaluative. Strong links to theory. Range of appropriate techniques. Critical self-reflection. |
| Level 2 (Middle) | Sound, generally appropriate, some justification, some analysis but may lack depth. Some links to theory. Limited range of techniques. |
| Level 1 (Bottom) | Basic, limited, poorly justified, descriptive rather than analytical. Weak or absent links to theory. Very limited techniques. |
Exam Tip: Notice that Section 1 (Introduction) is worth only 6 marks, while Sections 2, 3, and 4 are each worth 18 marks. Many students spend too long perfecting their introduction and run out of time for the analysis and evaluation — which together account for 36 of the 60 marks. Allocate your word count accordingly.
Your NEA title must be a question. This is an AQA requirement — not a suggestion. Framing your investigation as a question gives it focus, makes it testable, and provides a clear basis for your conclusion.
A strong NEA title is:
| Quality | Title | Why |
|---|---|---|
| Good | "To what extent does the environmental quality of residential areas in [Town X] vary with distance from the CBD?" | Focused, testable, linked to urban models (Burgess, Hoyt), involves measurable primary data (EQS), clear spatial framework |
| Good | "How does sediment size and shape change along [Beach Y] from north to south, and can longshore drift explain the pattern?" | Specific location, testable hypothesis, linked to coastal processes, involves measurable data (callipers, Power's Roundness Index) |
| Good | "Is there a statistically significant relationship between deprivation levels and flood risk in [City Z]?" | Links physical and human geography, testable with statistical analysis, uses IMD data and flood maps |
| Bad | "Climate change" | Not a question, far too broad, no focus |
| Bad | "A study of rivers" | Not a question, no geographical focus, no indication of what will be investigated |
| Bad | "Is global warming causing more hurricanes?" | Cannot be investigated through primary fieldwork, too broad in scale, not testable at student level |
| Bad | "Why is London a world city?" | Too broad, difficult to collect primary data, no clear methodology |
Your title should connect to one or more specification topics. Here are examples of strong links:
| Specification Topic | Possible NEA Question |
|---|---|
| 3.1.1 Water and Carbon Cycles | "How does land use affect infiltration rates in [Catchment X]?" |
| 3.1.2 Coastal Systems | "To what extent does longshore drift control beach morphology at [Location Y]?" |
| 3.1.5 Hazards | "How does flood risk perception vary between residents of floodplain and non-floodplain areas in [Town Z]?" |
| 3.2.2 Changing Places | "How and why do perceptions of place identity differ between long-term residents and recent migrants in [Area W]?" |
| 3.2.3 Urban Environments | "Does the Burgess model accurately predict the distribution of land use in [City V]?" |
Exam Tip: The best NEA titles often combine physical and human geography — for example, investigating how flooding risk affects property prices, or how coastal erosion influences community identity. These titles enable you to demonstrate synoptic understanding, which impresses moderators.
Primary data is data you collect yourself through fieldwork. AQA requires that your NEA includes primary data — an investigation based solely on secondary sources will not meet the specification requirements.
| Method | What It Measures | Example Application |
|---|---|---|
| Questionnaires | People's perceptions, opinions, behaviours | Hazard risk perception, place identity, shopping habits |
| Environmental Quality Surveys (EQS) | Quality of the built or natural environment using a scoring system | Urban quality transects, comparing residential areas |
| Field measurements | Physical variables: velocity, depth, width, gradient, sediment size | River channel characteristics, beach profiles |
| Land use mapping | Distribution of different land uses | Testing urban models, investigating urban change |
| Pedestrian/traffic counts | Volume and patterns of movement | Sphere of influence, retail hierarchy |
| Photographic surveys | Visual evidence of landscape features, land use, building condition | Supporting qualitative analysis, illustrating change |
| Soil/vegetation sampling | Soil depth, pH, organic content; species diversity | Ecological investigations, succession studies |
| Weather measurements | Temperature, wind speed, humidity, precipitation | Urban heat island, microclimate studies |
| Sketch maps and field sketches | Spatial patterns and relationships | Geomorphological features, urban morphology |
Your choice of sampling strategy must be justified in your report. AQA expects you to explain why you chose your method and to acknowledge its limitations.
| Strategy | Description | When to Use | Limitations |
|---|---|---|---|
| Random | Each sample point chosen using a random number generator | When the study area is relatively uniform and you want to avoid bias | May miss important features; may cluster in one area by chance |
| Systematic | Samples taken at regular intervals (e.g., every 50m) | When you want even coverage of a transect or area | May coincide with a repeating pattern and produce biased results |
| Stratified | The study area is divided into sub-groups (strata) and samples are taken from each | When the study area has distinct zones (e.g., different land uses) | Requires prior knowledge of the area; may not capture transition zones |
| Pragmatic/opportunistic | Samples taken where access allows | When access is restricted (e.g., private land, safety concerns) | Most prone to bias; must be acknowledged and justified |
Exam Tip: A common mistake is to describe your sampling strategy but not justify it. Level 3 requires you to explain WHY you chose random/systematic/stratified sampling and to discuss how your choice might have affected the reliability and validity of your results.
There is no fixed rule for sample size, but as a guide:
Secondary data is data collected by someone else that you use to provide context, support, or comparison for your investigation.
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