A-level Geography (7037) NEA component - Artificial intelligence (AI) guidance

Oct 20, 2026

This support guidance explains how artificial intelligence (AI) may be used in the A-level Geography (7037) NEA component while maintaining assessment integrity. It sets key expectations that submitted work must be the learner’s original product and must not be copied, paraphrased, or heavily derived without proper development and referencing. It outlines valid AI uses for research, fieldwork preparation, sampling, data analysis and visualisation, and ethical issue review, and it details required acknowledgement and referencing of AI tools, prompts, screenshots, settings, and adaptations.

LanguageEnglish

CategoryExam

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Introduction

Key expectations

Valid use of AI in A-level Geography NEA

Learners must always

Referencing AI use

Unacceptable use of AI in A-level Geography NEA

Notes and guidance: Artificial intelligence (AI) guidance A-level Geography (7037) NEA component This support document provides information and advice regarding the valid and unacceptable use of artificial intelligence (AI) . It includes the steps to take if you suspect AI misuse. Introduction AI tools are becoming more developed in their capabilities and prevalent within operating systems and software, so it is important to consider the use of these tools in the context of this component. This guidance should be read alongside JCQ’s AI Use in Assessments: Protecting the Integrity of Qualifications and the existing AQA A-level Geography specification. Key expectations • All work submitted for assessment must be the learner’s own original work. • Learners must not submit work that is copied, paraphrased, or heavily derived from anyother source, including AI-generated content, without appropriate development and referencing. • Teachers and learners must sign candidate record forms confirming the authenticity of submitted work. Valid use of AI in A-level Geography NEA Artificial intelligence may be legitimately used by learners within this component, for example to: • Conduct preliminary research on a topic, concept or model as groundwork for the written study, helping to provide a background to the theoretical and comparative contexts. • Compile a diverse selection of reliable geographical sources to assist in developing the literature review. This approach is no different from referencing published articles, books, or using a search engine to explore sources and cite relevant websites in a bibliography. • Research the locational context of the local investigation, including mapping tools. • Research relevant fieldwork techniques tailored to different environments or those suited to a specific investigation. Explore how to undertake the data collection. Sample recording sheets might be sourced and then modified by the learner. AI software can streamline field surveys, making data collection easier and more efficient. Again, this is similar to using textbook and web sources which contain examples of such sheets. • Explore suitable sampling techniques, both spatial and temporal, which might be applied to the learner’s independent investigation. • Research effective data presentation methods and analytical tools. Suggest relevant data visualisation techniques, including those utilised in Microsoft Excel, Google Sheets, and other applications • Research some of the general ethical issues that impinge on field investigations. The learner is advised to retain a copy of the AI prompts and computer-generated content for reference and verification purposes in a non-editable format, such as a screenshot. Learners must always: • Extend, adapt, and develop AI-generated content to demonstrate their own skills, knowledge, and creativity. • Show a clear understanding of techniques used, through written analysis, practical testing, and critical reflection. There are a number of developing AI tools relevant to this subject, for example: • ChatGPT: a generative AI assistant which can respond to questions and help with research summaries • Other types of chatbot and generative AI tools include: Gemini, Jenni Ai, Jasper Ai, Writesonic, Microsoft Copilot and Bloomai. These tools can be used to answer questions and generate prompts and ideas on a given topic or theme. • The Ordnance Survey’s GeoDataViz Toolkit provides learners with resources and tools to explore geographic data using AI technologies. • IKI AI is an interface that serves as a smart library and knowledge assistant. It allows a learner to extract knowledge from any source like PDFs, URLs, videos, or cloud storage and then ask the AI to find answers and conduct research. • AI tools can be used to generate images, such as: o Stable Diffusion o Dalle-E 2 (OpenAI) Where learners use AI, they must acknowledge its use and show c

FAQs

What are the key expectations for submitted work in the A-level Geography NEA?

All assessed work must be the learner’s own original work. Learners must not submit copied, paraphrased, or heavily derived work from any other source, including AI-generated content, without appropriate development and referencing. Teachers and learners must sign candidate record forms confirming authenticity.

What does valid AI use look like in this NEA component?

AI can be used for preliminary research, compiling reliable sources for a literature review, exploring locational context and mapping tools, researching fieldwork techniques, sampling methods, and data presentation and analytical tools. It can also support research into general ethical issues relevant to field investigations.

What referencing is required when learners use AI tools?

Learners must clearly reference the AI tool used (including version and access link), the prompts or search terms entered, annotated screenshots with tool use and outputs, and any settings or parameters used. They must also write how AI content was adapted, refined, and integrated into their own work.

Oct 20, 2026

Uploaded by Jordan Avery