The document provides advice from an experienced examiner on how not to answer exam questions in Section A. It warns against [1] wasting time writing out the full question, [2] including lengthy scene-setting paragraphs, and [3] writing an overly detailed plan that is longer than the actual answer. It also advises focusing answers on using information from the resources selectively rather than copying everything, adding your own knowledge, and keeping answers sharply focused on only the most essential information.

1. Verbatim comments from a very experienced, valued
examiner:
Ways to Shoot Yourself in the Foot:
19. waste precious time writing out the question
34. write a laborious, opening scene-setter paragraph
41. write such a beautiful PLAN that it ends up longer than the actual
answer!
43. write long-winded elaborate descriptive sentences of the resource.
45. regurgitate what is on the resource and not even manipulate it or
the data on it.
48. ignore the key words “suggest reasons”, “and the environment”,
two “contrasting”, “within and between”, “using examples”
49. poor time management

2. 3. Section A of the exam
 Section A resources will
be a mixture of graphs,
maps, diagrams and
other illustrative material
such as cartoons
 Some text may be
present and this should
always be carefully read
 Figures are provided as
data stimulus, and
candidates will not be
asked to ‘describe’
 Answers should focus on
explanation and
reasoning
Candidates should be very strict  Interpretation of Figures
with timings, and keep an eye on is a skills candidates
the exam room clock should practice.

3. Section A data response
 Using the
resources Photos Graphs
effectively is
one of the
keys to
exam
success. Diagram Maps
Cartoons Tables
Slide 3

4. Carefully read Figure titles, as well as
Resources scales, axes and keys if present
Look for patterns, trends and relationships and seek Read any text, or notes, carefully
to explain these

5. a) Suggest how water resources and
Assess, Evaluate, human well being might be affected
by the data in figure 2 (10)
Discuss – A2 Level
e.g. Section A part b) Using named examples, ASSESS
‘b’ questions and the role of different players and
decision makers in trying to secure
Section B a sustainable water future (15)
Explain, suggest
reasons – AS Level and Command words
A2 level e.g. Unit 3  Command words at A2 level will be
Section A part ‘a’ different to those at AS level; some
questions and Section B examples are shown below
 In Section A in Unit 3 the ‘a’ parts will
often use ‘explain’ or ‘suggest
reasons’
Describe, Contrast – AS Level
 whereas the ‘b’ parts will often focus
on the higher level skills of ‘assess’
and ‘evaluate’

6. Players
Unit 3
Synoptic
Themes
Futures Actions

7. CONSERVATIONISTS – INDIVIDUALS– an
Players an area of
biodiversity to be
area to be
enjoyed and
 Players focuses on the protected from explored;
organisations, groups and human activity expectation that
individuals who have a facilities and
TOURISM amenities will be
role to play within an
INDUSTRY – an available
issue area for
 Players might be thought making
of as ‘decision makers’ or profits, but
‘stakeholders’ also requiring
conservation
 Players may hold very to maintain
different views on an visitor
issue, because they have numbers
different opinions and
values WATER INDUSTRY
LOGGERS – an – an important
 It is important students area of timber source of
understand these resources that freshwater to
different positions and could be supply homes
perspectives exploited and industry

8. Global
 Actions focuses on both the
scale and standpoint of
agreements and Actions
international
actions action
 There is a hierarchy of
actions at different scales National policy and
management
 There is often debate over
which scale of management
is best for a particular issue Local governance and individual
 Often an issue is managed at actions
several scales
 Chosen actions are Neo-liberal Socialist Grassroots
influenced by players’
standpoints, especially Focus on Focus on national Focus on
political and economic commercial planning and bottom-up and
beliefs solutions and less targets, often sustainable,
government top-down small scale
influence initiatives
International, National, Local,
market-led government led community led

9.  Futures focuses on the direction the Futures
contested planet should take
 Three future scenarios are recognised:
Business as usual
Sustainable
Radical
 The first implies humans continue to
behave in similar ways to the past i.e.
high consumption and pollution
 Sustainable futures suggests
stabilising consumption and human
environmental impacts
 Radical implies concerted action to
reverse environmental degradation
 Each of the three futures have very
different consequences and are
supported by different players
 Each approach has very different costs
and benefits

10. Activity 3: Smart case studies
• Ideal is to use a mix of case studies (paragraph max.) and
examples (1 -2 lines).
• These need to be selected on the basis of the question, not just
used ‘whatever’.
• After selecting the case study / example, further selection of
relevant information is needed.
• This can then be applied to the question.
• Candidates need to realise that examples / case studies can
have many uses in different question contexts.

12. Section A:
Selectively use significant / key information sifted from the resource and re-
produced selectively (rather than copying all of the information out).
Supporting ideas are needed too - candidates need to add their own
knowledge about places, people or processes (clearly adding extra
dimensions to what the resource has shown).
Sharply focused answers will do well e.g. those that only contain “need to
know” information (rather than “nice to know” information such as
lengthy definitions of text book terms).
1. Make the correct choice – 5 minutes to read + assess all
Qs.
2. Selectively use significant / key information sifted from
the resource and re-produced selectively (rather than
copying all of the information out). Remember ‘stimulus’
3. Supporting ideas are needed too - candidates need to
add their own knowledge about places, people or
processes (clearly adding extra dimensions to what the Slide 12
resource has shown).

13. Careful unpicking of the Question....
Slide 13

14. Slide 14

15. Examples and case studies
 Students must use examples
to illustrate their argument
RANGE – more than one
and discussion when ever
example
they can –even when not
directly asked to do so in the
question. BALANCE – avoid being one-sided
 This is especially important DETAIL – example specific
when questions use phrases facts and figures
such as ‘costs and benefits’ or
‘advantages and STRUCTURE – logical and
disadvantages’.
organised writing
 Avoid relying on one major
case study as this often EVALUATIVE – moving
produces descriptive and towards an overview / brief
unbalanced responses – a conclusion
range of smaller examples
illustrating several different
aspects of the question is
preferable

16. Activity 5: Evaluative style in the ‘b’s
• Command words usually
either ‘assess’ or
‘evaluate’ – sometimes  However
‘assess the extent’ or  On the other hand
‘evaluate the relative  But
importance of’  Nevertheless
• Addressing these crucial  In conclusion
to L3 / L4 marks  An alternative view
• Candidates need to be  On balance
weighing up views,  In contrast
deciding on importance,
moving towards a  Yet
judgement / conclusion  Although
• Use the language of
assessment / evaluative
style

17. Mark scheme
 All A2 work is Levels marked; there is no point marking
 Levels mark schemes have a step-like structure, which
successive levels requiring higher skills and greater precision:
Assessment
Some examples Range of examples
Some examples Balanced Balanced costs and
benefits
Descriptive Some structure Structured Carefully structured
comments
Level 1 Level 2 Level 3 Level 4

18. Section A summary:
 Top 5 tips
• BALANCE – between ‘a’ and ‘b’ in terms of marks available
i.e. 10 and 15.
• RANGE of examples and (possibly) case studies rather than 1
or 2 ‘biggies’.
• ADAPT what has been learned in class to suit the question
e.g. the water question is not always about conflict.
• JUDGE the meaning of the question by reading it carefully,
not deciding on the basis of the Figure, or the expected
question.
• WEIGH-UP different perspectives using evaluative language
to achieve Level 4 marks.

19. Lucky Dip – Exam Questions
ENERGY SECURITY: 1, 2 or 3 WATER CONFLICTS: 1, 2 or 3
SUPERPOWERS: 1, 2 or 3 DEVELOPMENT GAP: 1, 2 or 3

20. Energy Security
 Referring to examples, examine the issues when assessing global reserves
of energy.
(15 marks)
 Discuss how far economic development can be affected by energy
security. (15 marks)
 The development of alternative energy sources is a possible response to
future energy demands. Assess the possible costs and benefits of this
approach. (15marks)
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21. Click here to return to home slide
Water Conflicts
Referring to examples, assess the validity of the statement that ‘water
conflicts are as much to do with water quality as quantity’. (15
marks)
 Referring to examples, assess the potential for water conflict in
areas where demand exceeds supply. (15 marks)
 Using named examples, assess the role of different players and
decision makers in trying to secure a sustainable ‘water future’. (15
marks)
 Assess the likely environmental and socio-economic impacts of the
different proposals for coping with water shortages in different
countries. (15 marks)

22. Superpowers
 Evaluate the factors which lead to superpower status. (15 marks)
 Using examples, assess the view that the relationship between the
developed and the developing world is a neo-colonial one. (15 marks)
 Explain how membership of Intergovernmental Organisations gives
some countries political and economic power. (10 marks)
 Assess the view that economic development is not possible without
causing environmental degradation. (15 marks)
 To what extent is the USA the world’s ‘cultural superpower’? (15 marks)
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23. Superpowers (Topic in Blue, Focus in Red)
 Evaluate the factors which lead to superpower status. (15 marks)
 Evaluate the factors which lead to superpower status. (15 marks)
 Using examples, assess the view that the relationship between the developed
and the developing world is a neo-colonial one. (15 marks)
 Using examples, assess the view that the relationship between the developed
and the developing world is a neo-colonial one. (15 marks)
 Assess the view that economic development is not possible without causing
environmental degradation. (15 marks)
 Assess the view that economic development is not possible without causing
environmental degradation. (15 marks)
 To what extent is the USA the world’s ‘cultural superpower’? (15 marks)
 To what extent is the USA the world’s ‘cultural superpower’? (15 marks)

24. Development Gap
 Give reasons why the world’s megacities have become poverty hotpots? (10 marks)
 Examine the role played by debt in maintaining a global development gap. (15 marks)
 Examine the barriers that exist against the expansion of trade in some developing
countries. (15 marks)
 Based on your evaluation, justify that future development projects should be managed
in a bottom-up way? (15 marks)
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