To Revise:

• Check the AQA A specification to ensure that your revision is relevant!
• Read your own notes and make any extra notes from the text book
• Summarise your notes into key headings with a clear structure. This could be in the form of a list or a "spider" diagram
• Learn key definitions and basic diagrams (with labels)
• Check you understand the work. If you don't, ask!
• Practise past questions and refer to the marks schemes (when issued to you)
• Revise in the morning when you are most alert
• Watch the BBC's Bitesize Revision programmes
• Visit the revision web pages below
• Above all, be ACTIVE! Don't spend all your time reading or copying out your notes - answer questions, draw diagrams, write out key words etc.. instead.

Exam Hints:

• Don't panic, even if you feel that you are unable to answer a question. Leave it out and come back to it later.
• Be prepared - make sure that you have spare pens, rubber, ruler, calculator etc..
• Use SHARP pencils for diagrams and graphs etc. Accuracy is crucial! Use BLUE ink for writing (it stands out from the paper better)
• Read the question carefully and try to relate it to the syllabus.
• Look for KEY WORDS in the question. Work out exactly what you need to do.
• Plan your time carefully - allow a couple of minutes to work out which questions you need to answer. Cross out the questions you do not need to answer using a pencil.
• The first parts of questions are easier and are worth less. A 3 mark question will normally need 3 points in your answer. Longer questions (4-9 marks) are marked according to levels. To gain the top marks you will need to refer to case studies and (usually) give a balanced view. One of the sections from Paper 2 WILL have a 9 mark question!
• Try to fill up all the lines provided. You can't expect to be credited for something you haven't written!
• Use diagrams when you can (especially for the physical topics). Make sure that you label them carefully.
• Use key geographical words in your answer if possible (e.g. sphere of influence, notch, threshold, finite, rotational slip etc.)
• Use geographical terminology to describe locations - i.e. compass directions, distance etc..
  
• REMEMBER - the examiner does not know you. He/she will quickly form an impression of you based on the presentation of your writing and standard of English. Make sure that your writing can easily be read and you do not make silly spelling and grammatical errors! (Environment, countries, etc!).

Despite revising quite hard learning the work, each year many candidates lose marks due to silly mistakes and a weak examination technique. You must clearly "know your stuff", but knowing what the examiners are looking for is important too. Below are a few helpful comments based on recent exams.

Describing maps:

• You must use all the data shown (i.e. refer to the distribution of National Parks and the Relief of England & Wales).
• Place names and regions must be quoted.
• Compass directions are essential (North, north-west etc.)
• Identify a general pattern and any exceptions.

Skills:
Check you can do all the skills stated in the syllabus (click here for the list). When using maps, use the key, north direction, scale etc. Be confident in drawing cross sections quickly.

Accuracy:
Use a sharp pencil to draw graphs etc.

SpaG:
4 marks are reserved for spelling, punctuation and grammar for each paper. Don't throw these marks away!

Command Words:
What is the question asking you? Look for key words and do exactly what has been asked. e.g.:

• Annotate: - add notes or labels to a map or diagram to explain what it shows.
• Compare: - Look at 2 (or more) things and state the similarities and differences. Make direct comparisons and use appropriate link words such as more than, less than, larger, whereas, unlike, as opposed to, as well as opposites such as, rural/urban, high/low, etc.
• Complete: - add to a map or graph to finish it off.
• Contrast: - look for the differences between features or places. Often the question will ask you to compare and contrast.
• Define: - explain what something means e.g. hydraulic action.
• Describe: - State what it is like; its characteristics and appearance.
• Discuss: - usually wants a long answer, describing and giving reasons for or explaining arguments for and against.
• Draw: - a sketch map or diagram with labels to explain something.
• Explain or Account for: - Make clear, give details why it is like that.
• Give your ( or somebody else's) views: - say what you or a particular group think about something, e.g. should the Cairngorm Funicular Railway be built?
• Identify: - name, locate, recognise or select a particular feature or features, usually from a map, photo or diagram.
• Mark: - put onto a map or diagram.
• Name, state, list: - give accurate details or features.
• Study: - look carefully at a map, photo, table, diagram etc. and say what it shows.
• Why?: - What is the reason or purpose of something?
• With reference to /refer to examples you have studied: - give specific details (dates, specific names, facts & figures) about your case studies.
• With the help of/using the information provided: - make sure you include examples from the information, including grid references if it is a map.

Quote Evidence:
Use the map/graph/diagram/article to support your answer. Name places, land uses, distances and grid references. This is crucial! Sometimes you can only use evidence shown on the exam paper. Make sure that you are specific and refer directly to the information.

Know definitions:
Remember key words and their meanings. Write yourself a glossary.

Use Diagrams:
Labelled diagrams are often a good idea to help explain something.

Don't List:
Examiners will not award you the full marks for lists, bullet points etc. Use sentences at all times.

Read Carefully:
Some questions may expect you to write about more than one idea in the same paragraph:

• e.g. "Describe the impact of the eruption on the land and the occupations of the people of Montserrat". Make sure that you answer both parts of the question and you try to make links between the two. (e.g. Lava has covered the land destroying the trees and fields causing local farmers to lose their jobs).
• e.g. "What are the arguments for and against people staying on Montserrat?" Give reasons for both staying and leaving, and try to link your statements together.
• e.g. "Describe how upland glaciated areas are managed to meet the needs of farmers and visitors". Say what has been done to accommodate both their needs. Is there any conflict?

Read all the parts of the question before you start to answer it; sometimes part (b) follows on from what you may have written in part (a).

Use examples:
You will only be able to obtain the top marks by using detailed examples (case studies). Vague references such as "e.g. Birmingham" are not adequate. Learn facts, figures and detail. Sometimes more than one example may be used.

MEDCs/LEDCs:
Is the question asking you about MEDCs, LEDCs, or both? Can you give accurate examples from each area of the world?

Comparisons:
If asked the difference between two things, do not make references to "it", "they", etc. Say exactly what it is that you are referring to. e.g. "What is the difference between population growth rates of the cities in the LEDCs and those in the MEDCs?" give an answer such as "Cities in LEDCs have much higher growth rates", not "Their growth rates are faster".

Think!:
Think about each question before you answer it. Use what you may have done in the Lower Remove year too, e.g. Ecosystems (for the agriculture section), Population (for the settlement section), and Tourism (for the Managing Resources and Tourism section).

Check Carefully: - There are three things to check:

1. Are you answering the correct questions (i.e. the right options which have been taught to you)?
2. At the end: Have you answered (or attempted) all the sections you have been asked to do?
3. At the end: Have you interpreted the questions properly and are your answers detailed?