Key Words
Account (for) - Give an explanation / reasons for. The matter being questioned may be complex and some clarification and description may be needed to reason why something happens in the way that it does .
Analyse - Separate information into components and identify their characteristics.
Annotate - Add labels, brief comments or notes to a diagram, photograph or map to aid description or explanation. Often used on landform formation questions, e.g. ‘use only an annotated diagram or diagrams.’
Assess - Consider the evidence presented and come to a reasoned judgement / make an informed judgement.
Compare - Describe the similarities and differences of at least two things, e.g. by using comparative words such as ‘it has similar height to’, ‘larger than’, ‘faster flowing than’ or ‘more vegetation than.’ Identify similarities.
Contrast (one thing with another) - Point out the differences between at least two phenomena. (Does not require coverage of similarities.) Identify differences.
Describe - Give the main characteristics of something or an account in words of a phenomenon which may be an entity, an event, a feature, a pattern, a distribution or a process. For example, if describing a landform say what it looks like, give some indication of size or scale, what it is made of, and where it is in relation to something else (field relationship). Set out characteristics /’what are the features of ”.
Discuss (using a case study) - Bring forward the important points of or set out both sides of an argument, for and against, and come to a conclusion. There should be some evidence of balance, though not necessarily of equal weighting. (Where use of a case study is expected, then specifics from the case study should be given to support the important points.) Present key points.
Explain (how / why / advantages & disadvantages etc.) - Give reasons why something happens. Answers should set out the causes of a phenomenon and/or the factors which influence its form/nature. This usually requires an understanding of processes. Explanation is a higher-level skill than description and this is often reflected in its greater mark weighting. Set out purposes or reasons.
Give - An alternative to ‘Identify/Name/State’ usually requiring students to supply a basic straightforward, possibly single word, response, e.g. ‘give the 4-figure grid reference for ’
Identify - Similar to ‘Give/Name/state’, which require candidates to answer briefly and are usually only worth 1 mark, e.g. for a question asking candidates to select one item or idea from a range of information provided. Name or otherwise characterise.
Justify - Give reasons for offering an opinion or reaching a conclusion / support a case with evidence
Outline (one way/why) - Provide a brief account of relevant information/summarise the main points of something. (Intermediate term between ‘State’ and ‘Describe’). Set out main characteristics.
State - An alternative to ‘Give/Identify/Name’ usually requiring students to supply a basic straightforward, possibly single word, response. Express in clear terms.
Suggest (why/give reasons for) - Similar to ‘Explain’ but sometimes there are varying reasons why something happens and there is not necessarily a right or wrong answer. More than one reason should be given (e.g. a farmer will grow a crop for a number of reasons; these could be physical or human). Used in questions based on application of Knowledge & Understanding in unfamiliar contexts – asking students to indicate reasons for something based on data given but which they would not necessarily have studied. Present a possible case.
Summarise - Give the main points briefly / present principal points without detail.
Account (for) - Give an explanation / reasons for. The matter being questioned may be complex and some clarification and description may be needed to reason why something happens in the way that it does .
Analyse - Separate information into components and identify their characteristics.
Annotate - Add labels, brief comments or notes to a diagram, photograph or map to aid description or explanation. Often used on landform formation questions, e.g. ‘use only an annotated diagram or diagrams.’
Assess - Consider the evidence presented and come to a reasoned judgement / make an informed judgement.
Compare - Describe the similarities and differences of at least two things, e.g. by using comparative words such as ‘it has similar height to’, ‘larger than’, ‘faster flowing than’ or ‘more vegetation than.’ Identify similarities.
Contrast (one thing with another) - Point out the differences between at least two phenomena. (Does not require coverage of similarities.) Identify differences.
Describe - Give the main characteristics of something or an account in words of a phenomenon which may be an entity, an event, a feature, a pattern, a distribution or a process. For example, if describing a landform say what it looks like, give some indication of size or scale, what it is made of, and where it is in relation to something else (field relationship). Set out characteristics /’what are the features of ”.
Discuss (using a case study) - Bring forward the important points of or set out both sides of an argument, for and against, and come to a conclusion. There should be some evidence of balance, though not necessarily of equal weighting. (Where use of a case study is expected, then specifics from the case study should be given to support the important points.) Present key points.
Explain (how / why / advantages & disadvantages etc.) - Give reasons why something happens. Answers should set out the causes of a phenomenon and/or the factors which influence its form/nature. This usually requires an understanding of processes. Explanation is a higher-level skill than description and this is often reflected in its greater mark weighting. Set out purposes or reasons.
Give - An alternative to ‘Identify/Name/State’ usually requiring students to supply a basic straightforward, possibly single word, response, e.g. ‘give the 4-figure grid reference for ’
Identify - Similar to ‘Give/Name/state’, which require candidates to answer briefly and are usually only worth 1 mark, e.g. for a question asking candidates to select one item or idea from a range of information provided. Name or otherwise characterise.
Justify - Give reasons for offering an opinion or reaching a conclusion / support a case with evidence
Outline (one way/why) - Provide a brief account of relevant information/summarise the main points of something. (Intermediate term between ‘State’ and ‘Describe’). Set out main characteristics.
State - An alternative to ‘Give/Identify/Name’ usually requiring students to supply a basic straightforward, possibly single word, response. Express in clear terms.
Suggest (why/give reasons for) - Similar to ‘Explain’ but sometimes there are varying reasons why something happens and there is not necessarily a right or wrong answer. More than one reason should be given (e.g. a farmer will grow a crop for a number of reasons; these could be physical or human). Used in questions based on application of Knowledge & Understanding in unfamiliar contexts – asking students to indicate reasons for something based on data given but which they would not necessarily have studied. Present a possible case.
Summarise - Give the main points briefly / present principal points without detail.