Compare Give a point by point identification of similarities and differences or contrasts. There are usually marks reserved for the explicit use of comparative adjectives e.g. however, whereas, larger than, smaller, steeper, less densely.

Contrast Give a point by point identification of differences only.Describe Identify distinctive features and give descriptive, factual detail. This is one of the most widely used

command words. Unless the question says ‘describe and explain’, never explain (e.g. writing ‘because’) as there will be no credit given. This is a very easy way to waste time; especially where resource based questions such as G1 and G2 part (a) questions ask for a description that may ask to set out the main patterns, trends, characteristics, distributions, effects, relationships

Define Give the precise meaning of a term. The question structure of AS and A2 units does not allow short commands of this type. However, where the question uses specialist terms such as ‘asylum seeker’, it is good practice to start with a definition before moving on to the body of the answer. This will help to avoid confusion and provide a clear focus for both you and the examiner.

Discuss Describe and explain relevant points and build up a balanced argument with supporting detail. At AS the level of detail and discussion will be guided by the mark and time allocation and the level of discussion expected will be less than at A2.

Evaluate Evaluate asks the candidate to give an overall assessment of value with a justification of conclusions or viewpoints. At AS this command will be used in relation to questions about the enquiry process in G1 and G2 Question 3 (c), or where the term ‘evaluate’ is used in the Key Question or Content columns of the Specification.

Explain Give reasons or causes. Show an understanding of how or why something has occurred.

Identify Point out and name from a number of possibilities. The command will be used in conjunction with ‘describe’ or ‘explain’.

Illustrate Refer to a case study or example. It does not mean ‘draw’, although appropriate maps or diagrams enhance case studies.

Justify Explain why your choice is better than the possible options.Outline Give a brief summary of the main characteristics. Where questions ask for an outline of the main

reasons then a summary explanation is needed.Use the information in Figure X to describe

Your answer must be based on the resources provided and have a direct reference to the resource .

Suggest reasons why Put forward a plausible explanation from your wider geographical understanding and not just actual knowledge.

Suggest and justify Put forward an idea and explain your choice.With the aid of an annotated

Annotation requires labelling plus some explanation or extended comment on or near the diagram.

Contrast the characteristics of two different types of migration [10] May 2010

“This is part of KI3 - What is the role of migration in population change?This is a really open question for all candidates – the can choose any two kinds of migration and show how they are different. They use the classification and look at push and pull factors, reasons for migration, impacts on people and places. Lots of different approaches are possible.

Mark Scheme:

- Voluntary versus forced- Permanent versus temporary- Reasons: economic v social v environmental v political.- Numbers involved v distance. # Lots of contrasting types of migration exist. Accept approaches that contrast two identified migrations.# A minimum of two migrations is necessary for a contrast to be valid.

Level 38-10

marks

Developed knowledge and detailed understanding of two contrasting migrations.Good development of examples

Level 2:4-7 marks

Some knowledge and understanding of two contrasting migrations. The migrations could be inappropriate as contrasting ones.Examples are evident and enhance the contrast.Max level for two distinct accounts without explicit contrast.

Level 1:0-3 marks

Superficial knowledge and understanding of contrasting migrations.Little use of examples.

Migration Classification

Permanent v. Temporary

Could use individual case studies

Voluntary v. Forced – (Forced in KI4 – yet to do) but Mohey here is an e.g. of a refugeeCheck definition of forced migration

Good Answer –

2 types of migration

general points of contrast

case study examples

supporting facts and figures

impacts on people and places

Describe ..

Biggest total amount of remittances

Biggest proportion of remittances as part of GDP

Lesotho location

Technique used?

(Black) African Migration to Europe Voluntary International Migration Motivation – Economic

Large numbersIllegalEconomic dreaming of better life

Mainly young – potentially talented – semi-trained

Criminals – risksSmuggler prices. 100s drown.

Mainly black Africans from poor LEDCs

About two-thirds of Africans in Europe are from north Africa (Algeria, Morocco and Tunisia) 4.6 million

Pressure points – Canaries, Malta, Lampedusa islands About 22,016 people reached Italy by boat in 2006, down slightly from 2005.

Problems for EU Border Agency Frontex - policing

An increasing number are travelling from Sub-Saharan Africa

mainly heading for the former colonial powers of France, Germany, Italy and the UK.

Having migrated, many migrants send money home to family they have left behind.

Uganda gets $0.5 billion remittances ay year. 5.5% of GDP

Many trapped in internment camps – intervening places – ashamed to return home

(White) South African Migration to English speaking countries Voluntary International Migration - Brain Drain - South Africa: Motivation - Social

Smaller numbersLegal Push factors:Fear of violent crime cited by 60%Zimbabwe’s problems may spread to SA. Government policy may penalise ‘whites’

Fully trainedProfessional eg. Air Traffic Controllers

Labour shortages – Johannesburg airport 20 vacancies in 2007. 5 year training time

800,000 SA could claim UK passports. Fill skill shortages in MEDCs so get Visas

Mainly to English speaking countries – no language barrier.25% to UK 18% Australia (common culture eg rugby cricket)

300,000 SA left in 2001 – exodus of skills. 20% of SA professionals have left

Brain drain costs SA £159 million a year

SA faces a real skills shortage – but may create opportunities for Black South Africans to up skill to replace white emigrants

There may be a knock on effect to neighbouring poorer LEDCs whose skilled labour may take better paid jobs in SA replacing jobs vacated by emigrants

No real risk to migrant’s safety in movement – perceived risk greater to stay.

No drain on resources of receiving countries – migrants are affluent and will work paying taxes and will not need Social Services support.

Other case studies

As we meet them you could make your own summary notes / spider diagrams.

You are encouraged by the WJEC and by me to research your own examples at any stage.