Sign up to access the complete lesson and track your progress!
Unlock This CourseGetting your mock paper back is one of the most valuable moments in your revision but only if you actually use it. Most students glance at their score, feel a bit rubbish and move on. That's a wasted opportunity. The real gold is in understanding exactly why you lost marks and what you need to do differently.
This session walks you through the examiner's perspective. We'll look at real-style answers, compare weak and strong responses and give you the tools to mark your own work like a professional examiner.
Examiners are not trying to catch you out. They follow a mark scheme and award marks for specific content. If your answer doesn't match what's on the mark scheme even if it sounds clever you won't get the marks. Understanding this changes how you write answers.
Paper 1 uses two types of marking: point-based marking (for shorter questions) and levels of response marking (for longer questions worth 6–8 marks). Knowing which type applies to each question is crucial.
Used for Define, Identify, State, Give, Describe and Explain questions. Each correct, relevant point earns one mark. You need to make distinct points repeating the same idea in different words earns no extra credit. Always aim for one clear point per mark available.
Used for Discuss, Assess and Evaluate questions. Examiners place your answer in a Level (1, 2 or 3) based on the quality of reasoning, not just the number of points. A Level 3 answer shows balance, uses case study evidence and reaches a clear conclusion.
Mark schemes use specific phrases that tell you what counts. Here are the most important ones you'll see:
This is the list of possible correct answers in a mark scheme. It is not a checklist you don't need to include every point. It shows examiners what kinds of answers are acceptable. Your answer just needs to match the style and quality of what's listed.
Let's look at a typical Section B describe question and see how marking actually works in practice.
"Coastal destinations have beaches and are near the sea. They are popular with tourists and have nice weather."
Examiner feedback: "Near the sea" and "beaches" are the same point. "Popular with tourists" is circular it doesn't describe a feature. "Nice weather" is vague. This answer would likely earn 1 mark at most.
"One feature is sandy beaches, which provide space for sunbathing and water sports such as swimming and snorkelling. Another feature is a warm, sunny climate for much of the year, which attracts visitors seeking relaxation and outdoor activities."
Examiner feedback: Two distinct features, each with development. Specific activities are named. This earns 4 marks.
The strong answer gave two separate, developed points. Each feature was named AND explained with an example or detail. The weak answer repeated itself and used vague language. In a describe question, development means adding a specific detail not just repeating the point.
Explain questions require you to show a cause and effect relationship. The mark scheme rewards answers that go beyond stating a fact and actually show why or how something happens.
"Economic leakage happens when money leaves the country. This means the country doesn't benefit as much from tourism."
Examiner feedback: The definition is partially correct but there is no explanation of how or why this happens. No mechanism is given. This earns 1 mark.
"Economic leakage occurs when money spent by tourists leaves the host country rather than staying in the local economy. This happens because many hotels and resorts in developing countries are owned by foreign multinational companies, so profits are sent back to the company's home country. Additionally, food and goods may be imported to meet tourist expectations, meaning local suppliers miss out on income."
Examiner feedback: Clear definition, two mechanisms explained (foreign ownership, imports), cause and effect shown. This earns 4 marks.
In The Gambia, it is estimated that up to 70–80% of tourist spending leaks out of the country. Many hotels are owned by European tour operators, food is imported and package holidays are sold abroad meaning Gambian businesses and workers receive only a fraction of what tourists actually spend. This is a real exam-worthy example to use when explaining economic leakage.
This is where most students lose marks. For 6 and 8-mark questions, the examiner places your whole answer in a level. Here's what each level looks like:
Simple, general statements. No development. No case study. No balance. Often just a list of points with no explanation. Example: "Tourism can be good and bad for the environment."
Some explanation and development. May show one side more than the other. Limited or no case study evidence. Some attempt at structure. Example: "Tourism can damage coral reefs because tourists step on them... however, tourism also funds conservation."
Balanced, well-developed argument. Uses named case study evidence. Reaches a clear, reasoned conclusion. Shows understanding of both sides. Example: Uses Machu Picchu or Bhutan with specific details and a judgement.
Let's look at a full assess question and see what a Level 3 answer actually looks like and why a weaker answer only reaches Level 2.
"Tourism in Kenya has brought many benefits. It creates jobs for local people and brings in foreign currency. Tourists visit national parks like the Maasai Mara and spend money on safaris. However, tourism can also cause problems like environmental damage and cultural change. Overall, tourism is mostly beneficial for Kenya."
Why it's Level 2: There are some valid points and a named location, but the development is thin. "Environmental damage" and "cultural change" are mentioned but not explained. The conclusion is not reasoned it just states an opinion without justification.
"Kenya is a strong example of a developing country where tourism has brought significant economic benefits. Tourism accounts for approximately 10% of Kenya's GDP and employs over 1.5 million people directly and indirectly. The Maasai Mara National Reserve attracts hundreds of thousands of visitors annually, generating income for local communities through safari lodges and Maasai cultural experiences.
However, the benefits are not evenly distributed. Economic leakage is a major issue many safari companies are foreign-owned, meaning profits leave Kenya. Additionally, the concentration of tourists in certain areas has led to habitat disturbance and pressure on wildlife migration routes.
Socially, some Maasai communities have benefited from cultural tourism, but others report that traditional ways of life are being commercialised and undermined. Overall, while tourism has clearly brought economic growth to Kenya, the benefits are uneven and come with significant environmental and social costs. The extent to which it is 'beneficial' depends heavily on which communities and which aspects of development you are measuring."
Why it's Level 3: Specific statistics, named locations, both sides developed, case study evidence used and a nuanced conclusion that directly addresses "the extent to which."
After marking hundreds of mock answers, these are the most common reasons students lose marks. Check your own mock against this list right now.
After every sentence you write, ask yourself: "So what? Why does this matter? What does this lead to?" If you can't answer that, your sentence probably isn't developed enough to earn marks. This simple habit can push you from Level 2 to Level 3.
Use this structured process every time you get a mock paper back. Don't just look at the score dig into the detail.
Before looking at your answer, read the mark scheme carefully. Understand what was being rewarded. Note the indicative content and any "do not credit" instructions.
Go through your answer line by line. Put a tick next to each point that matches the mark scheme. Put a cross next to vague or irrelevant points. Count your ticks honestly.
For each question where you lost marks, write one sentence explaining what you should have included. This is more useful than just noting the score. It tells you exactly what to revise.
Examiners reward precise geographical and tourism-specific language. Using the right vocabulary signals that you understand the subject and it often matches the mark scheme wording directly.
Bhutan charges a Sustainable Development Fee of $200 per person per day (as of recent years). This limits visitor numbers, reduces overtourism and ensures tourism revenue goes directly into public services. This is a brilliant example to use in answers about sustainable tourism management and carrying capacity and it shows you can apply concepts to a real, specific country.
Take one answer from your mock paper. Apply the three-step self-marking process above. Write yourself one sentence of feedback for each question where you lost marks. Then rewrite just one answer using everything you've learned in this session. Compare the two versions the difference will motivate you.