Download clean, printable lists of the most common mistakes students make — so you can fix them before they cost marks.
Each sheet is aligned to its exam board and built from recurring student errors highlighted in examiner reports and mark schemes.
What you get
A topic-by-topic mistakes list with a “do this instead” fix and a quick self-check.
How to use it
Review before past papers, then use the quick checks to catch errors under timed conditions.
Why it works
Many marks are lost on predictable slips: rounding, sign errors, units, and misreading commands.
Coverage by topic
Preview (up to 5 per topic)
37 total rows in download
| Topic | Common mistake / misconception | Do this instead | Quick check |
|---|---|---|---|
| Maps & skills | Four-figure grid reference instead of six-figure where precision needed. | Use six-figure references for point locations; estimate tenths within grid square. | Six digits before comma? |
| Maps & skills | Compass direction vague (‘north-ish’). | Three-figure bearing measured clockwise from north. | Did you use a protractor method carefully? |
| Graphs | Describing a climate graph without seasonal pattern. | Compare wet/dry seasons; hottest/coldest months with data values. | At least two months named? |
| Graphs | Population pyramid interpreted as ‘more young people’ without economic links if asked. | Link shape to birth/death rates, dependency ratio, stage framing as taught. | Did you quantify bars? |
| Rivers | Erosion processes listed without location in profile. | Upper: vertical erosion; lower: deposition — match landforms to process. | Does your process match the river stage? |
| Rivers | Flood cause as ‘rain only’ with no drainage basin explanation. | Add geology, relief, land use, saturation, urbanisation where relevant. | More than one cause? |
| Coasts | Longshore drift described without wave approach angle. | Swash angled, backwash straight → zigzag drift along coast. | Did you mention prevailing wind/wave direction? |
| Coasts | Hard engineering benefits stated with no maintenance/cost downside. | Groynes starve downdrift; sea walls expensive — balance sustainably. | One downstream impact? |
| Tectonics | Conservative margin confused with constructive. | Match boundary type to movement: conservative = plates slide past. | Earthquake depth/type matches margin? |
| Weather & climate | Climate vs weather mixed in answers. | Weather is short-term; climate is long-term average pattern. | Which timescale does the question ask? |
| Urban | Urbanisation defined as migration only. | Increasing % living in urban areas (natural increase + migration). | Did you separate definition vs causes? |
| Urban | Rio/NY case facts learnt generically without question focus. | Select 2–3 facts that fit the exact command (inequality, traffic, waste). | Trim unrelated facts? |
| Development | HDI used as the only measure. | Contrast with GNI per capita, inequality (if taught), limitations named. | Limitation sentence? |
| Globalisation | Globalisation as ‘always positive’. | Winners/losers for workers, environment, culture — local examples. | One negative consequence? |
| Ecosystems | Food web arrows wrong way. | Energy flows to eater; label trophic levels if required. | Arrow points to consumer? |
| Ecosystems | Deforestation impacts listed without climate/carbon feedback. | Link local biodiversity loss + global carbon storage loss. | Local AND global angle? |
| Rocks | Rock type identification without texture/process clues. | Use grain size, crystals, bubbles, layers — match to igneous/sedimentary/metamorphic teaching. | Evidence from photo? |
| Fieldwork | Systematic sampling described as random. | Systematic = fixed interval; random = random numbers; justify choice. | Does your method match the name? |
| Fieldwork | Questionnaire bias ignored. | Mention leading questions, time of day, sample size limits. | One bias + improvement? |
| Fieldwork | No risk assessment mention when methodology asked. | Note traffic, river edges, weather — minimal safety as appropriate. | One hazard? |
| Data presentation | Line graph for categorical data. | Bar chart for categories; line for continuous time series. | Independent variable type? |
| Geographical theory | Rostow/DT not used correctly if referenced. | Only use if taught; otherwise use spec development frameworks you studied. | Teacher-approved model? |
| Case studies | Case study with no named place map awareness. | Name region + scale + at least two specific facts/data points. | Case facts tied to question keyword? |
| Command words | ‘Explain’ as description only. | Because/so chains linking processes to outcomes / landform creation. | Two linking words per paragraph? |
| Command words | ‘Evaluate’ ends at disadvantages. | Judgement: which factor matters most in this context, with reason. | Final sentence decides? |
| Sustainability | Sustainable defined as ‘recycling’ only. | Environmental + social + economic balance (three pillars) briefly. | All three hinted? |
| Skills: OS maps | Contour intervals misread leading to wrong relief description. | Note vertical interval; count rings; relate spacing to steepness. | Same units for height? |
| Exam technique | Writing beyond line limits so scanning fails. | Use numbered short paragraphs matching mark allocation. | Could examiner spot points 1–4 easily? |
| Exam technique | Stapled knowledge from a different exam board’s case study format. | Follow AQA 8035 specimen structure: specifics + links. | Matches past AQA phrasing? |
| Time zones | UTC offsets applied wrongly in a global link question. | Show simple arithmetic carefully; watch date line if taught. | Sanity check on local time? |
| Figures | Figure number not cited in answer when ‘use Figure 2’. | ‘Figure 2 shows…’ + data value + trend. | Explicit figure reference? |
| Numeracy | Percentage change errors (wrong original). | (New − old) ÷ old × 100%; watch positives/negatives. | Denominator is old value? |
| Hazards response | Only immediate responses for long-term preparedness question. | Separate preparedness vs response vs recovery as asked. | Match timeframe to command? |
| Regeneration | Regeneration described as only building new stadiums. | Economic (jobs), social (housing), environmental (green space) — pick relevant. | Three spheres considered? |
| Fieldwork write-up | Conclusion introduces new method not used. | Conclusions only from collected data; suggest improvement separately. | Is conclusion evidenced? |
| Vocabulary | ‘Shifting cultivation’ used for UK urban land use. | Match terms to correct global/tropical vs temperate contexts. | Term fits locality? |
| Skills | Describing distribution without highest/lowest region. | North/south, coastal/inland, core–periphery patterns as appropriate. | Named regions on map? |
A revision checklist for skills (maps, graphs, fieldwork methodology) and typical misreads of command words on AQA Geography papers.
Your centre’s own fieldwork is often examined. Use this list to tighten methodology vocabulary, then practise with AQA-style questions that refer to your investigation.