These terms are explained in the way we use them when teaching the skills. All examples are invented. Where your syllabus or teacher uses a slightly different wording, follow the syllabus for your exam year.
For the map of how these skills fit together, see the subject guide.
Questions and scope
Issue. A matter people disagree about or find difficult, where more than one reasonable view exists. Example: whether a town should charge for plastic bags. Often confused with: a conclusion, which is what you decide after looking at the issue. See separating an issue from a conclusion.
Scope. The limits you set on a question: who, where and when. Example: “Year 10 students at one school during one term” instead of “teenagers”. Often confused with: topic, which is the general area. Practise in questions and research scope.
Population. The group a claim is about. Example: households in one village. Often confused with: sample, the smaller group you actually gather data from. See defining population and period.
Sources
Source. Anywhere a piece of information comes from, such as a report, survey, interview or website. Example: a school canteen’s weekly weighing record. Often confused with: evidence, which is the specific information you use from it.
Primary and secondary source. A primary source is the original record or first-hand account. A secondary source reports or interprets it. Example: a survey form versus a news article about the survey. See identifying the original source.
Credibility. How far a source deserves trust for this particular claim. Example: a health researcher is credible on sleep studies but not on bus timetables. Often confused with: agreement, since a credible source can still be wrong. Covered in sources and credibility.
Bias. A tilt in how a source is produced or presented, often from interest or viewpoint. Example: a drinks company reporting that its drink improves focus. Often confused with: error, which is a mistake without any tilt.
Claims and evidence
Claim. A statement that something is true. Example: “Most students prefer the new timetable.” Often confused with: a reason, which is why the claim might be true.
Reason. The link that says why the evidence supports the claim. Example: “Because 40 of 50 surveyed said so, the preference looks strong in that group.” Often confused with: evidence itself. See claims, reasons and evidence.
Evidence. Information that can be checked and used to support or test a claim. Example: a table of survey counts. Often confused with: opinion, which has no record you can inspect.
Counterargument. A reasonable point that goes against your position. Example: “The survey was taken on a sports day.” Often confused with: a weakness you ignore. Deal with it in reasoned explanation.
Data and limits
Sample. The part of a population you actually ask or measure. Example: 30 students from one club. Often confused with: population. A sample should match the group you are claiming about.
Correlation and causation. Two things rising together is correlation. One producing the other is causation. Example: ice cream sales and sunburn both rise in hot months, while neither causes the other. See data interpretation and limitations.
Limitation. A boundary on what the evidence can show. Example: “This covers only one school.” Often confused with: bias. A limitation is about coverage, not tilt.
Perspectives and reflection
Perspective. A way of seeing an issue shaped by position, experience or interest. Example: a commuter and a bus company viewing a fare rise. Often confused with: fact. Compare views in comparing perspectives.
Reflection. Explaining what you learned, what changed in your thinking and what you would do differently. Example: “I first trusted one survey, then learned to check who ran it.” Often confused with: a description of activity. See reflection and improvement.
Using the list
Pick two terms that feel close, such as bias and limitation, and write one invented example for each. If you cannot keep them apart, repeat the lesson and its self-check. A teacher can also test your understanding by asking you to sort new examples, which is a natural use of a one-to-one lesson on Global Perspectives.