Professional Documents
Culture Documents
Exam Guidance
Exam Guidance
ASSESSMENT OBJECTIVES:
F331 – Chemistry for life: F332 – Chemistry of Natural Resources: F333 – Chemistry in
Practice
Quality of written communication is assessed in all units and credit and may be
restricted if communication is unclear. Candidates will:
• Ensure that text is legible and that spelling, punctuation and grammar are
accurate so that meaning is clear;
• Select and use a form and style of writing appropriate to purpose and to complex
subject matter;
• Organise information clearly and coherently, using specialist vocabulary when
appropriate.
Explain how the temperature and pressure could be Not required as such for
changed in order to make the reaction faster. Use ideas of this subject but answers
activation enthalpy and collision theory to help you explain do need to be
why your changes make the reaction happen faster. (6 grammatically correct and
marks + 1 for QWC) include key scientific
vocabulary
• Break down the marks and allocate - state 3 points
for temperature and 3 for pressure
• Answer the question!! State how a change in
temperature and pressure would make the rate
increase.
• To gain the QWC mark – Two sentences in the
correct context. Each sentence must start with a
capital letter, end with a full stop and the exam
board will allow one spelling error!!
Example 2:
Avogadros Constant
Le Chatelier’s principle
Half-life
Activation enthalpy
Auto-ignition
Knocking
Standard state
Hess’s law
Enthalpy change of combustion
Enthalpy change of formation
Enthalpy change of reaction
Activation enthalpy
Nuclear fusion
TOP TIPS:
Calculations
• Ensure that you have quoted the final answer to the correct number of significant
figures or decimal places – this will be stated in the question
• Don’t use the word amount be more specific
AS Design and Technology Product Design:
Resistant Materials Technology
ASSESSMENT OBJECTIVES:
AO1 - Unit 1: Portfolio of creative skills – Students will produce one
portfolio with three distinct sections – product investigation,
product design and product manufacture.
Annotation questions:
E.g.
TOP TIPS:
• Underline key words in each question to help focus your answer
• Annotate the question given in the exam paper
• If stuck - complete a mini mind map on question subject. Quickly write down
everything known about subject.
• Make sure all diagrams are clear and supported with labels.
• Look at marks available for each question – give enough evidence to justify
examiner giving you full marks.
• Proofread (without fail)
AS D&T Product Design - Textiles
ASSESSMENT OBJECTIVES:
AO1 Candidates should demonstrate specific knowledge and understanding and be able
to apply that knowledge and understanding in combination and appropriate skills in their
designing: and should communicate ideas and outcomes and demonstrate strategies for
evaluation.
AO2 Candidates should be able to demonstrate and apply skills, knowledge and
understanding of relevant materials, processes and techniques, and use materials and
equipment to produce suitable and appropriate outcomes; and should communicate
ideas and outcomes and demonstrate strategies for evaluation.
(Candidates should demonstrate the Assessment Objectives in the context of the content
and skills set out in the subject content section of the specification)
BRIEF SUMMARY OF EXAM:
Unit 1 – TEXT1 Materials, Components and applications (50% of the AS mark)
2 hour exam based primarily on Materials and Components subject content and
consisting of 3 sections
Section 1 – Compulsory limited response questions
Section 2 – Offers a choice of one from two questions divided into 4-6 sections requiring
paragraphs of writing
Section 3 – one compulsory question divided into as many as 8 sections which require
paragraphs of writing and some drawings/diagrams
EXAMPLE QUESTIONS AND DEFINITIONS OF KEY WRITING SKILLS FOR
WORDS LONGER ANSWERS
Section 1 The questions do not
Questions are allocated 1-2 marks and require short require full essay style
answers using the correct technical language answers but they do
What is the symbol called? require clear written text.
Name two resist methods of applying colour to fabric. • Use full sentences
These questions require short technically correct answers • Avoid waffle
and test your subject knowledge specifically • Avoid repetition
Give two reasons why polyester sewing thread would be • If the question asks
used to stitch the seams of a fabric made from polyester for several things
cotton answer each in turn
This requires “because” answers and tests your knowledge • Include relevant
of fibres in a particular situation. subject knowledge
. and technical
Section 2
Questions usually make reference to a photograph of vocabulary
a textile product included on an insert sheet • Use connectives to
Study the photograph of the bag on the insert sheet help give a coherent
a) The bag is made form a plain weave cotton fabric. answer
Critically evaluate the use of this fabric for the bag (5 • Back up your
marks) opinions/arguments
Critically evaluate means explain the pros and cons of the with relevant fact
fabric and its use for a bag – there are two elements to • Use examples to
evaluate her; the cotton fibre and the plain weave structure. support statements
Use subject knowledge to back up your statements
c) Justify the use of components in this bag (5 marks)
Justify means show adequate reasons for or give a good
reason. In this question include all the components used on
the bag and justify each one in turn
Other common words used in these questions include:
Explain – Describe the fact clearly giving reasons and
causes
Compare – Point out the differences and similarities
between the given items
Section 3
The question usually makes reference to
photographs on an insert sheet
Study the photographs of the rag doll and the swing ticket
attached to the doll shown on the insert sheet. Refer to
them when answering the questions about this textile
product. (N.B. Remember to do this)
a) Analyse the way in which the designer of the doll has
targeted the consumer market for which it is intended (4
marks)
Analyse means explore the main ideas. In this question
state the intended consumer market then explain how the
designer has met their needs
e) Discuss the health and safety issues that might arise from
this doll being used by a small child. Explain how the
consumer can be confident that appropriate health and
safety considerations have been taken into account by the
manufacturer. (9marks)
This question is awarded more marks and therefore requires
a longer and more detailed answer. Discuss means look at
the argument from more than one viewpoint – look at the
pros and cons in this case what is safe about the toy and
what could pose a risk. Explain the facts about legislation
and labelling.
TOP TIPS:
• Underline key words in each question to help focus your answer
• Look at the marks awarded for each question or part of a question and allocate
time accordingly
• Use diagrams when necessary to explain details e.g. fabric construction
• Use bullet points to plan longer answers include subject specific vocabulary in the
plan
• Include facts and technical vocabulary in your answers.
• Allow time to re-read and amend your answers
AS English Language
ASSESSMENT OBJECTIVES:
AO1 – Select and apply a range of linguistic methods, to communicate relevant
knowledge using appropriate terminology and coherent, accurate written expression.
AO2 – Demonstrate critical understanding of a range of concepts and issues related to
the construction and analysis of meanings in spoken and written language, using
knowledge of linguistic approaches.
AO3 – Analyse and evaluate the influence of contextual factors on the production and
reception of spoken and written language, showing knowledge of the key constituents of
language.
BRIEF SUMMARY OF EXAM:
ENGB1 – Categorising Texts
2 hour exam
Section A – compulsory question based on six texts which need to be classified and
analysed in terms of linguistic understanding. AO1, 2 and 3 equally weighted. 48 marks.
Section B – you will have a choice of questions based on Language and Gender and
Language and Power. Choose ONE of them to answer. AOs 2 and 3 assessed (AO3 is
dominant). 48 marks.
AS English Literature
ASSESSMENT OBJECTIVES:
AO1 – Articulate creative, informed and relevant responses to literary texts, using
appropriate terminology and concepts, and coherent, accurate written expression.
AO2 – Demonstrate detailed critical understanding in analysing the ways in which form,
structure and language shape meanings in literary texts.
AO3 – Explore connections and comparisons between different literary texts, informed
by interpretations of other readers.
AO4 – Demonstrate understanding of the significance and influence of the contexts in
which literary texts are written and received.
Unit 2
Skills paper Question 1 based on the content of unit 1 and question 2 on your own
fieldwork investigation. Answer all parts
30% of AS
1 hour
50 marks
Conclusion
You should weigh up all
the evidence then sum up
and answer the question
basing this on what you
have said in the body of
the text.
TOP TIPS:
• READ THE QUESTION – FOR MEANING !!!!!!!!!!!!!
• First ring the stem/command word (s), then define all key words in the question.
Look for the topic and then any qualifying phrases or words (e.g. countries).
• Plan – a quick mind map or series of bullet points. From this decide what each
paragraph will be about and then think how you will use PEEL. Have you been
able to EXPAND on the point made.
• Look for a logical path or sequence for writing this up.
• At the end of each paragraph link your point back to the question
• Consider breadth by giving examples from LEDCs/NICs MEDCs or a variety of
locations.
• Use geographic terms wherever you can (learn your glossary of terms). This
makes responses more precise.
• Try to show a wide range of characteristics, reasons, attitudes etc. – there are
always more than one reason for a geographic phenomenon.
• Avoid sweeping statements like ‘all Americans are obese’ or ‘In Africa…’ – be
precise.
• If you are asked for evaluation you must weigh up all sides and demonstrate
evaluation, assessment and synthesis throughout and you should aim to show that
explanations can be incomplete or tentative. Have you given an example to
illustrate that reality does not fit the model.
• Make sure that your writing is legible, and spelling, grammar and punctuation
make your meaning clear.
• Proof read!! – Preferably 2 days after you have written it and then issues of clarity
will become clear
AS History
ASSESSMENT OBJECTIVES:
ASSESSMENT OBJECTIVE 1 (70% of AS marks are for AO1)
b) Demonstrate their understanding of the past though explanation, analysis and arriving
at substantiated judgements of:
• key concepts such as causation, consequence, continuity, change and significance
within an historical context
• the relationships between key features and characteristics of the periods studied.
b) Analyse and evaluate, in relation to the historical context, how aspects of the past
have been interpreted and represented in different ways.
The first question (a) on each topic is worth 20 marks and will focus on reaching a
judgement by analysis, cross-referencing and evaluation of source material.
The second question (b) on each topic is worth 40 marks and will ask candidates to
address a historical view or claim using two sources in conjunction with their own
knowledge. A choice of questions, (b) (i) and (b) (ii), will be provided for each topic.
TOP TIPS
1. If a question asks “how important” the answer is either “very” “partly” or “not”
2. If a question asks “do you agree”, then the answer is “yes” “no” or “in part”.
WARNING: Do not fall into the trap of saying “I” – instead, “the evidence
demonstrates that…”
3. NEVER write “in conclusion” or “I think” or “in my opinion”. It is unprofessional
and stinks of a C grade!
4. When a question includes the word “CHANGE” consider CONTINUITY too. What
didn’t change?
5. Dates are there for a reason – stick to them and cover the entire period.
6. Use the specific language in the question. It it says “most” “main reason” then
you need to be saying that it was important but need to make a judgement about
whether the mentioned factor is the MOST important… it might not be.
7. Look out for the word “AND” in a question. Eg military AND political success.
Address the military successes and failures and then the political successes and
failures. The word AND is indicating a need for you to comment on 2 things.
8. DO NOT tell the story. Narrative must be avoided at all costs.
9. Answer the question in your intro – this is your hypothesis. Come back to it at the
end of each paragraph. Then, summarise it again in your conclusion.
10. If one factor is mentioned in a question, like “personal power struggle” in the China
question, you are expected to refer to OTHER factors not mentioned in a
question.
11. Make links between factors. Eg “Mao’s family policy was undermined by his
ambitions for the economy. Ultimately, the economy could not function without
women in work, and therefore the family unit broke down…”
12. When using sources, always refer to WHAT? WHO? WHERE? WHEN? WHY?
When deciding whether to believe the source or not.
13. Pick up on the emotive language in a source. Language is used for a reason, so
if a source mentions a “crusade” for example, explain how this is different to a
“campaign” or a “mission” – the motivation behind a crusade is different to a
campaign, it implies complete sacrifice and total commitment.
14. Make links between sources. Eg “Both source A and B show that…”
15. Avoid sweeping statements & generalisations like “in China, everyone was
miserable”
16. Do not dumb down. Macarthur was not “a bit rash” and Mao was not “silly” etc.
This is the most common mistake that people make. Remember… Hitler was not
“a mean man”, he was a “genocidal maniac set on the total annihilation of what he
perceived to be racial impurities”
Assess - give your judgment of something. Put a value on it. Judge the Plan your answer
worth of something. For example: Assess the advantages and
Before you start writing, you
disadvantages of buying on credit.
may wish to gather your
thoughts by producing a mini
Critically assess - assess something, as defined above, but also make a
plan, simple web diagram or a
judgement of it, backed by a discussion of the evidence. For example:
list of bullets points. This
Critically assess the forms of control over advertising.
process may help you recall
associated knowledge and
Comment on - write concise explanatory notes on. Make remarks on or
examples to support your
about a topic. Give an opinion about something. For example: Comment
response.
on the government white paper Choosing Health.
Questions which begin with
'discuss' expect you to do more
Compare - point out the differences and similarities between the given
than just recite a list of points in
items.
no particular sequence. You are
expected to arrange information
Consider - think about in order to understand or
decide. Weigh the merit of something. For example: Consider the main logically. Examiners are
trends in the pattern of family expenditure. impressed by students who
express themselves clearly and
Contrast - point out the differences between two or more given items. are organised.
Describe - write out the main feature. Write a picture in words. Structure the
response
Discuss - investigate or examine by argument, from more than one
Begin with an introduction that
viewpoint, setting out factors tending to support, and those tending to
provides the background to the
cast doubt on the proposition. It is not always necessary to come to a
essay. Sometimes writing the
conclusion.
question out again in your own
words can help this process of
Evaluate - see also 'assess. Judge the worth of something by means of
setting the scene. Each point
stated criteria. For example: Evaluate the usefulness of a microwave
should be clearly explained,
oven.
and contained in a separate
paragraph. The use of examples
Examine - look at or study closely. Find out the facts. For example:
to support the points made is
Examine the ways in which a consumer can collect information before
important. One way of
making a purchase.
remembering this is to use
PEGEX for each paragraph.
Explain - set out the facts and the reasons for them, make then, known in
This stands for point, example
detail, and make them plain or clear. For example: Explain clearly why
and explanation.
there is a housing shortage in Britain.
— Point: make sure the
paragraph is directed at
Identify - name and select, pick out. For example: Identify the problems
answering the question
encountered by a homeless person.
— Example: now use some
facts to prove the point
Illustrate - make clear by the use of examples. Explain or clarify by the
— Explanation: now explain
use of concrete examples.
how the point contributes to the
question.
Justify - show adequate grounds for decisions or conclusions. Prove to
Do not be afraid to add your
be right. Give a good reason.
own opinions and experiences if
they are relevant.
List - set out in the form of a list. One word answers or single sentences
are sufficient.
Keep to the point
Outline - write out the main points or a general plan, but omit minor Too often, answers consist of
details. both relevant and irrelevant
State - give only the bare facts, expressed clearly and fully. information from notes. These
students make no attempt to
Suggest - make a recommendation or selection. For example: Suggest answer the question that was
ways of saving money. asked. Such answers will not be
Typical exam Questions. awarded high marks. Underline
You will be required to choose 2 out of the three questions the key words in the question to
help you to focus on the
Society and Health question. When writing the
response, re-read the question at
2 Since the 1980s the family has changed. The image of the nuclear family least once to check that you are
with two keeping to the point.
biological parents and two or three children is no longer the norm.
(a) Explain the reasons why family group composition has changed over the Use examples
last 20
years. [10] A good answer will select and
(b) Discuss the impact of these changes on individuals and society. [15] introduce examples in order to
make points which support a
3 We are now creating more waste than ever before. The rubbish we discussion, explanation or
produce is rising descriptions. Demonstrate
by 3% a year nationally. This situation cannot go on without impacting on knowledge in your answers. Use
the quality specific detail, not vague
of our environment. generalities. Statements like
(a) Explain why recycling in the home is a crucial factor in sustaining our `Many unemployed people have
environment. [10] problems including debt' will
(b) Discuss how a household can reduce, re-use and recycle waste not score many marks without
effectively. [15] explaining how debt can affect
the unemployed and giving
4 Cardiovascular disease, which includes heart disease and strokes, is one of examples to support your
the discussion. Whenever you find
main causes of death and ill health in the UK. Many people are putting yourself writing a sentence that
themselves begins (for example) 'Many ..:,
at risk because of their diet and lifestyle. stop and ask yourself 'What are
(a) Explain the causes of Coronary Heart Disease (CHD). [10] the important issues?' The
(b) Discuss the role of diet and lifestyle in the prevention of coronary heart inclusion of details and
disease. [15] explanations will impress the
examiner and earn more
marks.
Resource Management
2 Patterns of eating and food choice for both individuals and households are Keep to time
always You will have 90 minutes to
changing. complete the examination
(a) Describe how patterns of eating in the U.K. have changed in recent papers at AS. You should try to
years and divide your time between
suggest reasons for these changes. [10] Section A and Section B
(b) Explain what may influence the choice of foods by individuals. [15] accordingly. It is difficult to be
prescriptive about the length
3 Shopping for food offers a variety of choice both in where people shop of an answer; the quality is
and the foods more important than the
available to buy. quantity. However, bear in
(a) Explain the comparative merits of the range of different retail outlets mind you have 75 marks
available to available and 50 are allocated
households for the purchase of food. [10] to Section B so most time
(b) Describe current marketing strategies used in the retail food industry. should be spent on Section B.
[15] In Section B you will also need
to allocate some time for
4 Effective use of food preparation and cooking equipment can make meal planning your responses before
production attempting the questions. It is
both quicker and easier. not unreasonable for an
(a) Explain the factors that might influence a busy mother when selecting examiner to expect about two
and sides of writing in the time
purchasing a food processor to help her to prepare healthy meals for her allocated, for each essay
family. [10] question. A very brief answer
(b) Name five different items of electrical food preparation and cooking is unlikely to contain sufficient
equipment detail to be awarded good
and describe how each item could be used to save time and energy when marks.
preparing meals for a family. [15] Practise writing timed essays.
It is not particularly helpful to
try and predict the exact
questions, though the
specification has to be covered
over a fixed period of time.
Practising timed essays from
past papers may improve your
exam technique, and may also
reveal gaps in your
understanding.
Write legibly
If examiners have to struggle to
read your handwriting they may
not appreciate the quality and style
of your answer.
And finally, have a positive
mental attitude. See yourself as a
successful student and be confident
in your ability. Do not allow self-
doubt to affect your preparation or
success.
TOP TIPS:
Revision techniques
Everyone is different and different methods work for different people. Find a technique which suits you.
Here are some suggestions:
1. Index cards with summarised notes, definitions and key concepts on them. Jot down what you wish
to learn on small cards; keep them in your pocket and use any odd minute to go over the facts again
and again and again. These can be carried around and read whenever you have a spare time, e.g.
travelling.
2. Coloured sticky notes with key words or very brief summaries can be stuck where you will see them
frequently. Key factual information could be written on them, e.g. factors affecting standard of living.
3. Use a glitter pen and highlighters to make key words and information stand out. Be very selective
and avoid highlighting everything. Focus on the harder bits and the things you don't already know.
4. Work with a study buddy: you and a friend who have studied Home Economics agree to learn the
same topic by a specified deadline. Then get together to discuss it and test each other.
5. Get an assistant to help. This does not have to be a subject specialist; it can be anyone! Ask
someone to listen to your explanations and ask you questions. They can test your knowledge of
factual information and definitions. Do a mini presentation to a friend or even by yourself.
6. Use the media: it can help your understanding by widening your experiences and knowledge. Listen
to thought-provoking radio programmes, read a quality newspaper, watch relevant television
programmes and visit appropriate websites.
7. Read aloud or record on to a tape and play it back. This method works because you hear the
words as well as seeing them, and so engage different parts of the brain. Read the material
dramatically: we remember dramatic things, especially if the voices are outrageous or the really
important bits are whispered.
2. Make a rhyme. Try putting the information into a verse or to music; you will remember it more easily.
Try this with factual information.
8. Invent mnemonics which are funny, vulgar or relevant to you. Mnemonics are memory aids. They
can be constructed from key words in a topic you have studied. Here are some examples:
Effects of unemployment could be 'HEDGEHOG' Housing (poor)/Homelessness, Escapism (smoking/
alcohol/gambling). Debt, Guilt (personal failing), Education (apathy/low expectations), Health (poor
diet), Opportunities (New skills/training) and Graffiti (example of urban deprivation)
Causes of unemployment could be 'I AM A STAR' Immigration, Automation, Minimum wage
(costs more to employ people), Ageism (old people at greater risk), Service industry (different skills
required), Trade agreements (imports cheaper), Agriculture and manufacturing decline and
Racism/regional variations (some areas of UK high unemployment and some groups at greater risk)
Food poisoning bacteria are Eating Contaminated Stuff Causes Big Smelly Vomit E.coli, Clostridium
botulinum, Salmonella, Clostridium perfringens, Bacillus cereus, Staphylococcus aureus and Viral
food poisoning
10. Look, cover, write, check. This method works for some people.
Read it — Hide it — Write it out — Check to see if you got it right
11. Rote learning: the lowest order of fixing in the memory. The secret of rote learning lies in constant
repetition of the material: by writing it down, saying it out loud, singing it in the bath!
12. Visualise the situation or the knowledge. Go over the information in your mind's eye and make a
mental picture of it. Making up a story is good for remembering lists. You may be able to 'see it' when
you need to during the exam.
13. Draw mind maps or web diagrams to summarise topics in a visual way.
14. Talk about the issues and think about what you are reading: don't just let your eyes follow the
words. Ask yourself questions all the time. Close your folder and see if you can talk about what you
have just read.
15. Review it or lose it. All topics covered should be reviewed. Do not expect to remember something you
have read only once. Start each revision session by reviewing what you learned in the previous
session: this should take just a few minutes but is critical to success.
A02 - Apply knowledge and understanding when analysing media products and
processes, and when evaluating their own practical work, to show how meanings and
responses are created.
(Both are given equal weighting of 25%. The remaining 50% derives from the
coursework)
BRIEF SUMMARY OF EXAM:
The exam is two and a half hours, assessing AO1 and AO2. This consists of
three compulsory questions:
For both questions 2&3, you need to refer to your own studies of
representation and audience issues.
If representation is the focus in Question 3, you will explore how the social
group or event/issue is represented across a range of media texts and
forms/formats. Exploring how a social group or event/issue is represented 'in
the media’ does involve considering more than one form or format (e.g.
magazines, films, computer games etc). Specific, detailed examples need to be
referred to. For example, an exploration of representations of youth in the
media could include an analysis of:
• a television programme e.g. Waterloo Road
• a teenage magazine e.g. Sugar
• a local newspaper.
You may explore the presentation and construction of, for example, characters
and images, considering the role of language, mode of address and narrative
etc. in creating those representations.
If audience is the focus in Question 3, you need to use 2/3 of your own detailed
examples to consider, for example:
• how audiences are attracted to texts
• what affects the way in which different audiences respond to texts
• how texts construct and position audiences
• how theories can help to understand audience responses, where appropriate.
TOP TIPS:
• Underline key words in each question to help focus your answer
• If given a print based text for Question 1, annotate around it before writing your
answer
• Ensure that you embed Media language relevant to the format (e.g. if discussing
newspapers, use terms specific to that format – puff, splash, etc
• Don’t just mention a camera angle or layout technique, etc, but ensure that you
also examine their purpose and effect.
• Plan responses to all questions (e.g. Mind map, bullet points) ensuring that your
analysis stems from contemporary Media texts. Examiners are impressed when
they see short plans.
• In Questions 2 and 3, your ideas must start from and then grow from Media texts.
Move from the specific analysis of individual texts to general statements about
representation and audience.
• Under no circumstances make simple assertions or. Always show how your ideas
have grown from the texts provided or ones that you have studied throughout the
year
• Formulate and maintain an argument by selecting vocabulary for effect and
ensuring each paragraph takes you one step closer to your conclusion
• When answering on audience, don’t name drop theory for the sake of it. Make
sure that you can use the theory in conjunction with contemporary Media texts
• Following the viewing time for Question 1, aim to spend 45-50 minutes on
Question 1, and 35-40 minutes each on Questions 2 and 3.
• Proofread (without fail)
AS - MFL
BRIEF SUMMARY OF EXAM:
Unit 1: Listening, Reading and Writing
2 hours (As a guide listening 30 minutes, reading 45 minutes and writing 45 minutes)
Section A: Listening (35 marks) and Reading (40 marks) (and writing- but no AO3 marks
given for Spanish answers)
Section B: Writing task: one question from a choice of 3, a minimum of 200 words. (35
marks- AO2 20 marks AO3 15 marks)
ASSESSMENT OBJECTIVES:
AO1: Understand and respond, in speech and writing, to spoken language.
AO2: Understand and respond, in speech and writing, to written language.
AO3: Show knowledge of and apply accurately the grammar and syntax
prescribed in the specification.
EXAMPLE QUESTIONS AND DEFINITIONS OF KEY ESSAY WRITING SKILLS
WORDS
French
Questions will often be preceded by a quote or other 1. Read the question
short written stimulus. For example: carefully.
“Cette année j’ai decidé de passer les vacances chez 2. Then spend 5-10
moi” Que pensez-vous de la décision de Patrick ? minutes on your plan.
Les vacances is the sub-topic area. • Identify 4-6 main
Que pensez-vous is asking for your opinion. points.
• Note down key
You may also see something like: vocabulary/ phrases.
“Est-ce que c’est une bonne ou une mauvaise idée ? »
This is also asking for your opinion, giving the two sides of 3. A well constructed
the argument for you to evaluate and come to a reasoned essay will have these
conclusion. features:
Conclusion
• If you have maintained
Spanish focus on the question
and argued your points
Para ti, ¿el cine es una experiencia positiva o negativa? well, your conclusion
should come to a
el cine gives you the sub- topic area. natural end and include
Para ti is asking for your opinion. your personal opinion.
Positiva o negativa gives you the two sides of the • You should try to
argument which you are expected to acknowledge and ensure that your
evaluate before concluding with your own opinion. conclusion refer to the
key words in the essay
¿Estás de acuerdo con Luisa o con sus padres? question.
(additional stimulus given) • The worst thing you can
do is to simply restate
Estás de acuerdo is asking for your opinion. what you have said
Luisa o con sus padres gives you the two sides of the before.
argument which you are expected to acknowledge and
evaluate before concluding with your own opinion.
Your opinion this can either be given after each side of the
argument is given or in the conclusion.
TOP TIPS:
• Read the question carefully and ensure that you understand it.
• Keep the content of your essay firmly related to the title/question.
• If you don’t know the exact word for something, then paraphrase.
• Check the language content for verb formation and endings, adjective
agreements, genders of nouns.
AS PHYSICS
ASSESSMENT OBJECTIVES:
AO1: Knowledge and understanding of science and of How Science Works Candidates
should be able to:
a) recognise, recall and show understanding of scientific knowledge
b) select, organise and communicate relevant information in a variety of forms.
AO2: Application of knowledge and understanding of science and of How Science Works
Candidates should be able to:
a) analyse and evaluate scientific knowledge and processes
b) apply scientific knowledge and processes to unfamiliar situations including those
related to issues
c) assess the validity, reliability and credibility of scientific information.
AO3: How Science Works – Physics Candidates should be able to:
a) demonstrate and describe ethical, safe and skilful practical techniques and processes,
selecting appropriate qualitative and quantitative methods
b) make, record and communicate reliable and valid observations and measurements
with appropriate
precision and accuracy
c) analyse, interpret, explain and evaluate the methodology, results and impact of their
own and others' experimental and investigative activities in a variety of ways.
BRIEF SUMMARY OF EXAM:
Describe one similarity and one difference between Locate a way in which
any social approach studies. [3+3] they are similar and name
it. (Eg similar method,
measuring technique etc.)
Explain what this feature
was like in one study, and
what it was like in the
Discuss strengths and weaknesses of the social other.
approach using examples from any social approach Do the same for
studies. [12] differences.
TOP TIPS:
• Read the questions carefully – what are they asking of you. Make sure you answer
what it actually is asking
• Underline key words in each question to help focus your answer
• Check how many marks the question is for as it indicates the level of detail
needed
• Check what the question says (e.g. identify means brief detail, describe is
detailed answers, and discuss or implications mean evaluate)
• Be specific and accurate – do not skirt around the point you are trying to make.
• Always exemplify your points with evidence from the studies
• For higher mark answers (e.g. 6, 8 and 12 marks) make sure you make your
point, explain it in detail and then evidence your point using the study.
• Make sure the evidence you use is accurate and supports the point you are trying
to make.
• Use connectives/linking phrases to aid cohesion and show development
• Proofread (have you really answered the question)
• Always go back to the question during writing to make sure you are answering it
correctly.
• Read the studies at home after lessons and get used to the structure of
psychological writing
• Do past papers / textbook questions in your book.
AO2- Critically evaluate and justify a point of view through the use of evidence and
reasoned argument. In addition, for synoptic assessment, A-Level candidates should
relate elements of their course of study to their broader context and to aspects of human
experience.
BRIEF SUMMARY OF EXAM:
• 2 Papers (1 Philosophy, 1 Ethics)
• 1 hour 15 minutes each (Typically exams are run consecutively i.e. you do
one then the other straight away afterwards!)
• In each paper you have a choice of 4 questions (1 from each topic
studied) of which you must answer 2.
• A ‘question’ comprises of both section (a) and section (b)
• Section (a) is always AO1 and is about showing knowledge and
understanding (30 Marks)
• Section (b) is always AO2 and is about evaluation and analysis (15 Marks)
TOP TIPS:
• Choose your questions carefully…only fools rush in!!!
• Identify/underline the ‘trigger’ words and assess what they’re asking you
to do.
• Have a bank of short, sharp, memorable quotes which can be applied to a
variety of topics/questions.
• Remember to show your synoptic grasp of the topics. In other words, if
there are similarities/crossovers between topics, talk about them.
• Take the time and care to get spelling, grammar etc right…it creates a
certain impression.
• Give reasons for everything. Don’t make bold statements without any
support.
• Use link sentences to help the flow of essays.
• Always bear in mind that ultimately this is a Religious Studies course…
refer to religion!!!
AS SOCIOLOGY
ASSESSMENT OBJECTIVES:
The Assessment Objectives are common to AS and A Level. The assessment units will assess the following
Assessment Objectives
AO1 Knowledge and understanding of the theories, methods, concepts and various
forms of evidence; Communication of knowledge and understanding in a clear and effective manner.
45-55%
Candidates choose one topic from three and answer one question. Each question consists of five parts.
Unit 2 – SCLY2
Education with Research Methods
60% of AS, 30% of A Level Written paper, 2 hours
90 marks
Candidates choose one topic (Education or Health) and answer one question on the chosen topic, one question
on sociological research methods in context and one question on research methods.
Methods in Education
Use P.E.R.V.E.R.T. and CONTEXT as the guide for any answer in this new part
of the exam.