Académique Documents
Professionnel Documents
Culture Documents
ASSESSMENT OBJECTIVES:
A01: Knowledge and understanding of science and of How Science Works
Recognise, recall and show understanding of scientific knowledge. Select, organise and
communicate relevant information in a variety of forms.
A02: Application of knowledge and understanding of science and of How Science Works
Analyse and evaluate scientific knowledge and processes. Apply scientific knowledge and
processes to unfamiliar situations including those related to issues. Assess the validity,
reliability and credibility of scientific information.
A03: How Science Works
Demonstrate and describe ethical, safe and skilful practical techniques and processes,
selecting appropriate qualitative and quantitative methods. Make record and
communicate reliable and valid observations and measurements with appropriate
precision and accuracy. Analyse, interpret, explain and evaluate methodology, results
and impact of their own and others’ experimental and investigative activities in a variety
of ways.
BRIEF SUMMARY OF EXAM:
Unit 1 Biology and Disease – 60 raw marks 100 UMS – 5-7 short answer questions
plus 2 longer questions (a short comprehension and a structured question involving
continuous prose
Unit 2 The variety of living organisms – 85 raw marks 140 UMS – 5-7 short answer
questions plus 2 longer questions involving handling of data and How Science Works
EXAMPLE QUESTIONS AND DEFINITIONS OF KEY ESSAY WRITING SKILLS
WORDS
Question 1 (5 marks) Note the number of marks
– you need to write 5
The structure of a cholera bacterium is different from the statements
structure of an epithelial cell from the small intestine.
Describe how the structure of a cholera bacterium is Each statement has to
different. make a definite point –
don’t ‘waffle’
You are asked to Describe don’t be tempted to try to
explain anything. This answer should be a simple Always back a statement
presentation of facts with no discussion – so it should be up with a connected idea.
easy – but take great care! e.g. Increased kinetic
energy leads to more
What are you asked to describe? The key word here is collisions therefore more
structure. Start planning your answer by drawing a very enzyme substrate
simple diagram of each type of cell. You can always rub it complexes formed.
out or cross it through but I see no harm leaving it, but it
won’t be marked. Always ‘state the obvious’
don’t presume anything,
Now read the question carefully again. You are only asked the examiner is testing
for how these cells are different. There will be no marks for your knowledge not the
similarities. other way around.
Now check the number of marks again and start your Make sure that if you use
answer. ‘it’ it is very clear what ‘it’
is!
Question 2 (5marks)
Always write in continuous
Scientists use optical microscopes and transmission prose but I often say ‘think
electron microscopes (TEMs) to investigate cell structure. in bullet points but write in
Explain the advantages and limitations of using a TEM to prose’
investigate cell structure.
Plan your answer – a small
You are asked to Explain. This means you have to make a flow diagram for
statement and the back it up. See below for an example of sequenced answers or a
what I mean. diagram neatly crossed
through will aid your
You are also asked for advantages and limitations of the memory.
TEM not a direct comparison with the light microscope –
although a comparison will be implied in your answer. So if
you say that you can’t see living objects with the TEM you
do not need to say that you can see living objects with the
light microscope. You won’t lose marks if you do but you
won’t gain any credit.
First you are asked to describe so no explanation is needed. Always back a statement
up with a connected idea.
Second question needs to be answered in sequence. The hint is in the e.g. Increased kinetic
question, the word complete implies something that has a start and a finish. energy leads to more
collisions therefore more
I recommend drawing a little flow diagram for this type of question. Start enzyme substrate
with starch and list the molecules made in order. (You work it out, I am complexes formed.
giving advice not giving you the answers!) Now link the molecules with the
enzymes involved. Always ‘state the obvious’
don’t presume anything,
Finally do you have enough statements to justify 5 marks? You will the examiner is testing
probably have to add some detail. So go back to basics. What class of your knowledge not the
reactions are catalysed by enzymes during digestion? What are the bonds other way around.
that are broken? These are key concepts which like ‘enzyme-substrate
complexes’ can frequently be used to ensure the final marks in these longer Make sure that if you use
questions after you have written all the immediately obvious things. ‘it’ it is very clear what ‘it’
is!
Now you should be ready to answer this question.
Always write in continuous
prose but I often say ‘think
in bullet points but write in
prose’
For the previous question I suggested a flow diagram to help you structure
your answer. Is this the best approach for this question? Think of where
these processes occur. A diagram is probably best. Think of the structures
involved – you have the lumen of the intestine where the digestion takes
place, the epithelial cells, and the blood. You have to describe how the
product (they haven’t given away the answer to the previous question but it
is obviously glucose) is absorbed first into the cells and then into the blood.
Now describe the processes involved in sequence. For each stage say
where glucose is moving from and where it is moving too. Then say how it
does it!
TOP TIPS:
• The first rule of answering questions is – read the question!
• The second rule of answering questions is – answer the question! Not the one
you hoped they would ask on a subject
• Check the command word – don’t explain if you are asked to describe
• If you are asked to suggest then you are not expected to know but to apply your
knowledge
• When you read look for hints that will help you divide up your answer into parts
• Do draw little flow diagrams or pictures to aid your memory – but cross them
through neatly
• Check the number of marks and write the correct number of statements
• Try to link ideas together so that you back up statements
• If you are asked to give evidence from a passage or a table or a diagram than do
so!
• Think in bullet points but write in prose
• The final rule of answering questions is – read your answer – it must make sense
to you! If doesn’t make sense to you how can you expect the examiner to mark it.
Also read the question and answer together to check that you have obeyed the
first two rules!
AS Biology
ASSESSMENT OBJECTIVES:
A01: Knowledge and understanding of science and of How Science Works
Recognise, recall and show understanding of scientific knowledge. Select, organise and
communicate relevant information in a variety of forms.
A02: Application of knowledge and understanding of science and of How Science Works
Analyse and evaluate scientific knowledge and processes. Apply scientific knowledge and
processes to unfamiliar situations including those related to issues. Assess the validity,
reliability and credibility of scientific information.
A03: How Science Works
Demonstrate and describe ethical, safe and skilful practical techniques and processes,
selecting appropriate qualitative and quantitative methods. Make record and
communicate reliable and valid observations and measurements with appropriate
precision and accuracy. Analyse, interpret, explain and evaluate methodology, results
and impact of their own and others’ experimental and investigative activities in a variety
of ways.
BRIEF SUMMARY OF EXAM:
Unit 1 Biology and Disease – 60 raw marks 100 UMS – 5-7 short answer questions
plus 2 longer questions (a short comprehension and a structured question involving
continuous prose
Unit 2 The variety of living organisms – 85 raw marks 140 UMS – 5-7 short answer
questions plus 2 longer questions involving handling of data and How Science Works
EXAMPLE QUESTIONS AND DEFINITIONS OF KEY ESSAY WRITING SKILLS
WORDS
Unit 2 (6 marks) Note the number of marks
– you need to write 5
A fish uses its gills to absorb oxygen from water. Explain how the gills of a statements
fish are adapted for efficient gas exchange.
Each statement has to
This is an explain question. It is clearly no good just make a definite point –
describing the structure of a fish gill. don’t ‘waffle’
Note also the word efficient. What does this word imply? It Always back a statement
isn’t the same as rate. Make sure your answer explains how up with a connected idea.
the gill is adapted for efficient gas exchange not for the e.g. Increased kinetic
maximum rate of gas exchange. In other words how does energy leads to more
the structure of the gill ensure that the greatest possible collisions therefore more
proportion of the oxygen entering the gill is absorbed? enzyme substrate
complexes formed.
Don’t forget the key concept of diffusion – all gas exchange
occurs by diffusion. Remembering Fick’s law will further help Always ‘state the obvious’
you structure your question. Write it down somewhere to don’t presume anything,
remind you during your answer. the examiner is testing
your knowledge not the
Now describe the structure of the gill but for each structure other way around.
make a link to how this structure helps remove oxygen.
Constantly refer to the relevant part of Fick’s law. Make sure that if you use
‘it’ it is very clear what ‘it’
To get maximum marks you must make links throughout is!
this answer. The aim is to explain!
Always write in continuous
prose but I often say ‘think
in bullet points but write in
prose’
TOP TIPS:
• The first rule of answering questions is – read the question!
• The second rule of answering questions is – answer the question! Not the one
you hoped they would ask on a subject
• Check the command word – don’t explain if you are asked to describe
• If you are asked to suggest then you are not expected to know but to apply your
knowledge
• When you read look for hints that will help you divide up your answer into parts
• Do draw little flow diagrams or pictures to aid your memory – but cross them
through neatly
• Check the number of marks and write the correct number of statements
• Try to link ideas together so that you back up statements
• If you are asked to give evidence from a passage or a table or a diagram than do
so!
• Think in bullet points but write in prose
• The final rule of answering questions is – read your answer – it must make sense
to you! If doesn’t make sense to you how can you expect the examiner to mark it.
Also read the question and answer together to check that you have obeyed the
first two rules!
AS CHEMISTRY
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
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)
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)
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.
TOP TIPS:
• Underline key words in the question and make sure you refer to these throughout
your essay.
• Annotate the texts in detail. You will be able to detach the texts from the
question paper which will enable you to see the questions at all times!
• Be a sensitive and perceptive reader. Always consider GASP and use the
‘frameworks’ as a basis of your analysis.
• Be tentative with discussion. Show that you understand that texts can be
received in different ways according to audience, context, purpose etc.
• Avoid assertion and all general comments. Support your argument with specific
examples from the texts and analyse using appropriate and correct linguistic
terminology.
• Ensure your argument is methodical and systematic. Do not jump from one idea
to the next before discussing each point in detail and signpost connections
between points.
• Keep the AOs in mind. Section A = AO1, 2 & 3. Section B = AO2 & 3 (3 is
dominant).
• Leave time at the end to proofread. You are AS English Language students. If
you are unable to use the English Language accurately and effectively the
examiner will not to too happy and your AO1 marks will be limited.
• ONLY use Section A texts for Section A – do not use Section B texts as
part of your ‘group’.
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
EXAMPLE QUESTIONS AND DEFINITIONS OF KEY ESSAY WRITING SKILLS
WORDS
Within each of the
1. Discuss the statement the statement that Antarctica questions in Unit 1, 15
should be protected from development. marks of the 30 marks
available are reserved for
a piece of extended
2. Evaluate different methods of flood management. writing.
Introduction
3. How do the characteristics of glacial and fluvioglacial Define your
deposits differ? understanding of the
terms or your
interpretation of the
4. Comment on the different sectors showing in a Hjulstrom title
graph.
Main body
5. What are the processes of fluvial erosion? Must be in a series of
logical paragraphs
which show
6. Discuss the factors that influence natural population development of
change. argument.
In each paragraph
7. What impact will an ‘ageing’ population have on an area? make sure you have
included a precisely
located and detailed
8. Describe the pattern of HIV/Aids and comment on the case study/example (It
reasons for this distribution. is often better to start a
paragraph ‘In Kerala in
Southern India infant
mortality is low
because…” rather than
‘e.g. Kerala.’
Use connectives to
show contrasts or
similarities eg. likewise,
on the other hand,
alternatively.
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 logically. Examiners are
decide. Weigh the merit of something. For example: Consider the main impressed by students who
trends in the pattern of family expenditure. express themselves clearly and
are organised.
Contrast - point out the differences between two or more given items.
Structure the
Describe - write out the main feature. Write a picture in words. response
Begin with an introduction that
Discuss - investigate or examine by argument, from more than one
provides the background to the
viewpoint, setting out factors tending to support, and those tending to
essay. Sometimes writing the
cast doubt on the proposition. It is not always necessary to come to a
question out again in your own
conclusion.
words can help this process of
setting the scene. Each point
Evaluate - see also 'assess. Judge the worth of something by means of
should be clearly explained,
stated criteria. For example: Evaluate the usefulness of a microwave
and contained in a separate
oven.
paragraph. The use of examples
to support the points made is
Examine - look at or study closely. Find out the facts. For example:
important. One way of
Examine the ways in which a consumer can collect information before
remembering this is to use
making a purchase.
PEGEX for each paragraph.
This stands for point, example
Explain - set out the facts and the reasons for them, make then, known in
and explanation.
detail, and make them plain or clear. For example: Explain clearly why
— Point: make sure the
there is a housing shortage in Britain.
paragraph is directed at
answering the question
Identify - name and select, pick out. For example: Identify the problems
— Example: now use some
encountered by a homeless person.
facts to prove the point
— Explanation: now explain
Illustrate - make clear by the use of examples. Explain or clarify by the
how the point contributes to the
use of concrete examples.
question.
Do not be afraid to add your
Justify - show adequate grounds for decisions or conclusions. Prove to
own opinions and experiences if
be right. Give a good reason.
they are relevant.
List - set out in the form of a list. One word answers or single sentences
Keep to the point
are sufficient.
Too often, answers consist of
Outline - write out the main points or a general plan, but omit minor both relevant and irrelevant
details. information from notes. These
State - give only the bare facts, expressed clearly and fully. students make no attempt to
answer the question that was
Suggest - make a recommendation or selection. For example: Suggest asked. Such answers will not be
ways of saving money. awarded high marks. Underline
Typical exam Questions. the key words in the question to
You will be required to choose 2 out of the three questions help you to focus on the
question. When writing the
response, re-read the question at
Society and Health least once to check that you are
2 Since the 1980s the family has changed. The image of the nuclear family keeping to the point.
with two
biological parents and two or three children is no longer the norm. Use examples
(a) Explain the reasons why family group composition has changed over the A good answer will select and
last 20 introduce examples in order to
years. [10] make points which support a
(b) Discuss the impact of these changes on individuals and society. [15] discussion, explanation or
descriptions. Demonstrate
3 We are now creating more waste than ever before. The rubbish we knowledge in your answers. Use
produce is rising specific detail, not vague
by 3% a year nationally. This situation cannot go on without impacting on generalities. Statements like
the quality `Many unemployed people have
of our environment. problems including debt' will
(a) Explain why recycling in the home is a crucial factor in sustaining our not score many marks without
environment. [10] explaining how debt can affect
(b) Discuss how a household can reduce, re-use and recycle waste the unemployed and giving
effectively. [15] examples to support your
discussion. Whenever you find
4 Cardiovascular disease, which includes heart disease and strokes, is one of yourself writing a sentence that
the begins (for example) 'Many ..:,
main causes of death and ill health in the UK. Many people are putting stop and ask yourself 'What are
themselves the important issues?' The
at risk because of their diet and lifestyle. inclusion of details and
(a) Explain the causes of Coronary Heart Disease (CHD). [10] explanations will impress the
(b) Discuss the role of diet and lifestyle in the prevention of coronary heart examiner and earn more
disease. [15] marks.
Keep to time
Resource Management You will have 90 minutes to
2 Patterns of eating and food choice for both individuals and households are complete the examination
always papers at AS. You should try to
changing. divide your time between
(a) Describe how patterns of eating in the U.K. have changed in recent Section A and Section B
years and accordingly. It is difficult to be
suggest reasons for these changes. [10] prescriptive about the length
(b) Explain what may influence the choice of foods by individuals. [15] of an answer; the quality is
more important than the
3 Shopping for food offers a variety of choice both in where people shop quantity. However, bear in
and the foods mind you have 75 marks
available to buy. available and 50 are allocated
(a) Explain the comparative merits of the range of different retail outlets to Section B so most time
available to should be spent on Section B.
households for the purchase of food. [10] In Section B you will also need
(b) Describe current marketing strategies used in the retail food industry. to allocate some time for
[15] planning your responses before
attempting the questions. It is
4 Effective use of food preparation and cooking equipment can make meal not unreasonable for an
production examiner to expect about two
both quicker and easier. sides of writing in the time
(a) Explain the factors that might influence a busy mother when selecting allocated, for each essay
and question. A very brief answer
purchasing a food processor to help her to prepare healthy meals for her is unlikely to contain sufficient
family. [10] detail to be awarded good
(b) Name five different items of electrical food preparation and cooking marks.
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.
AS Media Studies – The exam
ASSESSMENT OBJECTIVES for the exam:
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:
A conclusion: even if you have given opinions during the Make sure you include at
essay, the conclusion must summarise and justify them. least 3 different tenses
and some complex
Spanish sentence structures,
Para ti, ¿el cine es una experiencia positiva o negativa? These could include
the subjunctive,
el cine gives you the sub- topic area. passive,
Para ti is asking for your opinion. complex opinion
Positiva o negativa gives you the two sides of the phrases.
argument which you are expected to acknowledge and
evaluate before concluding with your own opinion. Conclusion
• If you have maintained
¿Estás de acuerdo con Luisa o con sus padres? focus on the question
(additional stimulus given) and argued your points
well, your conclusion
Estás de acuerdo is asking for your opinion. should come to a
Luisa o con sus padres gives you the two sides of the natural end and include
argument which you are expected to acknowledge and your personal opinion.
evaluate before concluding with your own opinion. • You should try to
ensure that your
Muchos dicen que ahora las desventajas del Internet conclusion refer to the
son más grandes que los beneficios. ¿Qué opinas tú? key words in the essay
question.
El Internet gives you the sub-topic area. • The worst thing you can
Qué opinas tú is asking for your opinion. do is to simply restate
las desventajas… los beneficios gives you the two sides what you have said
of the argument which you are expected to acknowledge before.
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)
EXAMPLE QUESTIONS AND DEFINITIONS OF KEY ESSAY WRITING SKILLS
WORDS
Section (a) Questions • Introduce the line of
your
(a)Examine how Utilitarianism may be applied to argument/discussion
an ethical issue of your choice (apart from .
Abortion or Euthanasia) (30) • Ensure you are
taking note of the
The key word here is ‘Examine’. It is not enough to just say ‘trigger’ word in the
how it may be applied. The word examine allows you some question and doing
scope for some very basic evaluative comments which what it’s asking you
demonstrate understanding to do.
(a) Explain the key ideas in the Design • Support points with
Argument for the existence of God (30) quotes if possible.
• Support points with
In this instance, the key word is ‘Explain’. Think about what working examples.
this means. To just list or describe points is not enough…you • Link paragraphs
need to have that bit of depth. together with
sentences that
Other words/phrases you can expect to find as signpost the
triggers in section (a) questions include: ‘Outline’ direction of your
and ‘Give an account of’. These are, arguably, more discussion.
straightforward as they perhaps do not demand the
• When you reach the
depth that others do. But think about what all these
conclusion, actually
terms are actually asking of you and adjust your
conclude something!
essay planning accordingly!!!
We know that the
subject generally
Section (b) Questions
poses unanswerable
Section (b) questions will include terms like: ‘Assess’,
questions but that
‘Evaluate’, ‘How far…?’, ‘To what extent…?’. These
doesn’t mean that
are all basically demanding the same thing: a
you have to write a
balanced argument well supported by reasons and
weak, lazy
evidence. They also all want you to actually reach
conclusion. BE
some sort of conclusion i.e. your view/assessment of
STRONG!!
the issue.
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.