GCSE HUMANITIES Specimen Assessment Materials 1
For teaching from 2009
For awards from 2011
HUMANITIES
SPECIMEN ASSESSMENT MATERIALS
GCSE HUMANITIES Specimen Assessment Materials 3
Contents
Page
Question Paper
5
Mark Schemes
57
GCSE HUMANITIES Specimen Assessment Materials 5
Candidate Name
Centre Number
Candidate Number
0
GCSE
HUMANITIES
01 – PEOPLE AND THEIR ENVIRONMENTS
SPECIMEN PAPER
(1 hour)
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this
page.
Answer Question 1 and either Question 2 or Question 3.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
You are reminded that assessment will take into account the quality of written
communication used in your answers that involve extended writing. These are questions
1(f), 2(d) and 3(d).
GCSE HUMANITIES Specimen Assessment Materials 6
PEOPLE AND ENVIRONMENTS
SECTION A
QUESTION 1 (compulsory)
This question is about how the pressures of food supply provide opportunities and
constraints for human societies around the world.
Look at Source A and answer the question which follows.
Source A – Hedgerow loss in the UK 1950-2000
(a)
What does Source A tell you about the loss of hedgerows in the UK between 1950
and 2000?
[2]
[6 x answer lines]
(b)
Describe two advantages for farmers of removing hedgerows.
[4]
[12 x answer lines]
Look at Source B and answer the question which follows.
Source B – The number of farm workers, tractors & combine harvesters in the UK between
1950 and 1994
(c)
Use Source B to describe how farming in the UK has changed since 1950.
[4]
[12 x answer lines]
(d)
Explain why membership of the European Union has provided opportunities for
farmers in the UK.
[18 x answer lines]
[6]
GCSE HUMANITIES Specimen Assessment Materials 7
Look at Source C and answer the question which follows.
Source C − Farming in less economically developed countries
(e)
Use Source C and your own knowledge to explain what can be done to encourage
take-up of new farming opportunities in LEDCs.
[6]
[18 x answer lines]
(f)
"Desertification in parts of Africa is not a natural problem. It has been caused by
overpopulation and poor land management. It is completely wrong to suggest that it
is caused by climate change."
[8]
How far do you agree with this view?
(In your answer you should consider interactivity of the causes including the human
causes of desertification; the natural and historic causes of desertification; and
whether or not you agree with this view.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 8
SECTION B
Answer either Question 2 or Question 3
QUESTION 2
This question is about how management of water resources affects the nature and
quality of human life.
Look at Source A and answer the question which follows.
Source A
(a)
What does Source A tell you about the uses of a reservoir?
[2]
[6 x answer lines]
Look at Source B and answer the question which follows.
Source B
(b)
Use Source B and your own knowledge to explain why water resources in the UK
need to be carefully managed.
[4]
[12 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 9
(c)
Explain why the building of reservoirs often causes conflict between different groups
of people.
[6]
[18 x answer lines]
(d)
"The most important cause of pollution and poor water quality in the UK is the use of
fertilisers and pesticides by farmers."
[8]
To what extent do you agree with this statement?
(In your answer you should consider how the use of fertilisers and pesticides cause
water pollution; a range of other causes of water pollution; and whether or not you
agree with the statement.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 10
QUESTION 3
This question is about how factors can interact to lead to sustainable development of
tropical rainforests.
Look at Source A and answer the question which follows.
Source A
(a)
What does Source A tell you about the location of the world's tropical rainforests? [2]
[6 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 11
Look at Source B and answer the questions that follows.
Source B
(b)
Use Source B and your own knowledge to describe the main features of a tropical
rainforest ecosystem.
[4]
[12 x answer lines]
(c)
Explain why native peoples were able to make use of the tropical rainforest
ecosystem without causing long-term damage.
[6]
[18 x answer lines]
(d)
"The tropical rainforest is the most valuable ecosystem on the planet. It is being
destroyed at an alarming rate and there is nothing we can do to stop it."
To what extent do you agree with this statement?
[8]
(In your answer you should explain why the tropical rainforests are being destroyed;
consider a range of methods to try and protect the tropical rainforests; and whether
or not you agree with the statement.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 13
Candidate Name
Centre Number
Candidate Number
0
GCSE
HUMANITIES
02 – PATTERNS AND PLACES
SPECIMEN PAPER
(1 hour)
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this
page.
Answer Question 1 and either Question 2 or Question 3.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
You are reminded that assessment will take into account the quality of written
communication used in your answers that involve extended writing. These are questions
1(f), 2(d) and 3(d).
GCSE HUMANITIES Specimen Assessment Materials 14
PATTERNS AND PLACES
SECTION A
QUESTION 1 (compulsory)
This question is about the influence of the physical environment on the distribution
and activities of people and the nature and quality of their life.
Look at Source A and answer the question which follows.
Source A
[A map of the distribution of world population]
(a)
What does Source A tell you about the distribution of world population?
[2]
[6 x answer lines]
(b)
Describe any two factors that have caused low population density in some parts of
the world.
[4]
[12 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 15
Look at Source B and answer the question which follows.
Source B
[A graph showing population change 1750-2050]
(c)
Use Source B to describe how world population will have changed between 1750 and
2050.
[4]
[12 x answer lines]
(d)
Explain why there is a difference in population growth rates between LEDCs and
MEDCs.
[6]
[18 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 16
Look at Source C and answer the question which follows.
Source C
Earthquake strikes Northern Pakistan
19,000 feared dead
Government appeals for international aid
[From a newspaper front page]
(e)
Use Source C and your own knowledge to explain why the effects of an earthquake
are likely to be more serious in a LEDC like Pakistan.
[6]
[18 x answer lines]
(f)
"It is impossible to completely protect the population of a major city from the effects
of even a moderate earthquake."
How far do you agree with this view?
[8]
(In your answer you should consider the effectiveness of earthquake prevention and
prediction; what can be done to protect or prepare people for a major earthquake;
whether or not you agree with this view.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 17
SECTION B
Answer either Question 2 or Question 3
QUESTION 2
This question is about the opportunities and constraints that affect the lives of
people in urban areas.
Look at Source A and answer the question which follows.
Source A
[A photograph of a street in northern England]
(a)
Describe the type of housing shown in Source A.
[6 x answer lines]
[2]
GCSE HUMANITIES Specimen Assessment Materials 18
Look at source B and answer the question which follows.
Source B
[A photograph of flats in southern England]
(b)
Use Source B and your own knowledge to describe some of the problems of living in
high-rise flats.
[4]
[12 x answer lines]
(c)
Explain what can be done to ease the problems of traffic congestion in UK cities. [6]
[18 x answer lines]
(d)
"Large areas of temporary housing such as shanty towns are a major constraint on
the lives of people in LEDCs. The best way of solving the problem is to get rid of
them – bring in the bulldozers, flatten them and force the people to return to the
countryside."
To what extent do you agree with this statement?
[8]
(In your answer you should consider the problems of shanty towns; what can be
done to solve these problems; whether or not you agree with the statement.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 19
QUESTION 3
This question is about how factors can interact to cause and address the issue of
climate change.
Look at Source A and answer the question which follows.
Source A
[Graph showing global temperatures, 1860-2000]
(a)
What does Source A tell you about global temperatures since 1860?
[6 x answer lines]
[2]
GCSE HUMANITIES Specimen Assessment Materials 20
Look at source B and answer the question which follows.
Source B
[From a geography school textbook]
(b)
Use Source B and your own knowledge to describe how the greenhouse effect
works.
[4]
[12 x answer lines]
(c)
Explain why the effects of global warming are likely to cause serious problems in the
future.
[6]
[18 x answer lines]
(d)
"Wind farms are noisy, ugly and people hate them. They should not be used to
generate more than a small amount of electricity."
To what extent do you agree with this statement?
[8]
(In your answer you should consider a range of problems associated with wind farms;
a range of advantages of using wind farms to generate electricity, whether or not
you agree with the statement.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 21
Candidate Name
Centre Number
Candidate Number
0
GCSE
HUMANITIES
03 – SOCIETIES IN CHANGE:
THE UNITED KINGDOM, 1939-1974
SPECIMEN PAPER
(1 hour)
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this
page.
Answer Questions 1 and either Question 2 or Question 3.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
You are reminded that assessment will take into account the quality of written
communication used in your answers that involve extended writing. These are questions
1(f), 2(d) and 3(d).
GCSE HUMANITIES Specimen Assessment Materials 22
CHANGES IN THE UNITED KINGDOM, 1939-1974
SECTION A
QUESTION 1 (compulsory)
This question is about the opportunities and constraints that war can have on the
lives of ordinary people.
Study Source A and then answer the question which follows.
Source A
[Children being evacuated in 1940]
(a)
What does Source A tell you about the way in which evacuation was carried out?
[2]
[6 x answer lines]
(b)
Describe two other ways in which the civilian population was kept safe during World
War II
[4]
[12 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 23
Study Source B and then answer the question which follows.
Source B
[A government poster encouraging people to grow their own food during World War II]
(c)
How useful is Source B as evidence to an historian studying the ways in which the
population was fed during World War II?
[4]
[12 x answer lines]
(d)
Explain why Churchill was important to the war effort.
[18 x answer lines]
[6]
GCSE HUMANITIES Specimen Assessment Materials 24
Study sources C and D and then answer the question which follows:
Source C
'There were many more signs of panic and terror than there had been before. The
feeling on Friday was one of utter helplessness. The impact of the bombing raid the
previous night had left many people speechless. As darkness approached I saw
thousands of people leave the city for the countryside to escape the expected bombing
raid. Over 500 people already dead and much of our city in ruins.'
[An eyewitness account of the bombing of Coventry as reported in a local newspaper
(1940)]
Source D
'Coventry was a proper military target, one of the key places in the British war effort. The
German bombers damaged 21 important factories including motor works and aeroplane
engine plants. Even though the cathedral was hit and over 500 people killed, industrial
production in Coventry actually went up after the bombing. The use of bombing as a
weapon of war appeared not to work.'
[P Knightly, an historian and author of many books about World War II, writing in a book
called The First Casualty (1995)]
(e)
Why do Sources C and D give different views about the effects of bombing?
[6]
(In your answer you should consider both the content and the authors of the
sources.)
[18 x answer lines]
(f)
'The lives of ordinary people in the UK were affected in a negative way by the
experience of war.'
How far do you agree with this view?
[8]
(In your answer you should consider ways in which the war caused problems for
people; any positive aspects from the war; whether or not you agree with this view.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 25
SECTION B
Answer either Question 2 or Question 3
QUESTION 2
This question is about the way in which a range of factors can interact to impact on
people's lives.
Study Source A and then answer the question which follows.
Source A
[Miner outside a Welsh coal mine in January 1947]
(a)
What does Source A tell you about the government's policy of nationalisation after
the war?
[2]
[6 x answer lines]
(b)
Describe the setting up of the Welfare State.
[4]
[12 x answer lines]
(c)
Explain why the UK economy recovered during the 1950s and early 1960s.
[6]
[18 x answer lines]
(d)
"The Labour Party won the General Election in 1945 because of the leadership of
Attlee.'
To what extent do you agree with this statement ?
[8]
(In your answer you should consider: the importance of Attlee as Labour party leader;
a range of other reasons for Labour's success; whether or not you agree with the
statement).
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 26
QUESTION 3
This question is about how social change can affect the nature and quality of human
life.
Study source A and then answer the question which follows.
Source A
[A street scene in 1966]
(a)
What does Source A tell you about fashion in the 1960s?
(2)
[4 x answer lines]
(b)
Describe the toys that children played with in the 1950s and 1960s.
(4)
[12 x answer lines]
(c)
Explain why popular music changed society during the 1960s.
(6)
[18 x answer lines]
(d)
"The nature and quality of life for women changed significantly between 1945 and
1974 mainly because of the introduction of supermarkets and convenience foods into
the UK."
To what extent do you agree with this statement?
(8)
(In your answer you should consider: the impact of the introduction of supermarkets
and convenience foods; a range of other changes which affected the nature and
quality of life for women; whether or not you agree with the statement).
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 27
Candidate Name
Centre Number
Candidate Number
0
GCSE
HUMANITIES
04 – SOCIETIES IN CHANGE:
THE USA, 1945-1975
SPECIMEN PAPER
(1 hour)
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this
page.
Answer Questions 1 and either Question 2 or Question 3.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
You are reminded that assessment will take into account the quality of written
communication used in your answers that involve extended writing. These are questions
1(f), 2(d) and 3(d).
GCSE HUMANITIES Specimen Assessment Materials 28
CHANGES IN THE USA, 1945-1975
SECTION A
QUESTION 1 (compulsory)
This question is about the differences of attitudes, values and beliefs in society.
Look at Source A and then answer the question which follows.
Source A
[A restaurant in Georgia, USA in the 1950s]
(a)
What does Source A tell you about inequality in the USA in the 1950s?
[2]
[6 x answer lines]
(b)
Describe two methods used by the Black Power movement.
[12 x answer lines]
[4]
GCSE HUMANITIES Specimen Assessment Materials 29
Study Source B and then answer the question which follows.
Source B
State
% registered to vote
Arkansas
Louisiana
Tennessee
Mississippi
Alabama
Virginia
South Carolina
37%
30%
52%
5%
15%
24%
16%
[Statistics showing the percentage of black people registered to vote in the southern
states of the USA in 1960]
(c)
How useful is Source B as evidence to an historian studying the inequality between
black and white people in the USA in the 1960s?
[4]
[12 x answer lines]
(d)
Explain why the Montgomery Bus Boycott was important in the campaign for black
civil rights.
[6]
[18 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 30
Study sources C and D and then answer the questions which follows.
Source C
'Martin preached about black people being equal to white people. He knew it would be
hard but he wanted no violence. We went on marches, listened to his speeches, sat
down on the roads and in restaurants. We wanted the same rights. When he was killed
I went numb. But it was because of him that we got our rights. He was the man.'
[A civil rights activist, speaking to a journalist in 1968, just after Martin Luther King was
assassinated]
Source D
'Martin Luther King was seen as being too moderate and his non-violent approach was
regarded by many people as weak and ineffective. Blacks were becoming increasingly
frustrated by King's approach and many felt that violence was the only way to achieve
civil rights. It was suggested that King was too close to the government, especially
President Kennedy, and because of this, progress towards full civil rights was too slow.
The decision to grant civil rights to blacks owed very little to King.'
[Neil de Marco, an historian writing in a school history text book, The USA: a divided
nation (1992)]
(e)
Why do Sources C and D give different views of the value of the work of Martin
Luther King? [6]
(In your answer you should consider the content and the authors of the sources).
[18 x answer lines]
(f)
'Black people in the USA only achieved full civil rights because of the support of the
US government.'
How far do you agree with this view?
[8]
(In your answer you should consider: the impact of government support and
legislation; a range of other reasons why black people achieved civil rights; whether
or not you agree with the view.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 31
SECTION B
Answer either Question 2 or Question 3
QUESTION 2
This question is about a range of factors that can interact to impact on people' lives.
Study Source A and then answer the question which follows.
Source A
EVENTS
Atomic Bomb
H-bomb
Long range missiles
Submarine missiles
USA
1945
1952
1958
1960
USSR
1949
1953
1957
1968
[Dates when the countries got these weapons]
(a)
What does Source A tell you about the arms race between the USA and USSR?
[2]
[6 x answer lines
(b)
Describe two main differences between capitalism and communism.
[4]
[12 x answer lines]
(c)
Explain why there was a crisis over Cuba in 1962.
[6]
[18 x answer lines]
(d)
'The main reason why the USA had to pull out of Vietnam was the attitude of people
in America.'
To what extent do you agree with this statement?
[8]
(In your answer you should consider how: attitudes in US society affected the conflict
in Vietnam; a range of other reasons for the US withdrawal; whether or not you
agree with the statement.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 32
QUESTION 3
This question is about the opportunities and constraints that can affect societies.
Look at Source A and answer the question which follows.
Source A
[Graph of the average weekly wage of factory workers in the USA, 1949-1961]
(a)
What does source A tell you about prosperity in the USA after 1945?
[2]
[6 x answer lines]
(b)
Describe some of the changes in pop music after 1945.
[4]
[12 x answer lines]
(c)
Explain why many American women supported Women's Liberation during the
1960s.
[6]
[18 x answer lines]
(d)
"Changes in popular culture were the most important influences on the nature and
quality of people's lives in the USA between 1945 and 1975.'
To what extent do you agree with this statement?
[8]
(In your answer you should consider how changes in popular culture affected the
nature and quality of human life; other important influences on the nature and quality
of people's lives; whether or not you agree with the statement.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 33
Candidate Name
Centre Number
Candidate Number
0
GCSE
HUMANITIES
05 - CHRISTIANITY AND CONTEMPORARY LIFESTYLES
SPECIMEN PAPER
(1 hour)
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this
page.
Answer Question 1 and either Question 2 or Question 3.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
You are reminded that assessment will take into account the quality of written
communication used in your answers that involve extended writing. These are questions
1(f), 2(d) and 3(d).
GCSE HUMANITIES Specimen Assessment Materials 34
CHRISTIANITY AND CONTEMPORARY LIFESTYLES
SECTION A
QUESTION 1 (Compulsory)
This question is about how a range of factors can interact to strengthen people's
beliefs and identity.
Study Source A below and then answer the question which follows.
Source A
[A Christian marriage]
(a)
What does Source A tell you about a Christian marriage?
[2]
[6 x answer lines]
(b)
Describe the role of a Christian minister.
[12 x answer lines]
[4]
GCSE HUMANITIES Specimen Assessment Materials 35
Study Source B and then answer the question which follows.
Source B
[An infant baptism and an adult baptism]
(c)
Use Source B and your own knowledge to explain why some Christians prefer to be
baptised when older.
[4]
[12 x answer lines]
(d)
Explain why Christians believe it is important to help people in poverty
[18 x answer lines]
[6]
GCSE HUMANITIES Specimen Assessment Materials 36
Look at Sources C and D and answer the question which follows.
Source C
'A lone (single) mother has over twice as much chance of experiencing poverty in
her lifetime compared to a mother with a partner. This is a simple case of
economics. There is one less income and also a reduced chance of the mother
being able to train and build a career.'
[From an official government report,
Poverty and Social Exclusion in Britain.]
Source D
'I know it can be hard bringing up children by myself but I can honestly say we're
better off in every way since the divorce. There are less rows, less aggro and me
and the kids are closer in everyway.'
[The view of a mother bringing up two children by herself after her partner left.]
(e)
Why do Sources C and D give different views about single parent families?
[6]
[18 x answer lines]
(f)
'There is no point in getting married today. The marriage certificate is just a piece of
paper and does not prove that I love my partner.'
[8]
How far do you agree with this view?
(In your answer you could consider: Christian attitudes and beliefs about marriage;
reasons why many people get married; reasons why many people co-habit and
whether or not you agree with this view.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 37
SECTION B
Answer either Question 2 or Question 3
QUESTION 2
This question is about Christian attitudes, values and beliefs in society.
Study Source A and answer the question which follows.
Source A
(a)
What does Source A tell you about how Christians might pray?
[2]
[6 x answer lines]
(b)
Describe what happens in a Eucharist service.
[4]
[12 x answer lines]
(c)
Explain why Easter is an important festival for Christians.
[6]
[18 x answer lines]
(d)
'To demonstrate their belief and faith, Christians must attend a place of worship
regularly.'
To what extent do you agree with this statement?
(In your answer you could consider: patterns of worship today; reasons why many
Christians still attend a place of worship regularly; examples of other ways of
demonstrating Christian faith; whether or not you agree with this statement.)
[24 x answer lines]
[8]
GCSE HUMANITIES Specimen Assessment Materials 38
QUESTION 3
This question is about people's rights and responsibilities and their contribution to
humanity.
Study Source A and answer the question which follows.
Source A
(a)
What does Source A tell you about what Christians can do to fight poverty?
[2]
[6 x answer lines]
(b)
Describe Jesus' teaching on how we should treat others.
[4]
[12 x answer lines]
(c)
Explain why one Christian individual or charity has fought against exploitation.
[6]
[18 x answer lines]
(d)
'Modern medical advances such as the idea of designer children or genetic
engineering are wrong. People should not be allowed to control their lives in this
way.'
To what extent do you agree with this statement?
[8]
(In your answer you should consider: Christian attitudes to the issue of medical
advances; how such advances affect the nature and quality of human life; whether or
not you agree with this statement.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 39
Candidate Name
Centre Number
Candidate Number
0
GCSE
HUMANITIES
06 - CHRISTIANITY AND JUDAISM
SPECIMEN PAPER
(1 hour)
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this
page.
Answer Question 1 and either Question 2 or a Question 3.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
You are reminded that assessment will take into account the quality of written
communication used in your answers that involve extended writing. These are questions
1(f), 2(d) and 3(d).
GCSE HUMANITIES Specimen Assessment Materials 40
CHRISTIANITY AND JUDAISM
SECTION A
QUESTION 1 (Compulsory)
This question is about how people of different cultures relate to each other in modern
society.
Study Source A below and then answer the question which follows.
[A photograph taken at a Jewish wedding]
(a)
What does Source A tell you about a Jewish wedding?
[2]
[6 x answer lines]
(b)
Describe the celebration of Yom Kippur.
[12 x answer lines]
[4]
GCSE HUMANITIES Specimen Assessment Materials 41
Study Source B and then answer the question which follows.
Source B
[A Jewish baby being prepared before circumcision]
(c)
Use Source B and your own knowledge to describe how Jews celebrate the birth of a
child.
[4]
[12 x answer lines]
(d)
Explain why Christians celebrate the festival of Easter.
[18 x answer lines]
[6]
GCSE HUMANITIES Specimen Assessment Materials 42
Look at Sources C and D and then answer the question which follows.
Source C
'As an Orthodox Jew I feel that family life and my faith must come before any
socialising with friends. Shopping on Saturday followed by a burger meal that isn't
kosher just is not as important as a trip to the synagogue and quality time with
parents, brothers and sisters and other Jewish people. It makes us remember what
we have in common at least once in the week as at all other times we're all so busy
working or studying with Gentiles (non-Jews).'
[An Orthodox Jewish teenager, at university in Liverpool]
Source D
'As a Reform Jew I do not think that issues like Shabbat are that important. If I can
get to the synagogue then I will but I realise that life goes on and sometimes other
things are simply more important. I also like seeing my Gentile (non-Jewish) friends
and sometimes Saturday is the only time I can meet up with them. After all, we
listen to the same music and wear the same clothes.'
[A Reform Jewish lawyer, working in Cardiff]
(e)
Why do Sources C and D give different views about following the Jewish faith?
[6]
[18 x answer lines]
(f)
'A funeral is not a celebration of a person's life. It is a send-off to the afterlife.'
How far do you agree with this view?
[8]
(In your answer you should consider: what happens at a funeral service; the purpose
of a funeral service; whether or not you agree with this view. (You should also try
to refer to both Christian and Jewish funeral services).
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 43
SECTION B
Answer either Question 2 or Question 3.
QUESTION 2
This question is about attitudes, values and beliefs in society.
Study Source A and answer the question which follows.
Source A
(a)
What does Source A tell you about how Christians might pray?
[2]
[6 x answer lines]
(b)
Describe the treatment of the Torah during worship.
[4]
[12 x answer lines]
(c)
Explain why the Bible is important to Christians.
[6]
[18 x answer lines]
(d)
'The birth of the baby Jesus is no longer relevant at Christmas time.'
To what extent do you agree with this statement?
[8]
(In your answer you should consider: the importance of the birth of Jesus at
Christmas; other views of Christmas; whether or not you agree with this statement.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 44
QUESTION 3
This question is about people's rights and responsibilities and their contribution to
humanity.
Study Source A and answer the question which follows.
Source A
(a)
What does Source A tell you about what Christians can do to fight poverty?
[2]
[6 x answer lines]
(b)
Describe how Jews can help the less fortunate.
[4]
[12 x answer lines]
(c)
Explain why one Christian organisation has fought against inequality.
[6]
[18 x answer lines]
(d)
'There is no point in getting married. The marriage certificate is just a piece of paper
and does not prove that I love my partner.'
[8]
How far do you agree with this statement?
(In your answer you could consider: both Christian and Jewish beliefs and values
about marriage; reasons why many people get married; reasons why many people
co-habit; whether or not you agree with this statement.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 45
Candidate Name
Centre Number
Candidate Number
0
GCSE
HUMANITIES
07 - CHRISTIANITY AND ISLAM
SPECIMEN PAPER
(1 hour)
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this
page.
Answer Question 1 and either Question 2 or Question 3.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
You are reminded that assessment will take into account the quality of written
communication used in your answers that involve extended writing. These questions
1(f), 2(d) and 3(d).
GCSE HUMANITIES Specimen Assessment Materials 46
SECTION A
CHRISTIANITY AND ISLAM
QUESTION 1 (Compulsory)
This question is about how people of different cultures relate to each other in modern
society.
Study Source A below and then answer the question which follows.
Source A
[A photograph taken at Muslim wedding]
(a)
What does Source A tell you about a Muslim wedding?
[2]
[6 x answer lines]
(b)
Describe the celebration of Eid ul Fitr.
[12 x answer lines]
[4]
GCSE HUMANITIES Specimen Assessment Materials 47
Study Source B and then answer the question which follows.
Source B
[A Muslim child hearing the call to prayer.]
(c)
Use Source B and your own knowledge to describe how Muslims celebrate the birth
of a child.
[4]
[12 x answer lines]
(d)
Explain why Christians celebrate the festival of Easter.
[18 x answer lines]
[6]
GCSE HUMANITIES Specimen Assessment Materials 48
Look at Sources C and D and then answer the question which follows.
Source C
As a practising Muslim I feel that family life and my faith must come before any
socialising with friends. For example, Friday prayers bring the whole community
together and often gives us a chance to talk about our religion and quite often in
our own language. It makes us remember what we have in common at least
once in the week as at all other times we're all so busy working or studying with
non-Muslims.
[A Muslim teenager who worships regularly in London]
Source D
As a Muslim from a secular (non-religious) background I do not think that things
like Friday prayers are that important. If I can get to the mosque then I will but I
realise that life goes on and sometimes other things are simply more important. I
also like seeing my non-Muslim friends and sometimes this is the only time I can
meet up with them. After all, we listen to the same music and wear the same
clothes.
[A Muslim student at UK university]
(e)
Why do Sources C and D give different views about following the Muslim faith?
[6]
[18 x answer lines]
(f)
'A funeral is not a celebration of a person's life. It is a send off to the afterlife'.
How far do you agree with this view?
[8]
(In your answer you could consider: what happens at a funeral service; the purpose
of a funeral service; whether or not you agree with the view. You should also try to
refer to both Christians and Muslim funeral service.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 49
SECTION B
Answer either Question 2 or Question 3
QUESTION 2
This question is about attitudes, values and beliefs in society.
Study Source A and answer the question which follows.
Source A
(a)
What does Source A tell you about how Christians might pray?
[2]
[6 x answer lines]
(b)
Describe two of the five pillars of Islam.
[4]
[12 x answer lines]
(c)
Explain why the Bible is important to Christians..
[6]
[18 x answer lines]
(d)
'The birth of the baby Jesus is no longer relevant at Christmas time.'
To what extent do you agree with this statement?
[8]
(In your answer you should consider: the importance of the birth of Jesus at
Christmas; other views of Christmas; whether or not you agree with this statement.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 50
QUESTION 3
This question is about people's rights and responsibilities and their contribution to
humanity.
Study Source A and answer the question which follows.
Source A
(a)
What does Source A tell you about what Christians can do to fight poverty?
[2]
[6 x answer lines]
(b)
Describe how Muslims can help the less fortunate.
[4]
[12 x answer lines]
(c)
Explain why one Christian individual or charity has fought against inequality.
[6]
[18 x answer lines]
(d)
'There is no point in getting married. The marriage certificate is just a piece of paper
and does not prove that I love my partner.'
[8]
How far do you agree with this statement?
(In your answer you could consider: both Christian and Jewish beliefs and values
about marriage; reasons why many people get married; reasons why many people
co-habit; whether or not you agree with this statement.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 51
Candidate Name
Centre Number
Candidate Number
0
GCSE
HUMANITIES
08 - CHRISTIANITY AND HINDUISM
SPECIMEN PAPER
(1 hour)
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this
page.
Answer Question 1 and either Question 2 or Question 3.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
You are reminded that assessment will take into account the quality of written
communication used in your answers that involve extended writing. These are question
1(f), 2(d), and 3(d).
GCSE HUMANITIES Specimen Assessment Materials 52
CHRISTIANITY AND HINDUISM
SECTION A (COMPULSORY)
QUESTION 1
This question is about how people of different cultures relate to each other in modern
society.
Study Source A below and then answer the question which follows.
Source A
[A photograph taken at a Hindu wedding]
(a)
What does Source A tell you about a Hindu wedding?
[2]
[6 x answer lines]
(b)
Describe the celebration of Diwali.
[12 x answer lines]
[4]
GCSE HUMANITIES Specimen Assessment Materials 53
Study Source B and then answer the question which follows.
Source B
[The first haircut]
(c)
Use Source B and your own knowledge to describe how Hindus celebrate the birth of
a child.
[4]
[12 x answer lines]
(d)
Explain why Christians celebrate the festival of Easter.
[18 x answer lines]
[6]
GCSE HUMANITIES Specimen Assessment Materials 54
Study Sources C and D and then answer the question which follows.
Source C
As a practising Hindu I feel that family life and my faith must come before any
socialising with friends. Worship at the mandir (temple) brings the whole
community together and often gives us a chance to talk about our religion and
quite often in our own language. We can also get advice from the priest. It
makes us remember what we have in common at least once in the week as at all
other times we're all so busy working or studying with non-Hindus.
[A Hindu teenager who worships regularly]
Source D
As a Hindu from a secular (non-religious) background I do not think that going to
the mandir (temple) regularly is that important. If I can get to the mandir (temple)
then I will but I realise that life goes on and sometimes other things are simply
more important. I also like seeing my non-Hindu friends and sometimes this is
the only time I can meet up with them. After all, we listen to the same music and
wear the same clothes.
[A secular (non-religious) Hindu teenager]
(e)
Why do Sources C and D give different views about following the Hindu faith?
[6]
[18 x answer lines]
(f)
'A funeral is not a celebration of a person's life. It is a send off to the afterlife'.
How far do you agree with this view?
[8]
(In your answer you should consider; what happens at a funeral service; the
purposes of a funeral service; whether or not you agree with the view. You should
also try to refer to both Christian and Hindu funeral service)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 55
SECTION B
Answer either Question 2 or Question 3
QUESTION 2
This question is about attitudes, values and beliefs in society.
Study Source A and answer the question which follows.
Source A
(a)
What does Source A tell you about how Christians might pray?
[2]
[6 x answer lines]
(b)
Describe the Hindu belief in moksha.
[4]
[12 x answer lines]
(c)
Explain why the Bible is important to Christians.
[6]
[18 x answer lines]
(d)
'The birth of the baby Jesus is no longer relevant at Christmas time.'
To what extent do you agree with this statement?
[8]
(In your answer you should consider; the importance of the birth of Jesus at
Christmas; other views of Christmas; whether or not you agree with this statement.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 56
QUESTION 3
This question is about people's rights and responsibilities and their contribution to
humanity.
Study Source A and answer the question which follows.
(a)
What does Source A tell you about what Christians can do to fight poverty?
[2]
[6 x answer lines]
(b)
Describe how Hindus can help the less fortunate.
[4]
[12 x answer lines]
(c)
Explain why one Christian individual or charity has fought against inequality.
[6]
[18 x answer lines]
(d)
'There is no point in getting married. The marriage certificate is just a piece of paper
and does not prove that I love my partner.'
[8]
How far do you agree with this statement?
(In your answer you could consider: both Christian and Jewish beliefs and values
about marriage; reasons why many people get married; reasons why many people
co-habit; whether or not you agree with this statement.)
[24 x answer lines]
GCSE HUMANITIES Specimen Assessment Materials 57
GENERAL CERTIFICATE OF SECONDARY EDUCATION
DRAFT MARKING SCHEME
HUMANITIES
PEOPLE AND THEIR
ENVIRONMENTS
GCSE HUMANITIES Specimen Assessment Materials 58
INTRODUCTION
The marking scheme which follows has been devised by WJEC for use in GCSE
HUMANITIES. It will be finalised after detailed discussion at examiners' conferences by all
the examiners involved in the assessment. The conferences will be held shortly after the
papers are taken so that reference can be made to the full range of candidates' responses,
with photocopied scripts forming the basis of discussion. The aim of the conferences will be
to ensure that the marking schemes are interpreted and applied in the same way by all
examiners.
NOTE FOR EXAMINERS ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners for the GCSE Humanities papers are required to credit the quality of written
communication for each candidate's performance on the paper as a whole. There are no
additional marks for the Quality of Written Communication, but examiners are expected to
consider the following descriptions of performance when awarding levels to the work of
candidates. These descriptions are to be used to determine the level of quality of written
communication when it is mentioned in the specific marking criteria.
Level 1
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 2
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 3
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GCSE HUMANITIES Specimen Assessment Materials 59
176/01: PEOPLE AND THEIR ENVIRONMENTS
DRAFT MARKING SCHEME
SECTION A
Question 1 (a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about the loss of
hedgerows in the UK between 1950 and 2000?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
most hedgerows were lost between 1960 and 1970
comments on changing rates of hedgerow loss
makes specific reference to dates and amounts of hedgerow loss
Question 1 (b)
Target:
Mark allocation:
4
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Question: Describe two advantages for farmers of removing
hedgerows.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description; weak or implied points made; one detailed point only
[1-2]
Eg: answer may refer to issues such as removing hedgerows, gives farmers
bigger fields or it gives them more space.
LEVEL 2
Detailed and accurate description of two points
[3-4]
Eg: will give two reasons with development or elaboration; likely to refer to
the issue of more space along with making it easier to use machines or allows
more crops to be grown as there are no hedges and margins.
GCSE HUMANITIES Specimen Assessment Materials 60
Question 1 (c)
Target:
Mark allocation:
4
AO1
Selection of knowledge; analysis of source material
AO2
2
AO3
2
Question: Use Source B to describe how farming in the UK has
changed since 1950.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; makes weak or implied points
[1-2]
Eg: the number of workers employed on the land has gone down; the use of
tractors/combine harvesters has gone up.
LEVEL 2
Detailed and accurate use of material in source
[3-4]
Eg: answers are likely to refer to loss or jobs and increased machinery but
they may also comment on the rate of farming changes giving supporting
dates or amounts from the source.
Question 1(d)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why membership of the European Union has
provided opportunities for farmers in the UK.
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic descriptions only [1-2]
Eg: answers at the lower end may just say has provided opportunities or not
with no support; expect brief mention of some basic features of the Common
Agricultural Policy, such as target prices, quotas, set-aside etc. There will be
no attempt to explain.
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
good descriptions only should get no more than 3 marks
Eg: answers will still have a tendency to describe the effects of EU
membership, but there needs to be an attempt to explain why some of the EU
measures have provided opportunities for farmers. Expect some reference to
protection of farming, use of quotas and overproduction.
LEVEL 3
More detailed and accurate explanation; explains more than one reason
[5-6]
Eg: answers will clearly explain examples of EU policies that have provided
opportunities for farmers in the UK; answers will also explain how the various
measures identified operate and give reasoning for their adoption. Answers
may comment on the success or failure of the identified policies for UK
farmers.
GCSE HUMANITIES Specimen Assessment Materials 61
Question 1 (e)
Target:
Mark allocation:
6
AO1
Selection of knowledge; analysis of source material
AO2
2
AO3
4
Question: Use Source C and your own knowledge to explain
what can be done to encourage take-up of new farming
opportunities in LEDCs.
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; paraphrases the sources; unfocussed.
[1-2]
Eg: answer will pick examples from the provided source such as give more
machinery or provide better tools; some answers may ignore the source and
use simplistic statements such as give "money" or "water".
LEVEL 2
Uses the source to explain with some contextual support from own
knowledge.
[3-4]
Eg: answers are likely to refer to the provision of money or machinery but
should also look at other methods of improvement which are hinted at by the
sources; these may include use of improved seed varieties, greater access to
fertilisers or irrigation.
LEVEL 3
Accurate answer with good support from the source and own
knowledge.
[5-6]
Eg: answers here will use the source as for level 2 but then give actual
examples of improvements that are available and analyse how and why such
opportunities would be of help. They may also refer to the need for
appropriate technology in specific areas. Answers at this level may also
assess the impact of such improvements on farming in LEDCs.
GCSE HUMANITIES Specimen Assessment Materials 62
Question 1(f)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'Desertification in parts of Africa is not a natural
problem. It has been caused by overpopulation and
poor land management. It is completely wrong to
suggest that it is caused by climate change.'
How far do you agree with this view?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making few relevant points; weak quality of written
communication
[1-2]
Eg: answers will largely agree or disagree with the statement; basic
statements will be used in support; expect brief references to issues like overgrazing, lack of rainfall, growing only one crop etc.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will tend to agree or disagree with the statement leading
sometimes to a one-sided response; better answers within the level will begin
to discuss the issue in the statement; there will be an attempt to explain a
range of human and natural causes for desertification, but there will be little
attempt to consider the interactivity of these factors.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: answers will give a full analysis of a range of human and physical causes
of desertification; the interactivity of these factors will be considered in the
context of the question set; at this level there will be a clear assessment of
the issue in the statement with a supported judgement made.
GCSE HUMANITIES Specimen Assessment Materials 63
SECTION B
Question 2(a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about the uses of a
reservoir?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
they are used to store water
reservoirs can be used for leisure
possible leisure activities can include sailing, fishing, wind-surfing etc
Question 2(b)
Target:
Mark allocation:
4
AO1
Selection of knowledge; analysis of source material
AO2
2
AO3
2
Question: Use Source B and your own knowledge to explain why
water resources in the UK need to be carefully managed.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points taken from the source
[1-2]
Eg: answers will comment on the uneven distribution of rainfall in the UK
and / or the uneven distribution of population.
LEVEL 2
Detailed and accurate use of source supported by own knowledge [3-4]
Eg: answers will make a connection between the uneven distribution of
rainfall and population and the need for careful water management; there will
be an attempt to explain to need for water storage and transfer to particular
regions eg from upland areas to large conurbations.
GCSE HUMANITIES Specimen Assessment Materials 64
Question 2 (c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why the building of reservoirs often causes
conflict between different groups of people.
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: answers will refer to some obvious conflicts such as building reservoirs
upsets farmers, they will destroy people's homes, they can affect wildlife.
LEVEL 2
More focussed answer; only one solution referred to properly;
a good description only should get 3 marks
[3-4]
Eg: answers will still tend to refer to obvious conflicts but will give greater
elaboration on at least one issue with brief reference to actual examples
where this conflict has occurred.
LEVEL 3
Detailed and accurate explanation; explains more than one method [5-6]
Eg: answers here will give a full assessment of the arguments against
reservoir construction; they will also consider the need for increased water
supplies. At this level answers will refer to named examples where conflict
over reservoirs have occurred such as Tryweryn in north Wales.
GCSE HUMANITIES Specimen Assessment Materials 65
Question 2 (d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'The most important cause of pollution and poor water
quality in the UK is the use of fertilisers and pesticides
by farmers.'
To what extent do you agree with this statement?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making few relevant points; weak quality of written
communication
[1-2]
Eg: answers will largely agree or disagree with the statement; there will be
some basic support given; expect description of how fertilisers and pesticides
get into the water supply.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers may still largely agree or disagree with the statement but expect
greater elaboration of water pollution problems; answers will begin to describe
other sources of water pollution, although run-off processes and effects of
fertilisers and pesticides will form the bulk of the answer; there will be an
attempt to discuss the issue in the question.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: answers will give a full analysis of the range of causes of water pollution;
the interactivity of these factors will be considered in the context of the
question set; there will be a clear attempt to answer the question set by
evaluating the importance of the identified causes of water pollution.
GCSE HUMANITIES Specimen Assessment Materials 66
Question 3(a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about the location of the
world's tropical rainforests?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
rain forests are found in the centre of the world;
rain forests are found around the equator
answers may name some of the main areas or continents specifically
Question 3(b)
Target:
Mark allocation:
4
AO1
Selection of knowledge; analysis of source material
AO2
2
AO3
2
Question: Use Source B and your own knowledge to describe
the main features of a tropical rainforest ecosystem [4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points taken from the source
[1-2]
Eg: answers will comment on features such as tall trees, lots of shrubs etc.
LEVEL 2
Detailed and accurate use of source supported by own knowledge [3-4]
Eg: answers will identify obvious features (e.g. layers) from source but will
also use correct terminology for the various layers and other features.
GCSE HUMANITIES Specimen Assessment Materials 67
Question 3(c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why native peoples were able to make use of the
tropical rainforest ecosystem without causing long-term
damage.
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: answers will give brief reference to some methods such as "they only
cleared small areas" or "they allowed the forest to grow back"; little if any
attempt to explain or give reasons why the methods described do not cause
lasting damage.
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
a good description only should get 3 marks
Eg: answers are likely to provide a detailed description of the features of
shifting cultivation and should begin to explain the sustainable nature of such
methods.
LEVEL 3
More detailed and accurate explanation; explains more than one reason
[5-6]
Eg: answers will provide a full description of the main features of shifting
cultivation backed up by a detailed explanation of why this method of farming
was important for the tropical rainforest environment. Answers may also draw
comparisons with other methods of clearance and/or deal with issues
connected with long-term damage such as climate change and implications
for nutrient loss.
GCSE HUMANITIES Specimen Assessment Materials 68
Question 3(d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'The tropical rainforest is the most valuable ecosystem
on the planet. It is being destroyed at an alarming rate
and there is nothing we can do to stop it.'
To what extent do you agree with this statement?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making few relevant points; weak quality of written
communication
[1-2]
Eg: answers will largely agree or disagree with the statement; there will be
some basic support given; expect a description of rain forest ecosystems in
simple terms and / or the basic causes of deforestation.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will still largely agree or disagree with the statement but expect
greater understanding of the causes of deforestation; expect reference to
actual examples of the value of tropical rainforests for local people and the
wider world; there will be an attempt to explain a range of human and natural
causes for destruction but there will be little attempt to consider the
interactivity of these factors.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication. [6-8]
Eg: answers will give a full analysis of the range of causes of deforestation
and the value of tropical rainforest ecosystems; the interactivity of these
factors will be considered in the context of the question set; answers will
consider the measures that can be taken to preserve the rainforest and make
recent exploitation sustainable; at this level there will be a clear assessment
of the issue in the statement with a supported judgement made.
GCSE HUMANITIES Specimen Assessment Materials 69
GENERAL CERTIFICATE OF SECONDARY EDUCATION
DRAFT MARKING SCHEME
HUMANITIES
PATTERNS AND PLACES
GCSE HUMANITIES Specimen Assessment Materials 70
INTRODUCTION
The marking scheme which follows has been devised by WJEC for use in GCSE
HUMANITIES. It will be finalised after detailed discussion at examiners' conferences by all
the examiners involved in the assessment. The conferences will be held shortly after the
papers are taken so that reference can be made to the full range of candidates' responses,
with photocopied scripts forming the basis of discussion. The aim of the conferences will be
to ensure that the marking schemes are interpreted and applied in the same way by all
examiners.
NOTE FOR EXAMINERS ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners for the GCSE Humanities papers are required to credit the quality of written
communication for each candidate's performance on the paper as a whole. There are no
additional marks for the Quality of Written Communication, but examiners are expected to
consider the following descriptions of performance when awarding levels to the work of
candidates. These descriptions are to be used to determine the level of quality of written
communication when it is mentioned in the specific marking criteria.
Level 1
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 2
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 3
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GCSE HUMANITIES Specimen Assessment Materials 71
176/02: PATTERNS AND PLACES
DRAFT MARKING SCHEME
SECTION A
Question 1 (a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about the distribution of
world population?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
the world's population is very uneven;
more in some places than in others
credit examples of areas with high and low population
Question 1 (b)
Target:
Mark allocation:
4
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Question: Describe any two factors that have caused low
population density in some parts of the world
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description; weak or implied points made; one detailed point only
[1-2]
Eg: answers will list a few basic factors such as poor climate, too dry etc.
LEVEL 2
Detailed and accurate description of two points
[3-4]
Eg: answers will give two reasons with greater elaboration; likely to refer to
climate but tie it into lack of rainfall for crops; may also mention mountainous
terrain making communication difficult, etc.
GCSE HUMANITIES Specimen Assessment Materials 72
Question 1 (c)
Target:
Mark allocation:
4
AO1
Selection of knowledge; analysis of source material
AO2
2
AO3
2
Question: Use Source B to describe how world population will
have changed between 1750 and 2050
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; makes weak or implied points
[1-2]
Eg: the population has risen / will carry on rising; some may refer to the
differences in rates between MEDCs and LEDCs.
LEVEL 2
Detailed and accurate use of material in source
[3-4]
Eg: answers will refer to the rise in population but will give greater detail about
the rate and extent of population change giving supporting dates and
amounts from the source.
Question 1(d)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why there is a difference in population growth
rates between LEDCs and MEDCs
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic descriptions
only
[1-2]
Eg: answers may make basic statements such as 'lack of contraception', or
'education' or the need for large families.
LEVEL 2
More focussed answer; only one reason referred to properly;
good descriptions only should get no more than 3 marks
[3-4]
Eg: answers will still refer to the issue of contraception or lack of education
but will give more developed reasoning for large families such as to help with
family work, to replace high infant mortality, to look after older family
members etc Answers may also begin to consider reasons for lower rates in
MEDCs.
LEVEL 3
More detailed and accurate explanation; explains more than one reason
[5-6]
Eg: answers will offer a variety of reasons in detail with full explanation ; these
will include religious factors, status of women etc; they may discuss the
impact of high mortality and low life expectancy on birth rate; answers may
also refer to the tendency towards smaller families in MEDCs.
GCSE HUMANITIES Specimen Assessment Materials 73
Question 1 (e)
Target:
Mark allocation:
6
AO1
Selection of knowledge; analysis of source material
AO2
2
AO3
4
Question: Use Source C and your own knowledge to explain why
the effects of an earthquake are likely to be more serious
in an LEDC like Pakistan.
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; paraphrases the sources; unfocussed.
[1-2]
Eg: answers will use the source to refer to issues like remote mountainous
areas, poor quality buildings, lack of money, etc.
LEVEL 2
Uses the source to explain with some contextual support from own
knowledge.
[3-4]
Eg: answers are likely to build on the assistance in the source to show
understanding of why the points observed make the problem more serious;
may give additional reasons such as fewer building controls, cheap materials,
poor construction; expect also mention of problems of reaching areas and
sending aid.
LEVEL 3
Accurate answer with good support from the source and own
knowledge.
[5-6]
Eg: answers will cover a full range of problems, reasons and their implications
including the role of emergency services; answers may consider what makes
an earthquake serious in relation to the number of deaths or the loss of
infrastructure, etc. They may begin to comment on the importance of money
to help recovery.
GCSE HUMANITIES Specimen Assessment Materials 74
Question 1(f)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'It is impossible to completely protect the population of a
major city from the effects of even a moderate
earthquake.'
How far do you agree with this view?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making few relevant points; weak quality of written
communication
[1-2]
Eg: answers will largely agree or disagree with the statement; basic ideas will
be used in support, mostly describing methods like earthquake-proofing,
building codes, emergency procedures, etc.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will tend to agree or disagree with the statement, leading to a
one-sided response; answers will begin to consider a wide range of
earthquake preparation methods and will briefly analyse the success or failure
of such methods; for top of level expect an attempt at a balanced answer.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: answers will consider a full range of earthquake preparation methods;
they will give a balanced analysis of the effectiveness of such measures,
addressing the issue posed in the question.
GCSE HUMANITIES Specimen Assessment Materials 75
SECTION B
Question 2(a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: Describe the type of housing shown in Source A.
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
terraced housing
old housing
2-up 2-down
Victorian workers housing
Question 2(b)
Target:
Mark allocation:
4
AO1
Selection of knowledge; analysis of source material
AO2
2
AO3
2
Question: Use Source B and your own knowledge to describe
some of the problems of living in high-rise flats.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points taken from the source
[1-2]
Eg: answers will use the source to mention issues like vandalism, fire,
problems with access, etc.
LEVEL 2
Detailed and accurate use of source supported by own knowledge [3-4]
Eg: answers will further develop the points made in level 1; expect discussion
of problems for elderly and people with young families or a range of social
problems linked to inner city deprivation.
GCSE HUMANITIES Specimen Assessment Materials 76
Question 2 (c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain what can be done to ease the problems of traffic
congestion in UK cities
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: answers may mention a couple of measures such as public transport,
park and ride, congestion charging, tidal flows, car-sharing schemes, etc.
LEVEL 2
More focussed answer; only one solution referred to properly;
a good description only should get 3 marks
[3-4]
Eg: answers will provide a range of measures with some elaboration of how
some of these will work to reduce traffic congestion; explanations may not be
fully sustained.
LEVEL 3
Detailed and accurate explanation; explains more than one method [5-6]
Eg: answers here will give a full assessment of the methods used to ease the
problem of traffic congestion in cities; they will analyse the relative impact of
the identified methods on the problem of congestion; credit specific
references to particular schemes in areas studied.
GCSE HUMANITIES Specimen Assessment Materials 77
Question 2 (d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'Large areas of temporary housing such as shanty towns
are a major constraint on the lives of people in LEDCs.
The best way of solving the problem is to get rid of them
– bring in the bulldozers, flatten them and force the
people to return to the countryside.'
To what extent do you agree with this statement?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making few relevant points; weak quality of written
communication
[1-2]
Eg: answers will largely agree or disagree with the statement; there will be
some basic support given, such as a description of a shanty town.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will largely agree or disagree with the statement and will still tend
to describe the problems of shanty towns in detail; some may attempt a
balanced argument by considering the unsuitability of the measure suggested
by the quotation and may briefly provide alternative solutions to solving the
problem of such settlements.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: answers will offer a balanced argument by considering the constraints on
human life posed by such settlements and whether such problems can be
caused by extreme view measures; expect discussion of a range of other
measures such as council provision of basic housing, self-help schemes etc.
and an evaluation of the effectiveness of such measures.
GCSE HUMANITIES Specimen Assessment Materials 78
Question 3(a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about global temperatures
since 1860?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
it has gone up
it jumps around from year to year
rates of change, dates, amounts etc
Question 3(b)
Target:
Mark allocation:
4
AO1
Selection of knowledge; analysis of source material
AO2
2
AO3
2
Question: Use Source B and your own knowledge to describe
how the greenhouse effect works.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points taken from the source
[1-2]
Eg: answers may include a simple statement about solar energy or
greenhouse gases causing warming.
LEVEL 2
Detailed and accurate use of source supported by own knowledge [3-4]
Eg: answers will show awareness of the role played by various greenhouse
gases; they may discuss differences between incoming short-wave (UV) and
terrestrial long-wave (IR) radiation.
GCSE HUMANITIES Specimen Assessment Materials 79
Question 3(c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why the effects of global warming are likely to
cause serious problems in the future.
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: answers will refer to issues such as warmer climates, hotter weather, ice
caps melting, sea level rise. There will be little or no explanation of why these
will cause problems.
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
A good description only should get 3 marks
Eg: answers will still tend to describe the potential problems but with
elaboration or greater detail of each chosen effect; at this level answers
should also begin to explain the links between the various effects such as
increased temperature – ice cap melting – sea level rise.
LEVEL 3
More detailed and accurate explanation; explains more than one reason
[5-6]
Eg: answers discuss a range of effects in detail including details of probable
climate changes and the uncertain nature of these; answers should clearly
show links between the effects and consider the implications for people,
places and wildlife.
GCSE HUMANITIES Specimen Assessment Materials 80
Question 3(d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'Wind farms are noisy, ugly, and people hate them. They
should not be used to generate more than a small
amount of electricity.'
To what extent do you agree with this statement?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making few relevant points; weak quality of written
communication
[1-2]
Eg: answers will largely agree or disagree with the statement; there will be
some basic support given, probably a description of wind farms.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will still largely agree or disagree with the statement and tend to
describe wind farms; answers will begin to attempt an argument considering
alternative views to those given in the quotation including some of the
advantages and disadvantages of wind farms.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication. [6-8]
Eg: answers will provide a full analysis of the advantages and disadvantages
of wind farms; credit any reference to linking any interactive factors; answers
may also recognise the NIMBY effect and the importance of finding
alternatives to fossil fuels; there will be a clear attempt to answer the question
set by evaluating the importance of alternative forms of electricity such as
wind farms.
GCSE HUMANITIES Specimen Assessment Materials 81
GENERAL CERTIFICATE OF SECONDARY EDUCATION
DRAFT MARKING SCHEME
HUMANITIES
CHANGES IN THE UK, 1939-1974
GCSE HUMANITIES Specimen Assessment Materials 82
INTRODUCTION
The marking scheme which follows has been devised by WJEC for use in GCSE
HUMANITIES. It will be finalised after detailed discussion at examiners' conferences by all
the examiners involved in the assessment. The conferences will be held shortly after the
papers are taken so that reference can be made to the full range of candidates' responses,
with photocopied scripts forming the basis of discussion. The aim of the conferences will be
to ensure that the marking schemes are interpreted and applied in the same way by all
examiners.
NOTE FOR EXAMINERS ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners for the GCSE Humanities papers are required to credit the quality of written
communication for each candidate's performance on the paper as a whole. There are no
additional marks for the Quality of Written Communication, but examiners are expected to
consider the following descriptions of performance when awarding levels to the work of
candidates. These descriptions are to be used to determine the level of quality of written
communication when it is mentioned in the specific marking criteria.
Level 1
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 2
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 3
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GCSE HUMANITIES Specimen Assessment Materials 83
176/03: CHANGES IN THE UK, 1939-1974
DRAFT MARKING SCHEME
SECTION A
Question 1 (a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about the way in which
evacuation was carried out?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
children were sent away by train
these were usually school children;
it seems to have been a happy experience for some;
it was organised and orderly
Question 1 (b)
Target:
Mark allocation:
4
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Question: Describe two other ways in which the civilian
population was kept safe during World War II
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
[1-2]
Eg: answer will probably refer to use of bomb shelters; mention of Anderson
or Morrison shelters can get the second mark.
LEVEL 2
Detailed and accurate description
[3-4]
Eg: answers will describe two distinct ways such as bomb shelters, air raid
sirens, ARP wardens, blackout, barrage balloons etc. For full marks the
descriptions of the chosen ways must be full and accurate.
GCSE HUMANITIES Specimen Assessment Materials 84
Question 1 (c)
Target:
Mark allocation:
4
Selection of knowledge; analysis and evaluation of source material
AO1
AO2
AO3
2
2
Question: How useful is Source B as evidence to an historian
studying the ways in which the population was fed
during World War II?
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; paraphrases content of source mainly
[1-2]
Eg: answers will usually agree that the source is useful; expect comments
based on the content such as the poster encouraged people to grow their
own food or that it was a message from the government.
LEVEL 2
Deals with content of source; limitations of source and use of
attribution
[3-4]
Eg: answers will refer to the use of the source as an information poster; will
test for usefulness by suggesting any limitations such as it shows only
one way in which people were fed; it is government propaganda so can it
be trusted?; for level 2 the limitations of the source MUST be mentioned.
Question 1(d)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why Churchill was important to the war effort [6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: answers will refer to Churchill as being the Prime Minister and so he
made the big decisions
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
a good description only should get 3 marks
Eg: answers will note him as the Prime Minister and may tend to description
but there should also be mention of his ability as an inspirational speaker or
as a symbol of defiance.
LEVEL 3
Detailed and accurate explanation; explains more than one reason [5-6]
Eg: answers will give an explanation giving several distinct reasons for
Churchill's importance such as his visits to the people, his use of the radio to
great effect, his Parliamentary performances; answers at this level may
suggest that his importance was limited and has been exaggerated.
GCSE HUMANITIES Specimen Assessment Materials 85
Question 1 (e)
Target:
Mark allocation:
6
Selection of knowledge; analysis and evaluation of arguments and interpretations
AO1
AO2
AO3
2
4
Question: Why do Sources C and D give different views about the
effects of bombing?
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; paraphrases the sources; unfocussed
[1-2]
Eg: answers will copy from the sources and say that they were written by
different people at different times.
LEVEL 2
EITHER makes a good judgement on one source with both source and
author referred to
[3-4]
Eg: the author of Source C was an eye-witness so he must have known what
happened; or the historian could have researched the topic by looking at the
evidence.
OR attempts to consider the difference shown by referring to the
content of both sources; may have brief mention of author
Eg: answers will consider the content of both sources, one referring to the
panic caused by bombing and the other seemingly playing down its effects;
answers may discuss the differences between a contemporary observer and
a later historian.
LEVEL 3
Balanced two sided answer with good discussion of the content of the
sources; detailed consideration of the attributions of each source [5-6]
Eg: answers will refer to the difference in interpretations; answers will offer an
explanation as to why the authors disagree over the effects of bombing.
they will also discuss how the authors came to their conclusions; the eye
witness because of what he had seen; the historian based on research
techniques such as by talking to a variety of other eye-witnesses, and looking
at other sources; the historian has the benefit of hind-sight and other sources
not available to the eye-witness.
GCSE HUMANITIES Specimen Assessment Materials 86
Question 1(f)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
4
Question: 'The lives of ordinary people in the UK were affected in a
negative way by the experience of war.'
How far do you agree with this view?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making few relevant points; weak quality of written
communication
[1-2]
Eg: answers will largely agree or disagree with the statement; expect
descriptions of the negative side of war such as bombing and evacuation
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
Detailed descriptions only should get a maximum of three marks [3-5]
Eg: answers will still tend to describe negative aspects such as the Blitz or
evacuation or rationing and the constraints they posed on families; however,
to get higher in the level they should begin to discuss some less negative
aspects of the war such as its effects on community spirit and togetherness; a
judgement on the question set will be clear but not fully supported.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: answers will examine the experiences of people at war from a range of
perspectives; the negative aspects will be discussed as will the more positive
issues; the better answers may highlight the positive aspects of issues such
as evacuation with its impact on future social policy and rationing with its
impact on health and healthy living; at this level answers will provide a
reasoned judgement suggesting that the experiences of war did constrain life
but also provided opportunities for people.
GCSE HUMANITIES Specimen Assessment Materials 87
SECTION B
Question 2(a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about the government's
policy of nationalisation after the war?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
the Coal Board was created
services like coal being taken into public ownership;
reward answers that say 'taken over by the government'
Question 2(b)
Target:
Mark allocation:
4
Question:
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Describe the setting up of the Welfare State.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
[1-2]
Eg: answers will say that the Welfare State was set up to help poor people;
it was set up after the war; it was set up by the Labour government.
LEVEL 2
Detailed and accurate description
[3-4]
Eg: answers should describe the various components of the Welfare State
such as health, education, unemployment benefits; credit answers that refer
to the influence of the Beveridge report, but not with full marks. Answers may
well suggest that a Welfare State was necessary at that time.
GCSE HUMANITIES Specimen Assessment Materials 88
Question 2 (c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key events and issues
AO1
AO2
AO3
4
2
Question: Explain why the UK economy recovered during the
1950s and early 1960s.
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: answers will give a basic response such as economic conditions got
better, the war was over, people had more jobs
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
a good description only should get 3 marks
Eg: answers will make more detailed reference to better standards of living,
more income, availability of more varied work eg industrial estates.
LEVEL 3
Detailed and accurate explanation; explains more than one reason [5-6]
Eg: answers will refer to reasons such as government economic policies; the
availability of easier credit and hire purchase, the post-war peace dividend;
expect some reference to Macmillan's 'you never had it so good'; answers will
explain how these reasons were instrumental in improving the economy and
encouraging people to buy consumer goods, thus creating more jobs. Credit
advertising – the media encouraged a post-war economic boom.
GCSE HUMANITIES Specimen Assessment Materials 89
Question 2 (d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'The Labour Party won the General Election in 1945
because of the leadership of Attlee.'
To what extent do you agree with this statement?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answers will largely agree / disagree with the statement; there will be
some basic support such as Attlee was a good leader; people liked Attlee.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will still tend to agree / disagree with the statement but expect
some reference to the Labour Party's programme of reform and change and
Attlee's promises to put this into action; there will be reference to how this
programme was going to benefit voters.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication. [6-8]
Eg: answers will provide a full analysis of the leadership of Attlee and his
qualities and experiences as deputy leader during the war; the interactivity of
factors such as his popularity and character will be mentioned; answers must
also evaluate other factors which led to the Labour landslide such as the
'Khaki' vote and weaknesses of the Conservatives promising the same old
policies; at this level there will be a clear assessment of the issue in the
statement with a supported judgement made.
GCSE HUMANITIES Specimen Assessment Materials 90
Question 3(a)
Target:
Mark allocation:
2
AO1
Selection of information of source material
AO2
AO3
2
Question: What does Source A tell you about fashion in the 1960s?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
women wore short skirts
items of fashionable clothing, in particular, mini skirts,
may mention bright colours, eye-catching etc
Question 3(b)
Target:
Mark allocation:
4
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Question: Describe the toys that children played with in the 1950s
and 1960s.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
[1-2]
Eg: answers may mention one or two popular toys such as meccano or toy
cars; answers that refer to eternally popular toys like dolls can get one mark.
LEVEL 2
Detailed and accurate description
[3-4]
Eg: answers will describe a variety of toys that were popular with children;
they may make the point that boys and girls had different toys or that many
children played outdoors and made their own toys such as soap-box carts or
skipping games.
GCSE HUMANITIES Specimen Assessment Materials 91
Question 3(c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why popular music changed society during the
1960s.
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: answers will only describe some of the popular music or groups such as
rock 'n' roll or the Beatles.
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
A good description only should get 3 marks
Eg: answers will give a more detailed description of popular groups and
different types of music but must also suggest one reason for connected with
change in society such as the emergence of the teenager or the growing use
of the transistor radio.
LEVEL 3
Detailed and accurate explanation; explains more than one reason [5-6]
Eg: answers will suggest ways in which society was affected by the growth of
popular movements such as increasing American influences, the increasing
popularity of radio and TV programmes, changes in youth attitudes, impacts
on fashion; credit answers which may suggest that most of British society was
not changed by popular music, or was changed for the better.
GCSE HUMANITIES Specimen Assessment Materials 92
Question 3(d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'The nature and quality of life for women changed
significantly between 1945 and 1974 mainly because of
the introduction of supermarkets and convenience foods
into the UK.'
To what extent do you agree with this statement?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answers will largely agree / disagree with the statement; there will be
some basic support about the rise of supermarkets making shopping easier.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will tend to describe the experience of shopping in the new
supermarkets but will also refer to other factors that had an impact on the
nature and quality of life for women in the UK such as availability of
household appliances, more varied work opportunities, more leisure time, the
availability of the pill etc.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: answers will discuss the issue in the statement and the impact of other
factors; answers will begin to question the assertion focussing on the issue of
'changed significantly;' and questioning the extent of change; answers will
reach a reasoned conclusion that the quality of life for some women did
change significantly because of the introduction of supermarkets and other
developments but that many women's lives did not change at all or only very
slowly or for a variety of other reasons.
GCSE HUMANITIES Specimen Assessment Materials 93
GENERAL CERTIFICATE OF SECONDARY EDUCATION
DRAFT MARKING SCHEME
HUMANITIES
CHANGES IN THE USA,
1945-1975
GCSE HUMANITIES Specimen Assessment Materials 94
INTRODUCTION
The marking scheme which follows has been devised by WJEC for use in GCSE
HUMANITIES. It will be finalised after detailed discussion at examiners' conferences by all
the examiners involved in the assessment. The conferences will be held shortly after the
papers are taken so that reference can be made to the full range of candidates' responses,
with photocopied scripts forming the basis of discussion. The aim of the conferences will be
to ensure that the marking schemes are interpreted and applied in the same way by all
examiners.
NOTE FOR EXAMINERS ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners for the GCSE Humanities papers are required to credit the quality of written
communication for each candidate's performance on the paper as a whole. There are no
additional marks for the Quality of Written Communication, but examiners are expected to
consider the following descriptions of performance when awarding levels to the work of
candidates. These descriptions are to be used to determine the level of quality of written
communication when it is mentioned in the specific marking criteria.
Level 1
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 2
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 3
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GCSE HUMANITIES Specimen Assessment Materials 95
176/04: CHANGES IN THE USA, 1945-1975
DRAFT MARKING SCHEME
SECTION A
Question 1 (a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about inequality in the USA
in the 1950s?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
it shows a sign for whites;
blacks and whites were treated differently
it shows that facilities for blacks were inferior;
facilities were segregated
Question 1 (b)
Target:
Mark allocation:
4
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Question: Describe two methods used by the Black Power
movement.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
Eg: answers will probably refer to use of violence and street riots.
[1-2]
LEVEL 2
Detailed and accurate description
[3-4]
Eg: answers may mention the advocacy of violent methods; will give detailed
examples such as the Watts riots; may describe the role of Malcolm X or
Carmichael as leaders or the Olympic protests of 1968.
GCSE HUMANITIES Specimen Assessment Materials 96
Question 1 (c)
Target:
Mark allocation:
4
Selection of knowledge; analysis and evaluation of source material
AO1
AO2
AO3
2
2
Question: How useful is Source B as evidence to an historian
studying the inequality between black and white people
in the USA in the 1960s?
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; paraphrases content of source mainly
[1-2]
Eg: answers will usually agree that the source is useful; expect comments
based on the figures such as the source shows that few blacks could vote.
LEVEL 2
Deals with content of source; limitations of source and use of
attribution
[3-4]
Eg: answers will refer to the source as a list of statistics; will test its
usefulness by suggesting any limitations such as it is only one source and
can not show everything about inequality; will refer to the lack of any
background detail; for level 2 the limitations of the source MUST be shown.
Answers may comment on the collection of the statistics, accuracy etc.
Question 1(d)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why the Montgomery bus boycott was important
in the campaign for black civil rights.
[6]
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: answers will describe the bus boycott and the part played by Rosa Parks
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
a good description only should get 3 marks
Eg: answers will gives a more detailed description but must also suggest at
least one reason for the importance of the bus boycott such as it successfully
challenged segregation or it showed people what they could do if they joined
together.
LEVEL 3
Detailed and accurate explanation; explains more than one reason [5-6]
Eg: answers will give a full explanation of the importance of the boycott, in
particular, referring to the fact that it got publicity, that it brought Martin Luther
King to prominence as a future leader of the Civil Rights campaign or that it
paved the way for future non-violent protests.
GCSE HUMANITIES Specimen Assessment Materials 97
Question 1 (e)
Target:
Mark allocation:
6
Selection of knowledge; analysis and evaluation of arguments and interpretations
AO1
AO2
AO3
2
4
Question: Why do Sources C and D give different views of the
value of the work of Martin Luther King?
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; paraphrases the sources; unfocussed
[1-2]
Eg: answers will copy from the sources and say that they were written by
different people at different times.
LEVEL 2
EITHER makes a good judgement on one source with both source and
author referred to
[3-4]
Eg: the author of Source B was a civil rights activist so he would be very
supportive of Martin Luther King; or the historian could have researched the
topic by looking at the available evidence
OR attempts to consider the difference shown by referring to the
content of both sources; may have brief mention of author
Eg: answers will consider the content of both sources, one referring to King
as a hero and the key person in achieving civil rights, the other questioning
his overall influence; answers will discuss the differences between a civil
rights activist and a later historian.
LEVEL 3
Balanced two sided answer with good discussion of the content of the
sources; detailed consideration of the attributions of each source [5-6]
Eg: answers will refer to the difference in the interpretations; they will offer an
explanation as to why the authors disagree over the contribution of King; they
will also discuss how the authors reached their conclusions; the activist
because of his close involvement with the civil rights movement, the historian
based on research techniques together with the advantage of hindsight.
The eye-witness would not be able to assess the wider picture as could the
historian.
GCSE HUMANITIES Specimen Assessment Materials 98
Question 1(f)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'Black people in the USA only achieved full civil rights
because of the support of the US government.'
How far do you agree with this view?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making few relevant points; weak quality of written
communication
[1-2]
Eg: answers will largely agree or disagree with the statement; expect
descriptions of relevant legislation or individuals and incidents connected with
the civil rights movement.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
Detailed descriptions only should get a maximum of three marks [3-5]
Eg: answers will detail examples of government action and / or legislation
passed to show how the government supported the call for Civil Rights;
expect answers to mention some legislation that was passed before 1963
such as desegregation of schools; transport; answers may tend to disregard
the issue of legislation and focus on the role of individuals like King and the
influence of the civil rights movement.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: answers will discuss the range of factors including legislation and the
contribution of individuals and will also provide a reasoned conclusion, such
as the government deserves credit even though much of the legislation was
ineffective and not properly enforced in parts of the US; answers will mention
the contribution of the Civil Rights movement and possibly the impact of such
issues as the impact of television on public opinion; answers should provide a
reasoned judgement on the issue in the statement.
GCSE HUMANITIES Specimen Assessment Materials 99
SECTION B
Question 2(a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about the arms race
between the USA and the USSR?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
both sides developed lots of weapons
reference to dates;
the source shows who was ahead in the arms race.
Question 2(b)
Target:
Mark allocation:
4
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Question: Describe two main differences between capitalism and
communism.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
[1-2]
Eg: answers will describe one difference only such as one has more money
than the other or one has free elections, the other hasn't.
LEVEL 2
Detailed and accurate description
[3-4]
Eg: answers will describe two differences in some detail; they will provide a
valid comparison such as capitalism allowed free enterprise but communism
had state control of the economy. Voting systems, eg free elections etc
should be alluded to.
GCSE HUMANITIES Specimen Assessment Materials 100
Question 2 (c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key events and issues
AO1
AO2
AO3
4
2
Question: Explain why there was a crisis over Cuba in 1962.
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: answers will give a basic response such as the Russians put missiles on
Cuba; World War III almost started.
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
A good description only should get 3 marks
Eg: answers will tend to describe the circumstances describing the placing of
missiles; they should begin to explain why they were a threat to the USA
including their range and the distance from Cuba to the USA; answers may
also refer to the need of Castro for Russian help to protect Cuba from the US.
LEVEL 3
Detailed and accurate explanation; explains more than one reason [5-6]
Eg: answers will refer to reasons such as the positions of Cuba, the USA and
the USSR; the higher level answers will see this as an example of Cold War
conflict and also refer to Russian opportunism and Kennedy's need to
establish his position as President.
GCSE HUMANITIES Specimen Assessment Materials 101
Question 2 (d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'The main reason why the USA had to pull out of
Vietnam was the attitude of people in America.'
To what extent do you agree with this statement?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answers will largely agree / disagree with the statement; there will be
reference to the conduct of the war in Vietnam and possibly to 'protest.'
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will still tend to agree or disagree but expect some discussion of
some factors as to why the USA pulled out of the war; answers will cite
appropriate examples to support the assertions made such as the low morale,
the tactics of the Vietcong and the increasing public campaigns against the
continuation of the war.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication. [6-8]
Eg: answers will give a full analysis of a range of factors concerning the US
withdrawal; the interactivity of these factors will be considered in the context
of the question set; expect a clear understanding of how the attitude of groups
in society can affect major government policy; at this level there will be a clear
assessment of the issue in the statement with a supported judgement made.
GCSE HUMANITIES Specimen Assessment Materials 102
Question 3(a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about prosperity in the USA
after 1945?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
people were better off in the USA
there was a rise in living standards
people had more money to spend
Question 3(b)
Target:
Mark allocation:
4
Recall and application of of relevant knowledge and understanding
AO1
AO2
AO3
2
2
Question: Describe some of the changes in pop music after 1945
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
[1-2]
Eg: answers will describe some of the musical styles such as rock 'n roll or
some of the famous US singers such as Elvis.
LEVEL 2
Detailed and accurate description
[3-4]
Eg: answers will give a more detailed description of the changes including
types of music and pop groups; may suggest that not all music changed,
artists and songs from the 1930s and early 1940s were still popular after
1945.
GCSE HUMANITIES Specimen Assessment Materials 103
Question 3(c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key events and issues
AO1
AO2
AO3
4
2
Question: Explain why many American women supported
Women's Liberation during the 1960s.
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: answers will describe the Women's Liberation movement or make a
comment such as it promised a better life for women.
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
A good description only should get 3 marks
Eg: answers may describe the Liberation movement and the methods used to
highlight the issue of equality; they should suggest at least one reason for its
support such as the promise of greater equality or the increased awareness
of the movement through exposure on US television.
LEVEL 3
Detailed and accurate explanation; explains more than one reason [5-6]
Eg: answers will clearly suggest reasons of the growth in support for
Women's Liberation; these should include the development of better
education for women, the fact that women's liberation was part of a wider
movement for equality; support from the young, the influence of the affluent
society; answers here might suggest that not all women (or men) shared
these views or offered support.
GCSE HUMANITIES Specimen Assessment Materials 104
Question 3(d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'Changes in popular culture were the most important
influences on the nature and quality of people's lives in
the USA between 1945 and 1975.'
To what extent do you agree with this statement?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answers will largely agree / disagree with the statement; there will be
some basic support which may mention an example of change in popular
culture such as pop music or television.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will still tend to describe changes in popular culture (music,
fashion, television) but should also begin to refer to other factors that had an
influence on people's lives; these may include political factors such as
Watergate or Kennedy's death or the impact of the civil rights movement.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: answers will discuss the issue in the statement by clearly showing an
understanding of how changes in popular culture affected people's lives;
answers should also evaluate the impact of other factors; answers will reach
a reasoned conclusion by discussing the changes in popular culture when set
against other significant events or influences; credit answers which seek to
differentiate the impact by discussing whether it affected society in general or
was limited to different groups / areas of the US.
GCSE HUMANITIES Specimen Assessment Materials 105
GENERAL CERTIFICATE OF SECONDARY EDUCATION
DRAFT MARKING SCHEME
HUMANITIES
CHRISTIANITY AND
CONTEMPORARY LIFESTYLES
GCSE HUMANITIES Specimen Assessment Materials 106
INTRODUCTION
The marking scheme which follows has been devised by WJEC for use in GCSE
HUMANITIES. It will be finalised after detailed discussion at examiners' conferences by all
the examiners involved in the assessment. The conferences will be held shortly after the
papers are taken so that reference can be made to the full range of candidates' responses,
with photocopied scripts forming the basis of discussion. The aim of the conferences will be
to ensure that the marking schemes are interpreted and applied in the same way by all
examiners.
NOTE FOR EXAMINERS ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners for the GCSE Humanities papers are required to credit the quality of written
communication for each candidate's performance on the paper as a whole. There are no
additional marks for the Quality of Written Communication, but examiners are expected to
consider the following descriptions of performance when awarding levels to the work of
candidates. These descriptions are to be used to determine the level of quality of written
communication when it is mentioned in the specific marking criteria.
Level 1
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 2
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 3
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GCSE HUMANITIES Specimen Assessment Materials 107
176/05: CHRISTIANITY AND CONTEMPORARY LIFESTYLES
DRAFT MARKING SCHEME
SECTION A
Question 1 (a)
Target:
Mark allocation:
AO1
2
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about a Christian marriage?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
two people get married;
wear a wedding dress / special clothes
vicar officiates,
witnesses present,
congregation of family and friends
Question 1 (b)
Target:
Mark allocation:
4
Question:
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Describe the role of a Christian minister
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
Eg: takes Church services and does weddings / funerals.
[1-2]
LEVEL 2
Detailed and accurate description
[3-4]
Eg: as Level 1 plus references to supporting the community in many ways
such as running youth clubs, counselling sessions and visiting schools and
the elderly.
GCSE HUMANITIES Specimen Assessment Materials 108
Question 1 (c)
Target:
Mark allocation:
4
AO1
Selection of knowledge; analysis of source material
AO2
2
AO3
2
Question: Use Source B and your own knowledge to explain why
some Christians prefer to be baptised when older.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; relying on source for answer
[1-2]
Eg: babies don't have a choice, older people can make up their own minds.
LEVEL 2
Uses source well and expands answer using own knowledge
[3-4]
Eg: source suggests that many people are old enough to make their own
decision; parents make the choice for the baby; people are following
the example of Jesus who was baptised as an adult.
Question 1(d)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why Christians believe it is important to help
people in poverty.
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic descriptions
only
[1-2]
Eg: some might say simply that poor people need help; others might mention
that it is what Jesus did.
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
good descriptions should get no more than 3 marks
Eg: answers should refer to the point that Jesus gave this example by
working with the poor and sick or that the teachings of Jesus encourage
people to help the less fortunate.
LEVEL 3
More detailed and accurate explanation; explains more than one reason
[5-6]
Eg: answers will refer to following the example of Jesus and upholding the
principles of Christianity; they may also mention that helping the less
fortunate is a path to redemption; they might stress that it is simply the right
thing to do.
GCSE HUMANITIES Specimen Assessment Materials 109
Question 1 (e)
Target:
Mark allocation:
6
Selection of knowledge; analysis and evaluation of arguments and interpretations
AO1
AO2
AO3
2
4
Question: Why do Sources C and D give different views about
single parents ?
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; paraphrases the sources; unfocussed
[1-2]
Eg: the first source says single mothers are badly off because they have no
money; the second source says single mothers are better off or they have no
choice.
LEVEL 2
Uses content of both sources well to explain the different views
[3-4]
OR refers only to the circumstances and context of the authorship of
the provided sources
Eg: answers will refer to the difference in views; they may stress that the
single mother has no choice but this does not mean there are not
better ways of dealing with the issue; in an ideal world it is true that children
would do better with both parents present but this is not an ideal world.
LEVEL 3
Balanced answer which uses content and reference to authors to
explain difference in views
[5-6]
Eg: answers will clearly outline the difference in views; there will be an
attempt to explain the difference between an official report into a problem and
the view of an individual in a particular situation; expect comments which
praise the situation of the single mother who has to deal with the reality of the
situation and that many in her situation do a wonderful job.
GCSE HUMANITIES Specimen Assessment Materials 110
Question 1(f)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
4
Question: 'There is no point in getting married today. The marriage
certificate is just a piece of paper and does not prove
that I love my partner.'
How far do you agree with this view?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answers agree or disagree with the statement; may make a general
comment such as marriage makes no difference to how much people love
each other; answers may lapse into descriptions of the marriage ceremony.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will consider the reasons why some people consider marriage to
be irrelevant; they will also refer to the other side of the argument such as
marriage is a symbolic public display of a couple's love. No more than 3
marks should be awarded for a weak, two-sided argument which makes a
brief allusion to both sides of the debate.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: both sides of the debate will be fully considered. A range of factors will
be considered regarding the appropriateness of marriage; some answers
might refer to figures for marriage in the UK and or that it is a fact that married
couples stay together longer but this does not mean that cohabiting couples
will not stay together. Practising Christians would, in the main, feel the need
to get married. Credit references to the legal implication of being married if it
is mentioned.
GCSE HUMANITIES Specimen Assessment Materials 111
SECTION B
Question 2(a)
Target:
Mark allocation:
2
AO1
Selection of knowledge from source material
AO2
AO3
2
Question: What does Source A tell you about how Christians might
pray?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
Christians pray quietly;
Christians pray with their hands together
Christians close their eyes, concentrating on what they wish to say;
they kneel in respect to God
Question 2(b)
Target:
Mark allocation:
4
Question:
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Describe what happens in a Eucharist service
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
Eg: in the service the bread and wine are given to the people.
[1-2]
LEVEL 2
Detailed and accurate description
[3-4]
Eg: answers will refer to the priest distributing bread and wine over a
blessing; they should also mention the remembering of Jesus' sacrifice.
GCSE HUMANITIES Specimen Assessment Materials 112
Question 2 (c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why Easter is an important festival for
Christians
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: Easter is important because it remembers / celebrates the death of Jesus;
answers may just describe some of the events associated with Easter.
LEVEL 2
More focussed answer; only one solution referred to properly;
[3-4]
a good description here should get 3 marks
Eg: answers should refer to the death and resurrection of Jesus together with
an explanation of the importance of these events; answer that give a good
description of the Easter celebrations should get bottom of Level 2 at best.
LEVEL 3
Detailed and accurate explanation; explains more than one reason [5-6]
Eg: answers will focus directly on the importance of Easter; there will be
reference to the importance of commemorating Jesus' death and resurrection;
some answers may say that It was exactly as Jesus said it had to be in order
for humans to gain redemption and the chance of eternal life through his
sacrifice.
GCSE HUMANITIES Specimen Assessment Materials 113
Question 2 (d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'To demonstrate their belief and faith, Christians must
attend a place of worship regularly.'
To what extent do you agree with this statement?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answers will agree or disagree; may make a general point such as
Church is really important to belief and faith and Christians should make the
effort to go.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: here there should be a look at both sides of the issue such as it is
important to make the effort against the fact that it is possible to worship
properly in private. No more than three marks should be awarded for a weak
two-sided argument.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: Answers here should discuss the issue from two clear perspectives; the
advantages of collective worship will be explained especially as Jesus
worshipped regularly and Christians should follow that example; also expect
reference to other ways of demonstrating belief and faith in a modern society.
An effective conclusion may be one that recognises that it is not essential to
attend a place of worship regularly but that for many Christians it is an
essential aspect of demonstrating their faith.
GCSE HUMANITIES Specimen Assessment Materials 114
Question 3(a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about what Christians can
do to fight poverty?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
collecting boxes
giving money to charity
fund-raising campaigns
specific organisations can be credited
Question 3(b)
Target:
Mark allocation:
4
Question:
AO1
2
Recall and application of relevant knowledge and understanding
AO2
AO3
2
Describe Jesus' teaching on how we should treat
others.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
Eg: Jesus said to be nice to people; to treat them well.
[1-2]
LEVEL 2
Detailed and accurate description
[3-4]
Eg: Jesus said to treat others how you would like them to treat you; expect a
reference to 'love your neighbour as yourself'; may refer to parables such as
the Good Samaritan here – credit this.
GCSE HUMANITIES Specimen Assessment Materials 115
Question 3(c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why one Christian individual or charity
has fought against exploitation
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: answers may only give an example; answer may say that it is to follow
Jesus' example.
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
A good description here should get 3 marks
Eg: answers will refer to following Jesus' example; people think it is the right
thing to do; answers may mention a specific individual or charity that has
fought against exploitation.
LEVEL 3
Detailed and accurate explanation; explains more than one reason [5-6]
Eg: answers will refer to a specific individual or charity; they may mention
believing in the teaching of the Bible or being prepared to make personal
sacrifice for the benefit of others as Jesus did; expect some comments on
the evils of exploitation.
GCSE HUMANITIES Specimen Assessment Materials 116
Question 3(d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'Modern medical advances such as the idea of designer
children or genetic engineering are wrong. People
should not be allowed to control their lives in this way.'
To what extent do you agree with this statement?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answer will agree or disagree; expect general statements such as people
should have the right to do what they want.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers should begin to look at both sides of the issue such as the belief
that life is a gift from God or that people in modern society should have the
right to control their lives. They may be references to the ways in which
genetic engineering can help save lives or tackle disease. No more than three
marks should be awarded for a weak two-sided argument.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: expect a discussion of both sides of the issue; answers should look at
both the religious and ethical perspectives; a distinction might be made
between those who would support these developments for cosmetic reasons
as opposed to those who might use this technology for helping save the life of
a human; expect reference to people's rights and responsibilities and their
contribution to humanity.
GCSE HUMANITIES Specimen Assessment Materials 117
GENERAL CERTIFICATE OF SECONDARY EDUCATION
DRAFT MARKING SCHEME
HUMANITIES
CHRISTIANITY AND JUDAISM
GCSE HUMANITIES Specimen Assessment Materials 118
INTRODUCTION
The marking scheme which follows has been devised by WJEC for use in GCSE
HUMANITIES. It will be finalised after detailed discussion at examiners' conferences by all
the examiners involved in the assessment. The conferences will be held shortly after the
papers are taken so that reference can be made to the full range of candidates' responses,
with photocopied scripts forming the basis of discussion. The aim of the conferences will be
to ensure that the marking schemes are interpreted and applied in the same way by all
examiners.
NOTE FOR EXAMINERS ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners for the GCSE Humanities papers are required to credit the quality of written
communication for each candidate's performance on the paper as a whole. There are no
additional marks for the Quality of Written Communication, but examiners are expected to
consider the following descriptions of performance when awarding levels to the work of
candidates. These descriptions are to be used to determine the level of quality of written
communication when it is mentioned in the specific marking criteria.
Level 1
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 2
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 3
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GCSE HUMANITIES Specimen Assessment Materials 119
176/06: CHRISTIANITY AND JUDAISM
DRAFT MARKING SCHEME
SECTION A
Question 1 (a)
Target:
Mark allocation:
AO1
2
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about a Jewish wedding?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
a couple get married
it is a special occasion,
the Rabbi and congregation are present
Question 1 (b)
Target:
Mark allocation:
4
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Question: Describe the celebration of Yom Kippur
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
Eg: Jews visit the synagogue for a special service.
[1-2]
LEVEL 2
Detailed and accurate description
[3-4]
Eg: As Level 1 and they fast, wear special white clothes and remove all
jewellery.
GCSE HUMANITIES Specimen Assessment Materials 120
Question 1 (c)
Target:
Mark allocation:
4
AO1
Selection of knowledge; analysis of source material
AO2
2
AO3
2
Question: Use Source B and your own knowledge to describe how
Jews celebrate the birth of a child.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; paraphrases content of source mainly
Eg: a baby boy is circumcised.
[1-2]
LEVEL 2
Uses source well and expands answer using own knowledge
[3-4]
Eg: as Level 1 but also including the age of the boy (eight days old); it is a
celebration of the child's birth for the family to attend.
Question 1(d)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why Christians celebrate the festival of Easter
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic descriptions
only
[1-2]
Eg: Easter is celebrated because it remembers / celebrates the death of
Jesus; some answers may just describe some of the events associated with
Easter.
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
Good descriptions should get no more than 3 marks
Eg: answers should refer to celebrating the death and resurrection of Jesus
credit any explanation of the importance of these events; answer that give a
good description of the Easter celebrations should get bottom of Level 2 at
best.
LEVEL 3
More detailed and accurate explanation; explains more than one reason
[5-6]
Eg: answers will focus directly on the reasons for celebrating Easter; there
will be reference to the importance of commemorating Jesus' death and
resurrection; some answers may say that It was exactly as Jesus said it had
to be in order for humans to gain redemption and the chance of eternal life
through his sacrifice.
GCSE HUMANITIES Specimen Assessment Materials 121
Question 1 (e)
Target:
Mark allocation:
6
Selection of knowledge; analysis and evaluation of arguments and interpretations
AO1
AO2
AO3
2
4
Question: Why do Sources C and D give different views about
following the Jewish faith?
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; paraphrases the sources; unfocussed
[1-2]
Eg: answers will agree or disagree; may make a general point such as some
people take religion more seriously than others; people are different so we
can expect differences.
LEVEL 2
Uses content of both sources well to explain the different views
[3-4]
OR refers only to the circumstances and context of the authorship of
the provided sources
Eg: here there should be a look at both sides of the issue such as the
attitudes taken to worship and the need to adapt to modern society; expect
some reference to the fact that the young person is clearly from a religious
background whereas the older person may have come from a less religious
background. No more than 3 marks for a weak two-sided argument.
LEVEL 3
Balanced answer which uses content and reference to authors to
explain difference in views
[5-6]
Eg: Answers here should discuss the issue from two clear perspectives;
there should be reference to the content and also to the fact that people are
free to worship or not in the UK though family and community exert huge
influences; modern pressures are difficult to resist and people may also have
friends from different backgrounds; many Jews know it is important to
remember their religion because of their history.
GCSE HUMANITIES Specimen Assessment Materials 122
Question 1(f)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'A funeral is not a celebration of a person's life. It is a
send-off to the afterlife.
How far do you agree with this view?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answers agree or disagree with the statement plus make a general
comment such as the funeral is certainly for the benefit of the people
attending; answers will be general in tone with few specifics on the named
religions.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will note the religious aspect of the funeral service but will also
refer to the other side of the argument such as it may depend on how
religious the people are and the person whose funeral it is; at this level expect
some specific mention of Christian and Jewish funeral practices but these
may still be rather general in tone. Award no more than 3 marks for a weak
two-sided argument.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: both sides of the set argument will be fully considered; a balanced view
should be expected which considers both the Christian and Jewish beliefs
regarding the funeral service; answers will also address other relevant issues
regarding funeral services for Jews and Christians such as the extent of
personal belief, the need to people to remember and celebrate loved ones
and the spiritual aspect of the service.
GCSE HUMANITIES Specimen Assessment Materials 123
SECTION B
Question 2(a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about how Christians might
pray?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
Christians pray quietly
Christians pray with their hands together
Christians close their eyes, concentrating on what they wish to say
They kneel in respect to God.
Question 2(b)
Target:
Mark allocation:
4
Question:
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Describe the treatment of the Torah during worship [4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
Eg: It is read but never touched by human hands.
[1-2]
LEVEL 2
Detailed and accurate description
[3-4]
Eg: answers should refer to the special status of the Torah and should refer to
a yad being used and the scroll paraded around the synagogue.
GCSE HUMANITIES Specimen Assessment Materials 124
Question 2 (c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why the Bible is important to Christians
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: answers such as the Bible is important because it is the word of God.
LEVEL 2
More focussed answer; only one solution referred to properly;
[3-4]
a good description here should get 3 marks
Eg: answers will show that the Bible contains the word of God and it also
tells Christians about the life of Jesus and his teachings as well containing
many other important stories and lessons.
LEVEL 3
Detailed and accurate explanation; explains more than one reason [5-6]
Eg: answers will focus on the Bible as being the word of God and containing
important teachings; references to the Bible as containing authority and
inspiration may well be employed here; expect a full explanation with any
examples of important stories or messages credited.
GCSE HUMANITIES Specimen Assessment Materials 125
Question 2 (d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'Celebrating the birth of the baby Jesus is no longer
relevant at Christmas time.'
To what extent do you agree with this statement?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answers will agree or disagree; expect general statements such as it
happened a long time ago and most people do not even go to church
nowadays.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers should begin to look at both sides of the issue such as people do
make the effort to go to church at Christmas to remember the birth of Jesus or
they attend carol concerts. However, often people now see Christmas as a
time for spending with family rather than going to Church. No more than 3
marks should be awarded for a weak two-sided answer.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: expect a discussion of both sides of the issue regarding the celebration of
Christmas; answers should address issues regarding the consumer culture
and commercialisation; they should also note that many Christians do indeed
still take Christmas very seriously; answers may reflect that this issue shows
how attitudes to religion are altering in modern Britain.
GCSE HUMANITIES Specimen Assessment Materials 126
Question 3(a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about what Christians can
do to fight poverty?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
collecting boxes
giving money to charity
fund-raising campaigns
specific organisations can be credited
Question 3(b)
Target:
Mark allocation:
4
Question:
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Describe how Jews can help the less fortunate.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
[1-2]
Eg: answers will make a general reference such as they can pray for them or
give money.
LEVEL 2
Detailed and accurate description
[3-4]
Eg: answers may refer to a religious method or to practical ways such as
Jews may give money to a charity as well as join in community action
through the synagogue; provide education, training and support.
GCSE HUMANITIES Specimen Assessment Materials 127
Question 3(c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why one Christian individual or charity
has fought against inequality
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: answers may only give an example; such as to follow Jesus' example.
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
A good description here should get 3 marks
Eg: answers will refer to following Jesus' example; people think it is the right
thing to do; answers may mention a specific individual or charity that has
fought against inequality.
LEVEL 3
Detailed and accurate explanation; explains more than one reason [5-6]
Eg: answers will refer to a specific individual or charity; they may mention
believing in the teaching of the Bible or being prepared to make personal
sacrifice for the benefit of others as Jesus did; expect some comments on
the evils of inequality; credit references to Christians believing that they have
a responsibility to help tackle inequality.
GCSE HUMANITIES Specimen Assessment Materials 128
Question 3(d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'There is no point in getting married today. The marriage
certificate is just a piece of paper and does not prove
that I love my partner.'
How far do you agree with this view?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answers agree or disagree with the statement; may make a general
comment such as marriage makes no difference to how much people love
each other; answers may lapse into descriptions of the marriage ceremony.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will consider the reasons why some people consider marriage to
be irrelevant; they will also refer to the other side of the argument such as
marriage is a symbolic public display of a couple's love. No more than 3
marks should be awarded for a weak, two-sided argument which makes a
brief allusion to both sides of the debate.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: both sides of the debate will be fully considered. A range of factors will
be considered regarding the appropriateness of marriage; some answers
might refer to figures for marriage in the UK and or that it is a fact that married
couples stay together longer but this does not mean that cohabiting couples
will not stay together. Practising Christians would, in the main, feel the need
to get married. Credit a reference to the legal implication of being married if it
is mentioned.
GCSE HUMANITIES Specimen Assessment Materials 129
GENERAL CERTIFICATE OF SECONDARY EDUCATION
DRAFT MARKING SCHEME
HUMANITIES
CHRISTIANITY AND ISLAM
GCSE HUMANITIES Specimen Assessment Materials 130
INTRODUCTION
The marking scheme which follows has been devised by WJEC for use in GCSE
HUMANITIES. It will be finalised after detailed discussion at examiners' conferences by all
the examiners involved in the assessment. The conferences will be held shortly after the
papers are taken so that reference can be made to the full range of candidates' responses,
with photocopied scripts forming the basis of discussion. The aim of the conferences will be
to ensure that the marking schemes are interpreted and applied in the same way by all
examiners.
NOTE FOR EXAMINERS ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners for the GCSE Humanities papers are required to credit the quality of written
communication for each candidate's performance on the paper as a whole. There are no
additional marks for the Quality of Written Communication, but examiners are expected to
consider the following descriptions of performance when awarding levels to the work of
candidates. These descriptions are to be used to determine the level of quality of written
communication when it is mentioned in the specific marking criteria.
Level 1
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 2
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 3
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GCSE HUMANITIES Specimen Assessment Materials 131
176/07: CHRISTIANITY AND ISLAM
DRAFT MARKING SCHEME
SECTION A
Question 1 (a)
Target:
Mark allocation:
Comprehension of source material
AO2
AO1
2
AO3
2
Question: What does Source A tell you about a Muslim wedding?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
a couple get married
it is a special occasion,
witnesses are present
it is a happy occasion
Question 1 (b)
Target:
Mark allocation:
4
Question:
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Describe the celebration of Eid ul Fitr
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
Eg: a big meal is prepared, gifts are exchanged.
[1-2]
LEVEL 2
Detailed and accurate description
[3-4]
Eg: answers will refer to family celebrations as above; should also mention
religious aspects such as people attend special prayers at the mosque, some
even going on retreat in the mosque.
GCSE HUMANITIES Specimen Assessment Materials 132
Question 1 (c)
Target:
Mark allocation:
4
AO1
Selection of knowledge; analysis of source material
AO2
2
AO3
2
Question: Use Source B and your own knowledge to describe how
Muslims celebrate the birth of a child.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; relying on source for answer
Eg: the baby is being held and blessed by a relative.
[1-2]
LEVEL 2
Uses source well and expands answer using own knowledge
[3-4]
Eg: answer will refer to baby being held and also will refer to the adhan being
whispered into the child's ear; mentioning the purpose of this may be
credited.
Question 1(d)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why Christians celebrate Easter
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic descriptions
only
[1-2]
Eg: Easter is celebrated because it remembers / celebrates the death of
Jesus; some answers may just describe some of the events associated with
Easter.
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
Good descriptions should get no more than 3 marks
Eg: answers should refer to celebrating the death and resurrection of Jesus
credit any explanation of the importance of these events; answer that give a
good description of the Easter celebrations should get bottom of Level 2 at
best.
LEVEL 3
More detailed and accurate explanation; explains more than one reason
[5-6]
Eg: answers will focus directly on the reasons for celebrating Easter; there
will be reference to the importance of commemorating Jesus' death and
resurrection; some answers may say that It was exactly as Jesus said it had
to be in order for humans to gain redemption and the chance of eternal life
through his sacrifice.
GCSE HUMANITIES Specimen Assessment Materials 133
Question 1 (e)
Target:
Mark allocation:
6
Selection of knowledge; analysis and evaluation of arguments and interpretations
AO1
AO2
AO3
2
4
Question: Why do Sources C and D give different views about
following the Muslim faith?
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; paraphrases the sources; unfocussed
[1-2]
Eg: answers will agree or disagree; may make a general point such as some
people take religion more seriously than others; people are different so we
can expect differences.
LEVEL 2
Uses content of both sources well to explain the different views
[3-4]
OR refers only to the circumstances and context of the authorship of
the provided sources
Eg: here there should be a look at both sides of the issue such as the
attitudes taken to worship and the need to adapt to modern society; expect
some reference to the fact that the young person is clearly from a religious
background whereas the older person may have come from a less religious
background. No more than 3 marks for a weak two-sided argument.
LEVEL 3
Balanced answer which uses content and reference to authors to
explain difference in views
[5-6]
Eg: answers here should discuss the issue from two clear perspectives; there
should be reference to the content and also to the fact that people are free to
worship or not in the UK though family and community exert huge influences;
modern pressures are difficult to resist and we may also have friends from
different backgrounds.
GCSE HUMANITIES Specimen Assessment Materials 134
Question 1(f)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'A funeral is not a celebration of a person's life. It is a
send-off to the afterlife.'
How far do you agree with this view?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answers agree or disagree with the statement plus make a general
comment such as the funeral is certainly for the benefit of the people
attending; answers will be general in tone with few specifics on the named
religions.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will note the religious aspect of the funeral service but will also
refer to the other side of the argument such as it may depend on how
religious the people are and the person whose funeral it is; at this level expect
some specific mention of Christian and Muslim funeral practices but these
may still be rather general in tone. Award no more than 3 marks for a weak
two-sided argument.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: both sides of the set argument will be fully considered; a balanced view
should be expected which considers both the Christian and Muslim beliefs
regarding the funeral service; answers will also address other relevant issues
regarding funeral services for Muslims and Christians such as the extent of
personal belief, the need to people to remember and celebrate loved ones
and the spiritual aspect of the service.
GCSE HUMANITIES Specimen Assessment Materials 135
SECTION B
Question 2(a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about how Christians might
pray?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
Christians pray quietly
Christians pray with their hands together
Christians close their eyes, concentrating on what they wish to say
they kneel in respect to God.
Question 2(b)
Target:
Mark allocation:
4
Question:
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Describe two of the five pillars of Islam
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
[1-2]
Eg: answers will refer to one of the pillars such as Hajj being a pilgrimage.
LEVEL 2
Detailed and accurate description
[3-4]
Eg: answers will refer to at least two pillars with detail such as Hajj is the
pilgrimage to Makkah and Muslims should go at least once in their lives if they
have the means.
GCSE HUMANITIES Specimen Assessment Materials 136
Question 2 (c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why the Bible is important to Christians
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: the Bible is important because it is the word of God.
LEVEL 2
More focussed answer; only one solution referred to properly;
[3-4]
a good description here should get 3 marks
Eg: answers will show that the Bible contains the word of God and it also
tells Christians about the life of Jesus and his teachings as well containing
many other important stories and lessons.
LEVEL 3
Detailed and accurate explanation; explains more than one reason [5-6]
Eg: answers will focus on the Bible as being the word of God and containing
important teachings; references to the Bible as containing authority and
inspiration may well be employed here; expect a full explanation with any
examples of important stories or messages credited.
GCSE HUMANITIES Specimen Assessment Materials 137
Question 2 (d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'Celebrating the birth of the baby Jesus is no longer
relevant at Christmas time.'
To what extent do you agree with this statement?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answers will agree or disagree; expect general statements such as it
happened a long time ago and most people do not even go to church
nowadays.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers should begin to look at both sides of the issue such as people do
make the effort to go to church at Christmas to remember the birth of Jesus or
they attend carol concerts. However, often people now see Christmas as a
time for spending with family rather than going to Church. No more than 3
marks should be awarded for a weak two-sided answer.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: expect a discussion of both sides of the issue regarding the celebration of
Christmas; answers should address issues regarding the consumer culture
and commercialisation; they should also note that many Christians do indeed
still take Christmas very seriously; answers may reflect that this issue shows
how attitudes to religion are altering in modern Britain.
GCSE HUMANITIES Specimen Assessment Materials 138
Question 3(a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about what Christians can
do to fight poverty?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
collecting boxes
giving money to charity
fund-raising campaigns
specific organisations can be credited
Question 3(b)
Target:
Mark allocation:
4
Question:
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Describe how Muslims can help the less fortunate.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
[1-2]
Eg: answers will make a general reference such as they can pray for them or
give money.
LEVEL 2
Detailed and accurate description
[3-4]
Eg: answers may refer to a religious method or to practical ways such as
Muslims may give money to a charity as well as join in community action
through the mosque; Muslim organisations can provide education, training
and support.
GCSE HUMANITIES Specimen Assessment Materials 139
Question 3(c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why one Christian individual or charity
has fought against inequality
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: answers may only give an example; such as to follow Jesus' example.
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
A good description here should get 3 marks
Eg: answers will refer to following Jesus' example; people think it is the right
thing to do; answers may mention a specific individual or charity that has
fought against inequality.
LEVEL 3
Detailed and accurate explanation; explains more than one reason [5-6]
Eg: answers will refer to a specific individual or charity; they may mention
believing in the teaching of the Bible or being prepared to make personal
sacrifice for the benefit of others as Jesus did; expect some comments on
the evils of inequality; credit references to Christians believing that they have
a responsibility to help tackle inequality.
GCSE HUMANITIES Specimen Assessment Materials 140
Question 3(d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'There is no point in getting married. The marriage
certificate is just a piece of paper and does not prove
that I love my partner.'
To what extent do you agree with this statement?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answers agree or disagree with the statement; may make a general
comment such as marriage makes no difference to how much people love
each other; answers may lapse into descriptions of the marriage ceremony.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will consider the reasons why some people consider marriage to
be irrelevant; they will also refer to the other side of the argument such as
marriage is a symbolic public display of a couple's love. No more than 3
marks should be awarded for a weak, two-sided argument which makes a
brief allusion to both sides of the debate.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: both sides of the debate will be fully considered. A range of factors will
be considered regarding the appropriateness of marriage; some answers
might refer to figures for marriage in the UK and or that it is a fact that married
couples stay together longer but this does not mean that cohabiting couples
will not stay together. Practising Christians would, in the main, feel the need
to get married. Credit a reference to the legal implication of being married if it
is mentioned.
GCSE HUMANITIES Specimen Assessment Materials 141
GENERAL CERTIFICATE OF SECONDARY EDUCATION
DRAFT MARKING SCHEME
HUMANITIES
CHRISTIANITY AND HINDUISM
GCSE HUMANITIES Specimen Assessment Materials 142
INTRODUCTION
The marking scheme which follows has been devised by WJEC for use in GCSE
HUMANITIES. It will be finalised after detailed discussion at examiners' conferences by all
the examiners involved in the assessment. The conferences will be held shortly after the
papers are taken so that reference can be made to the full range of candidates' responses,
with photocopied scripts forming the basis of discussion. The aim of the conferences will be
to ensure that the marking schemes are interpreted and applied in the same way by all
examiners.
NOTE FOR EXAMINERS ON THE QUALITY OF WRITTEN COMMUNICATION
Examiners for the GCSE Humanities papers are required to credit the quality of written
communication for each candidate's performance on the paper as a whole. There are no
additional marks for the Quality of Written Communication, but examiners are expected to
consider the following descriptions of performance when awarding levels to the work of
candidates. These descriptions are to be used to determine the level of quality of written
communication when it is mentioned in the specific marking criteria.
Level 1
most of the text is legible; spelling, punctuation and grammar are used to
make the meaning clear; information is presented in a suitable format.
Level 2
the text is legible; spelling, punctuation and grammar are sufficiently accurate
to make meaning clear; relevant information is presented in a suitable format;
uses an appropriate structure and style of writing; uses some specialist
vocabulary
Level 3
the text is legible; spelling, punctuation and grammar are consistently
accurate to make meaning clear; information is always presented in a suitable
format; uses an appropriate structure and style of writing; uses specialist
vocabulary accurately
GCSE HUMANITIES Specimen Assessment Materials 143
176/08: CHRISTIANITY AND HINDUISM
DRAFT MARKING SCHEME
SECTION A
Question 1 (a)
Target:
Mark allocation:
Selection of information from source material
AO2
AO1
2
AO3
2
Question: What does Source A tell you about a Hindu wedding?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
a couple get married
it is a special occasion,
witnesses are present
it is a happy occasion
Question 1 (b)
Target:
Mark allocation:
4
Question:
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Describe the celebration of Diwali
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
Eg: general statements such as special clothes are worn, lights are lit.
[1-2]
LEVEL 2
Detailed and accurate description
[3-4]
Eg: anwers will refer the festival of light plus many people attending special
services at the temple, gifts are exchanged between people.
GCSE HUMANITIES Specimen Assessment Materials 144
Question 1 (c)
Target:
Mark allocation:
4
AO1
Selection of knowledge; analysis of source material
AO2
2
AO3
2
Question: Use Source B and your own knowledge to describe how
Hindus celebrate the birth of a child.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; paraphrases content of source mainly
Eg: the child is blessed by a relative.
[1-2]
LEVEL 2
Uses source well and expands answer using own knowledge
[3-4]
Eg: as Level 1 plus the family are brought together to celebrate one of the
samskaras.
Question 1(d)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why Christians celebrate Easter
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic descriptions
only
[1-2]
Eg: Easter is celebrated because it remembers / celebrates the death of
Jesus; some answers may just describe some of the events associated with
Easter.
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
Good descriptions should get no more than 3 marks
Eg: answers should refer to celebrating the death and resurrection of Jesus
credit any explanation of the importance of these events; answer that give a
good description of the Easter celebrations should get bottom of Level 2 at
best.
LEVEL 3
More detailed and accurate explanation; explains more than one reason
[5-6]
Eg: answers will focus directly on the reasons for celebrating Easter; there
will be reference to the importance of commemorating Jesus' death and
resurrection; some answers may say that It was exactly as Jesus said it had
to be in order for humans to gain redemption and the chance of eternal life
through his sacrifice.
GCSE HUMANITIES Specimen Assessment Materials 145
Question 1 (e)
Target:
Mark allocation:
6
Selection of knowledge; analysis and evaluation of arguments and interperetations
AO1
AO2
AO3
2
4
Question: Why do Sources C and D give different views about
following the Hindu faith?
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer; paraphrases the sources; unfocussed
[1-2]
Eg: answers will agree or disagree; may make a general point such as some
people take religion more seriously than others; people are different so we
can expect differences.
LEVEL 2
Uses content of both sources well to explain the different views
[3-4]
OR refers only to the circumstances and context of the authorship of
the provided sources
Eg: here there should be a look at both sides of the issue such as the
attitudes taken to worship and the need to adapt to modern society; expect
some reference to the fact that the young person is clearly from a religious
background whereas the older person may have come from a less religious
background. No more than 3 marks for a weak two-sided argument.
LEVEL 3
Balanced answer which uses content and reference to authors to
explain difference in views
[5-6]
Eg: answers here should discuss the issue from two clear perspectives; there
should be reference to the content and also to the fact that people are free to
worship or not in the UK though family and community exert huge influences;
modern pressures are difficult to resist and we may also have friends from
different backgrounds.
GCSE HUMANITIES Specimen Assessment Materials 146
Question 1(f)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'A funeral is not a celebration of a person's life. It is a
send-off to the afterlife.
How far do you agree with this view?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answers agree or disagree with the statement plus make a general
comment such as the funeral is certainly for the benefit of the people
attending; answers will be general in tone with few specifics on the named
religions.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will note the religious aspect of the funeral service but will also
refer to the other side of the argument such as it may depend on how
religious the people are and the person whose funeral it is; at this level expect
some specific mention of Christian and Hindu funeral practices but these may
still be rather general in tone. Award no more than 3 marks for a weak twosided argument.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: both sides of the set argument will be fully considered; a balanced view
should be expected which considers both the Christian and Jewish beliefs
regarding the funeral service; answers will also address other relevant issues
regarding funeral services for Jews and Christians such as the extent of
personal belief, the need to people to remember and celebrate loved ones
and the spiritual aspect of the service. Some interesting comparisons
between reincarnation and Christian views may well occur.
GCSE HUMANITIES Specimen Assessment Materials 147
SECTION B
Question 2(a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about how Christians might
pray?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
Christians pray quietly
Christians pray with their hands together
Christians close their eyes, concentrating on what they wish to say
they kneel in respect to God.
Question 2(b)
Target:
Mark allocation:
4
Question:
AO1
Recall and application of relevant knowledge and understanding
AO2
AO3
2
2
Describe the Hindu belief in moksha.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
Eg: it is something to do with birth, death and rebirth.
[1/2]
LEVEL 2
Detailed and accurate description
[3/4]
Eg: reference to the cycle of life, death and rebirth; credit also the idea of
liberation from the suffering of existence.
GCSE HUMANITIES Specimen Assessment Materials 148
Question 2 (c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why the Bible is important to Christians
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: the Bible is important because it is the word of God.
LEVEL 2
More focussed answer; only one solution referred to properly;
[3-4]
a good description here should get 3 marks
Eg: answers will show that the Bible contains the word of God and it also
tells Christians about the life of Jesus and his teachings as well containing
many other important stories and lessons.
LEVEL 3
Detailed and accurate explanation; explains more than one reason [5-6]
Eg: answers will focus on the Bible as being the word of God and containing
important teachings; references to the Bible as containing authority and
inspiration may well be employed here; expect a full explanation with any
examples of important stories or messages credited.
GCSE HUMANITIES Specimen Assessment Materials 149
Question 2 (d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts
AO1
AO2
AO3
4
4
Question: 'Celebrating the birth of the baby Jesus is no longer
relevant at Christmas time.'
To what extent do you agree with this statement?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answers will agree or disagree; expect general statements such as it
happened a long time ago and most people do not even go to church
nowadays.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers should begin to look at both sides of the issue such as people do
make the effort to go to church at Christmas to remember the birth of Jesus or
they attend carol concerts. However, often people now see Christmas as a
time for spending with family rather than going to Church. No more than 3
marks should be awarded for a weak two-sided answer.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: expect a discussion of both sides of the issue regarding the celebration of
Christmas; answers should address issues regarding the consumer culture
and commercialisation; they should also note that many Christians do indeed
still take Christmas very seriously; answers may reflect that this issue shows
how attitudes to religion are altering in modern Britain.
GCSE HUMANITIES Specimen Assessment Materials 150
Question 3(a)
Target:
Mark allocation:
2
AO1
Selection of information from source material
AO2
AO3
2
Question: What does Source A tell you about what Christians can
do to fight poverty?
[2]
Use 0 for incorrect or irrelevant answers
Award one mark for one relevant selection from the source;
Award two marks for two relevant selections from the source.
The following can be credited:
Collecting boxes
giving money to charity
fund-raising campaigns
specific organisations can be credited
Question 3(b)
Target:
Mark allocation:
4
Question:
Selection and application of relevant knowledge and understanding
AO1
AO2
AO3
2
2
Describe how Hindus can help the less fortunate.
[4]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Basic description with weak or implied points made
[1-2]
Eg: answers will make a general reference such as they can pray for them or
give money.
LEVEL 2
Detailed and accurate description
[3-4]
Eg: answers may refer to a religious method or to practical ways such as
Hindus may give money to a charity as well as join in community action
through the temple; Hindu organisations can provide education, training and
support.
GCSE HUMANITIES Specimen Assessment Materials 151
Question 3(c)
Target:
Mark allocation:
6
Selection and application of knowledge and understanding of key issues
AO1
AO2
AO3
4
2
Question: Explain why one Christian individual or charity
has fought against inequality
[6]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised and vague comments and assertions; basic description
only
[1-2]
Eg: answers may only give an example; such as to follow Jesus' example.
LEVEL 2
More focussed answer; only one reason referred to properly;
[3-4]
A good description here should get 3 marks
Eg: answers will refer to following Jesus' example; people think it is the right
thing to do; answers may mention a specific individual or charity that has
fought against inequality.
LEVEL 3
Detailed and accurate explanation; explains more than one reason [5-6]
Eg: answers will refer to a specific individual or charity; they may mention
believing in the teaching of the Bible or being prepared to make personal
sacrifice for the benefit of others as Jesus did; expect some comments on
the evils of inequality; credit references to Christians believing that they have
a responsibility to help tackle inequality.
GCSE HUMANITIES Specimen Assessment Materials 152
Question 3(d)
Target:
Mark allocation:
8
Selection and application of knowledge and understanding of key concepts and issues
AO1
AO2
AO3
4
4
Question: 'There is no point in getting married. The marriage
certificate is just a piece of paper and does not prove
that I love my partner.'
To what extent do you agree with this statement?
[8]
Use 0 for incorrect or irrelevant answers
LEVEL 1
Generalised answer, making a few relevant points; weak quality of
written communication
[1-2]
Eg: answers agree or disagree with the statement; may make a general
comment such as marriage makes no difference to how much people love
each other; answers may lapse into descriptions of the marriage ceremony.
LEVEL 2
More detailed and accurate account, with an attempt at a judgement
which will not be fully sustained; sound quality of written
communication
[3-5]
Eg: answers will consider the reasons why some people consider marriage to
be irrelevant; they will also refer to the other side of the argument such as
marriage is a symbolic public display of a couple's love. No more than 3
marks should be awarded for a weak, two-sided argument which makes a
brief allusion to both sides of the debate.
LEVEL 3
Detailed and accurate answer which provides a reasoned evaluation of
the issue in the question; good quality of written communication [6-8]
Eg: both sides of the debate will be fully considered. A range of factors will
be considered regarding the appropriateness of marriage; some answers
might refer to figures for marriage in the UK and or that it is a fact that married
couples stay together longer but this does not mean that cohabiting couples
will not stay together. Practising Christians would, in the main, feel the need
to get married. Credit a reference to the legal implication of being married if it
is mentioned.
GCSE HUMANITIES Specimen Assessment Materials 153
ASSESSMENT GRID
HUMANITIES
Assessment Objectives
Raw Marks
(Actual/Notional)
Paper
Total
Mark
QWC
(9 )
AO1
AO2
AO3
13 %
14
8%
10
4%
6
25%
30
9
12
6
2
20
9
26
16
8
50
AO1
AO2
AO3
13%
9%
3%
25%
Q1
14
10
6
30
9
Q2 or Q3
12
8
0
20
9
26
18
6
50
AO1
AO2
AO3
13%
9%
3%
25%
Q1
14
10
6
30
9
Q2 or Q3
12
8
0
20
9
26
18
6
50
AO1
AO2
AO3
7%
8%
10%
25%
Unit 1
Q1
Q2 or Q3
TOTAL (marks)
Unit 2
TOTAL (marks)
Unit 3
TOTAL (marks)
Unit 4
Cont Ass
1 set task
14
16
20
50
All units
TOTAL (marks)
86
64
50
200
46%
34%
20%
100%
TOTAL (%)
GCSE Humanities SAMs (2011)/JD
3 September 2008
9