Warden Park
A/A* GCSE Guidebook
2016-2017
Introductory Note
We believe that to achieve success, you must know what it looks like to be successful. This guidebook is designed to
give clear information on what must be achieved, as a minimum, to obtain an A*, or A, this summer.
You will find each subject listed in chronological order on the contents page. Each subject page contains:



An A grade descriptor, as given by the exam board
A* grade boundaries per unit, based on the 2016 boundaries
Example answers, style models or a precise explanation of an A* quality response
Key skills are highlighted in blue within the grade descriptor which should be the skills that are refined and focused
on to achieve the highest marks.
There is some ‘examiner’ or ‘teacher’ language used in places, therefore, should you need further explanation of
expectations, please do ask your classroom teacher for guidance in the first instance, but you can also contact me via
email: [email protected]
Please be mindful that these boundaries are based on those given by exam boards in the
summer of 2016 and are therefore subject to change which is out of our control. It is
therefore advisory to stretch beyond these boundaries to firmly secure the grade.
Contents
Art, Craft and Design - AQA.............................................................................................................................................. 4
Business Studies - Edexcel ................................................................................................................................................ 5
Child Development: Home Economics.............................................................................................................................. 7
Classical Civilisation........................................................................................................................................................... 8
Computing ....................................................................................................................................................................... 10
Performing Arts: Dance ................................................................................................................................................... 11
Design and Technology: Food Technology...................................................................................................................... 12
Design and Technology: Product Design......................................................................................................................... 13
Drama.............................................................................................................................................................................. 14
English Language ............................................................................................................................................................. 16
English Literature ............................................................................................................................................................ 16
Geography A.................................................................................................................................................................... 18
History ............................................................................................................................................................................. 20
ICT ................................................................................................................................................................................... 22
Latin................................................................................................................................................................................. 24
Maths .............................................................................................................................................................................. 26
Modern Foreign Languages: French, German, Spanish .................................................................................................. 28
Music ............................................................................................................................................................................... 30
Physical Education .......................................................................................................................................................... 31
Religious Studies, Philosophy and Ethics ........................................................................................................................ 32
Science – all pathways .................................................................................................................................................... 34
Sport BTEC....................................................................................................................................................................... 36
Appendix A - Computing ................................................................................................................................................. 37
Appendix B - History ....................................................................................................................................................... 39
Appendix C - ICT .............................................................................................................................................................. 40
Art, Craft and Design - AQA
What the exam board says:
Students are required to develop knowledge, understanding and skills relevant to their chosen unit of work through
integrated practical, critical and contextual study that encourages direct engagement with original works and
practice.
Students may work in any medium or combination of media. They can work entirely in digital media or entirely nondigital media, or in a mixture of both, provided the aims and assessment objectives are met.
Students must learn through practical experience and demonstrate knowledge and understanding of sources that
inform their creative intentions. Intentions should be realised through purposeful engagement with visual language,
visual concepts, media, materials and the application of appropriate techniques and working methods.
What does this mean in real terms?
Component
Coursework/Port folio
Externally set Task
Contribution
60%
40%
A* raw mark
68/80
66/80
A* % required
85%
83%
Students must develop and apply relevant subject-specific skills in order to use visual language to communicate
personal ideas, meanings and responses. Students must, over time, reflect critically upon their creative journey and
its effectiveness in relation to the realisation of personal intentions.
The following definitions of art, craft and design highlight the distinguishing characteristics of each domain. These
domains can be addressed separately or in an integrated way depending upon the intentions and purposes of work
undertaken.
Art based study can be defined as practice that involves the development of personal work and lines of enquiry
determined by the need to explore an idea, convey an experience or respond to a theme or issue.
Craft based study can be defined as practice that involves making activities that draw upon knowledge of tools,
materials and processes, and associated intellectual, creative and practical skills.
Design based study can be defined as practice that involves developing a response to a specific need, brief or starting
point, taking account of established requirements, constraints and/or parameters.
AO1:
AO2:
AO3:
AO4:
Developing ideas through investigations, demonstrating critical understanding of sources.
Refining work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques
and processes.
Recording ideas, observations and insights relevant to your intentions as work progresses.
Presenting a personal and meaningful response that realises intentions and demonstrates understanding of
visual language.
Grade A* Candidates: Creatively and consistently develop and explore ideas through investigations. They sustain
related activity perceptively and effectively analyse and evaluate images, artefacts and products. They tend to do
this independently. Responses, interpretations and subsequent developments are thoughtfully informed by an
understanding of culture and context. They thoughtfully develop and refine their ideas through experimentation,
confidently manipulating and exploiting a wide range of relevant resources, media, material, techniques and
processes. They combine their knowledge, skills and understanding in resourceful, discriminating and purposeful
ways. Significant relationships are established between process and product through continuing evaluation, planning
and modification as their work progresses. They sensitively and skilfully record ideas and interpret observations and
experiences. They present imaginative and personal responses, communicating the results of thorough research and
enquiry in appropriate forms that clearly relate to and facilitate the realisation of intentions. They make perceptive
and informed connections between personal lines of enquiry and the work of others, and can fluently discuss and
write about. They will tend to score 22 and above out of 24 in each of the four assessment objectives.
Business Studies - Edexcel
What the exam board says:
Candidates recall, select and communicate detailed knowledge and thorough understanding of concepts, theories,
issues and current practice of business. They understand and use business terminology accurately and appropriately.
They plan and carry out effectively a range of investigations and tasks using a wide range of skills competently. They
apply their knowledge and critical understanding effectively to select and organise information from a wide range of
sources and to investigate business organisations in a variety of contexts.
They use and evaluate quantitative and qualitative evidence effectively with a high degree of accuracy to analyse
problems and issues, and make informed and reasoned judgements to present reasoned and substantiated
conclusions.
What does this mean in real terms?
Component
Contribution to GCSE
A* raw marks required
A* percentage required
Unit 1 Examination
25%
39/40
98%
Unit 2 Controlled
assessment
25%
38/40
95%
Unit 3 Examination
50%
73/90
81%
You need to be able to:
Unit 1 & Unit 3:
 Grasp concepts and recall full and accurate definitions, using relevant examples to support
 Apply theory learned to different business scenarios
 Calculations involving currency, cash flow forecasts, revenues, costs and profits with a high degree of
accuracy
 Use data to analyse business scenarios, e.g. looking at break-even analysis and deciding whether to raise
prices or not and the effect this may have on the business's revenue and costs
 Explain and discuss the benefits and implications of various business concepts using a structure that includes
effects and impacts and incorporates context, e.g. explain the benefit for company X of having a premium
product; discuss the advantages of using the Just-in-time method of stock control
 Assess the importance of various concepts to a specific business, this will involve writing approximately 5
paragraphs in 15-20 minutes, all points must be balanced, written with high levels of QWC, include
contextual links and a judgement. E.g. Assess the importance of using break-even analysis for Company X
Unit 2:
 Carry out valid primary and secondary research of a chosen business independently
 Organise your research in a sophisticated way, e.g. selecting the most suitable data for inclusion in the
report
 Interpret your research and analyse the effects on the chosen business
 Evaluate your findings and make an informed judgement
 Propose suggestions for improvement
 Use various presentation techniques to produce a highly professional business report , e.g. table of contents,
effective headings, table of figures, captioning, use of chart, referencing
 Use vocabulary that demonstrates clear understanding of the topics, with few or no spelling, punctuation or
grammatical errors.
Examples
Example of a how to structure a 10 mark question in the Unit 3 paper:
Sample question: *Assess the importance of using external sources of finance to help Company X expand. 10 marks
Paragraph 1: One advantage is…..This enables …..This will allow Company X to ….This of course depends upon their
ability to….
Paragraph 2: Another benefit to Company X is …….This would mean…..As such……..This will depend upon….
Paragraph 3: On the other hand, although external finance is...the downside is….This means….This implication will in
the long term….
Paragraph 4: Whilst seeking external finance will be important in expansion, there are other issues which are also
important, such as….This is because...This will mean…..This will depend on…
Paragraph 5: In conclusion, seeking external finance is of paramount importance because….Despite the fact that…….
(These points must be written using contextual links and with a high degree of QWC).
Child Development: Home Economics - OCR
What the exam board says:
Candidates recall, select and communicate detailed knowledge and thorough understanding of home economics.
They apply relevant knowledge, understanding and skills in a range of situations to plan and carry out investigations
and tasks, working safely and with a high degree of precision. They analyse and evaluate the evidence available,
reviewing and adapting their methods when necessary.
They present information clearly and accurately, making reasoned judgements and presenting substantiated
conclusions.
What does this mean in real terms?
Component
Contribution to GCSE
A* raw marks required
A* percentage required
3 Control Assessment tasks
(each worth 10%)
30%
55 / 60
91%
Child Study
30%
55 / 60
91%
Written exam
40%
74 / 80
92%
Control Assessments (3)
 Produced concise, logical and quality plans of action with priorities identified with all resources identified.
 Carry out the planned work independently to a high standard using a range of methods/ techniques
 Evidence is detailed, logical & includes detailed summaries &/or conclusions.
 Strengths, weakness and improvements included for all areas are detailed, concise and referenced back to
task titles
Child Study
 Produced a detailed, comprehensive and logical portfolio independently with high level use of subject
specific language with correct use of spelling, punctuation and grammar throughout.
 Carried out detailed secondary research on the developmental area chosen which is relevant and detailed.
Clear, detailed and logical planning throughout.
 Range of observations and recording methods used which are relevant and focused to age and ability of the
child being observed
 Observations interpreted, personal knowledge and opinion given. Comparison of child to other children
completed.
 Produced a high quality evaluation which reviews all aspects of the study. Logical conclusions that relate
back to the task title interpreting the evidence from the execution. Identifies strengths and weaknesses in
the work and explained why these are evident. Recommended improvements or further work.
 Produces high level of written communication throughout the task using specialist terms/terminology;
accurate use of spelling and grammar with information being presented in a structured format
Exam
 Thorough knowledge and understanding of all areas of core work.
 All questions completed with detailed answers using subject specific vocabulary correctly.
 One essay question which will also be assessed for the quality of written communication.
Classical Civilisation - AQA
What the exam board says
Candidates demonstrate knowledge which is accurate and relevant to the tasks in hand. Material is well chosen and
appropriate to support discussion of all the central issues of the task. Responses are well organised, classical terms
are used consistently and correctly and spelling, punctuation and grammar render meaning clear.
Candidates also demonstrate thorough, accurate, detailed and relevant understanding of most of the central issues
of the task. They give consistently clear and reasoned explanations based on the evidence.
Candidates demonstrate their ability to interpret, analyse, evaluate and respond to the tasks in a way that provides a
thorough discussion of all the central issues. They make consistently clear and coherent links between opinions and
the evidence on which they are based. A* students demonstrate a high level of personal insight into the issues and
consistently use their own ideas. They express their ideas in an appropriate form and style.
What does this mean in real terms?
Component
Contribution to GCSE A* raw marks required A* percentage required
Examination
Greece and Rome:
Stories and Histories
25%
35/46
76%
Controlled Assessment
Greece and Rome: an evaluative study
25%
56/60
93%
Controlled Assessment
Greece and Rome:
Drama and Life
25%
33/46
72%
Controlled Assessment
Greece and Rome:
Conflict and Carnage
25%
34/46
74%
You need to be able to:
 Learn a variety of precise facts to support your answers.
 Learn the appropriate Greek/Latin terms which inform your topics.
 Select material that supports your views carefully.
 Organise your ideas into a series of well-sequenced paragraphs.
 Demonstrate 100% accuracy in spelling, punctuation and grammar.
 Use an appropriately formal form and style to express your ideas.
 Show that you understand the facts you have learned by explaining why or how events happened or practices
were followed.
 Consistently offer reasons for the views you express.
 Express ideas clearly.
 Interpret sources, be they written, visual or indeed artefacts, from the ancient world.
 Analyse issues raised by the history or literature studied in the syllabus.
 Present genuine, thoughtful discussions of the issues raised.
 Make links between the opinions you express and the evidence.
 Consistently use your own ideas; this is not about ‘writing down what you are told’.
 Remember: your ability to evaluate material carries more marks than any other element of the course.
Examples
Question
How important are the gods and fate in ‘Antigone’?
The second choral ode is of vital importance to the question because it is here that the importance of fate is first
highlighted. The chorus suggests that because of her ‘violent’ father, Antigone must also be violent. The chorus also
says that once a member of a family has committed a crime that angers the Gods, that deed and the Gods’ reaction
to it will ‘never (leave) them.’ Antigone’s actions, it seems, were not of her own choice but as the fates
decided. Antigone herself realises this as she says that ‘fate puts (her) to sleep’ as she is called away to her fastapproaching death. The chorus echoes her words saying that her ordeal is ‘payment/for (her) father.’ This is so
vitally important to the play and the question because it means that, had Antigone’s parents not had an incestuous
marriage, and had Oedipus not killed his father, Antigone would not have been so ‘violent’ and disobedient to her
kurios’ and king’s orders.
 AO1 – Knowledge
 AO2 – Understanding
 AO3 – Evaluation (worth the same amount of marks as AO1 and AO2 together)
Why is this A*?
 Consistent focus on the question
 All three assessment objectives addressed
 Completely correct use of quotation
 Clear sense of personal engagement
 Correct use of classical term
 Totally accurate in terms of spelling, punctuation and grammar
Computing - OCR
What the exam board says:
Learners recall, select and communicate a thorough knowledge and understanding of a broad range of ICT including
the impact of its social and commercial use.
They apply knowledge, understanding and skills to a variety of situations, selecting and using a range of ICT tools
efficiently to solve problems and produce effective ICT-based solutions. They manipulate and process data efficiently
and effectively. They effectively model situations, sequence instructions, interpret information and creatively
explore and develop ideas. They work systematically and understand and adopt safe, secure and responsible
practices.
They systematically analyse problems, identifying needs and opportunities. They critically analyse and evaluate the
way they and others use ICT. They iteratively review their work and make improvements where appropriate. They
use ICT to communicate effectively, demonstrating a clear sense of purpose and audience.
Quality of written communication is assessed in all units. For A-A* students the correct use of appropriate and
increasingly technical terminology must be used consistently. Students should be aiming to include as much specific,
technical detail when describing anything whether it be in the exam or coursework. The wording “Extensive”,
“Consistent”, “well organised”, “efficient solutions”, “thorough and secure understanding of the technical issues”,
“convincing conclusions” and “consistent and confident use of specialist terms/ technology” is used to describe the
work of students expecting A*.
What does this mean in real terms?
Component
Contribution to GCSE
A* raw marks required
A* percentage required
A451 (Theory)
40
56
70
A452 (Investigation)
30
40
89
A453 (Programming)
30
40
89
With the current 60% weighting on the coursework, A* students are those who appreciate the level of detail and
thought that should be evidence to ensure this.
For specific details, please see Appendix A.
Examples of A* coursework can also be found on the student shared drive (the O drive) in a folder named ‘A STAR
EXAMPLES’.
Performing Arts: Dance - Edexcel
Letter of application
The learner will be able to produce a letter of application that shows a full and effective response to the selected
progression opportunity, making clear connections between the expectations in the task and the skills, knowledge,
experience and interest they can offer. The learner will be able to use the letter of application to justify their choice
of material for the particular presentation/audition. The learner will be able to produce a letter of application that is
well-structured, easy to read and which uses form, tone and language suited to the target audience so that
information is successfully communicated.
Presentation/audition
The learner will be able to undertake the presentation/audition in a way that effectively and successfully
demonstrates the skills and technical ability required to meet the expectations of the progression opportunity. The
learner will be able to sustain the demonstration of their skills, showing imagination, insight and consistent control.
The learner will also communicate ideas and intentions clearly and consistently.
Performance work
The Learner will approach practical work with total commitment and concentration. The Learner will use their skills
in such a way that the mechanics of performing are internalised. The Learner will respond positively to feedback and
direction, showing an eagerness to continually improve in timetabled sessions and, when applicable, through
personal practice. This willingness to improve will result in a detailed ongoing progress review in which the learner
will set considered, achievable targets.
The Learner will use the rehearsal process as a framework to explore and develop their work. They will experiment
imaginatively with a variety of creative ideas taking on and using direction to improve their work.
The Learner will perform with energy and commitment, communicating the intentions of the piece with flair and
attention to detail to produce a fluent, coherent and successful performance.
What does this mean in real terms?
Distinction* - 180pts
Component
Contribution to BTEC:
240 Guided Learning Hours
Maximum Pts
Unit 1 - Individual Showcase - Audition
(Internal Assignments)
30 GLH
24
Unit 2 - Preparation, Planning and Performance
(Internal Assessment)
30 GLH
24
Unit 4 - Dance Skills
(Internal Assessment)
60 GLH
48
Design and Technology: Food Technology - AQA
What the exam board says:
Candidates recall, select and communicate detailed knowledge and thorough understanding of design and
technology, including its wider effects.
They apply relevant knowledge, understanding and skills in a range of situations to plan and carry out investigations
and tasks effectively. They test their solutions, working safely and with a high degree of precision.
They analyse and evaluate the evidence available, reviewing and adapting their methods when necessary. They
present information clearly and accurately, making reasoned judgements and presenting substantiated conclusions.
What does this mean in real terms?
Component
Contribution to GCSE
A* raw marks required
A* percentage required
Food Study
60%
83/90
91%
Exam
40%
110/120
91%
Food Study Theory
 Produced a detailed, comprehensive, logical portfolio with high level use of subject specific language with
correct use of spelling, punctuation and grammar.
 Independently carried out detailed primary and secondary research into selected topic and included
comprehensive conclusions or summaries throughout
 Excellent understanding of the nutritional needs of the selected target market
 Included a design criteria and a detailed product specification based on research
 Demonstrated excellent understanding of the functions and nutrition of a range of ingredients.
 At all stages of development the issues of social, moral, environmental and sustainability have been
considered.
 Produced a logical and detailed making plan including all critical control points
 All practical and testing work written up in detail and pictorial evidence included
Food Study Practical
 Complete a range of high skill dishes and developments demonstrating creativity, flair and originality.
 Worked independently throughout demonstrating high levels of planning, organisation, safety and hygiene
techniques
 Carried out a range of taste testing exercises
 Final outcome shows a high level of making/modelling/finishing skills and accuracy suitable for a commercial
market
Exam



Thorough knowledge and understanding of all areas of core work.
All questions completed with detailed answers using subject specific vocabulary correctly.
One essay question which will also be assessed for the quality of written communication.
Design and Technology: Product Design - AQA
What the exam board says:
Candidates recall, select and communicate detailed knowledge and thorough understanding of design and
technology, including its wider effects.
They apply relevant knowledge, understanding and skills in a range of situations to plan and carry out investigations
and tasks effectively. They test their solutions and work safely with a high degree of precision.
They analyse and evaluate the evidence available, reviewing and adapting their methods when necessary. They
present information clearly and accurately, making reasoned judgements and presenting substantiated conclusions.
What does this mean in real terms?
Component
Contribution to GCSE
A* raw marks required
A* percentage required
Exam
40%
108/120
90%
Coursework
60%
81/90
90%

Throughout your folder you need to use detailed and specific vocabulary, including names of materials,
processes and techniques.

In your research section you also need to be able to explain why you have made your decisions, and how
they affect your project. It would help to complete extra research pages on areas such as finishes, materials
and ergonomics.
Your design ideas need to be creative and unique, and you need to be able to explain how you would make
them, including justifying decisions such as material choices.


Your development section should be extensive, showing how you have improved your product, and also
showing how it would be made in industry.

Your finished product need to be challenging and accurate, and should show a high level of finish.

Throughout the folder you need to have evaluated decisions, and shown how and why decisions have been
made, always relating what you are doing to your final product.

All pages should be complete, well filled and have a purpose. Presentation should be excellent and your
knowledge displayed via detailed notes / annotation.
Drama - AQA
What the exam board says:
Candidates recall, select and communicate detailed knowledge and thorough understanding of plays and other types
of drama. They demonstrate a thorough awareness of the relationships between texts and dramatic styles, and of
social context and genre, to generate, explore and develop their ideas.
They apply and adapt effectively an extensive range of practical skills, which they execute creatively to communicate
their ideas. They work very productively with others.
They have well-developed evaluative and reflective skills. They show critical awareness of work in progress and
performance, and of their own contribution and that of others. They provide, by reasoned argument, full
justifications, demonstrating insight and sensitivity in developing practical work. They understand and use
terminology accurately and appropriately.
What does this mean in real terms?
Component
Contribution to GCSE
A* raw marks required
A* percentage required
Unit 1 (Written Exam)
40
74/80
93%
Unit 2 (Practical Component)
60
114/120
95%
Unit 1 (Written Exam)
An A* response:






Focused response to the different demands of the command words (i.e. ‘Describe’, ‘Explain’, Analyse’,
‘Evaluate’)
Questions are read, deconstructed and answered with meticulous care and clarity of thought and
expression.
Vivid reference to the chosen plays in preparation and performance.
Answers are detailed and show a thorough awareness of the artistic journey taken from the initial
ideas/words on the page to the final realisation.
Answers must show an awareness of the relationship between texts and dramatic styles and of social
context and genre, and show how this was incorporated in the development of their ideas.
The response must also show a full awareness of the skills applied in the creation and performance of the
piece, as either an actor or designer.
Actors:
 Interpretation of text, characterisation and relationship with others on stage.
 Consistent reference to an actor's skills of voice, movement and facial expression. (Voice – volume, accent,
pace, timing, emotional range. Physical qualities - movement, posture, gesture, facial expression.)
Designers:
 Clear interpretation of text and consideration of the visual impact of the design.
 Consistent reference to design fundamentals appropriate to chosen technical and design skills. (Scale, shape,
colour, texture, materials, use of scenic devices, technical elements, technical support in lighting, sound,
modern technology, appropriate equipment and its deployment and use.)
Unit 2
Actor
In rehearsal:
 An actor would have developed communicative and reflective skills.
 They should show a thorough critical awareness of the work in progress, in terms of performance, their own
contribution and that of others.
 They should demonstrate a high degree of insight and sensitivity in working in a group to produce a
performance.
 They must show a thorough understanding of drama terminology and use it accurately and appropriately.
In Performance:
 They must show an extensive range of practical skills.
 They must perform a role creatively with a high degree of originality to communicate their ideas.
 This will be sustained throughout performance.
 They must show a thorough awareness of audience, and a strong commitment to the group.
Designer
In Preparation:
 A designer should have well developed communicative and reflective skills.
 They should show a thorough critical awareness of work in progress in terms of design, their own
contribution and that of others.
 They should demonstrate a high degree of insight and sensitivity in working in a group to produce a creative
design.
 They must show a thorough understanding of drama terminology and use it accurately and appropriately
Realisation:
 The designer must show detailed knowledge and thorough understanding of the interaction of other design
skills in their demonstration/artefact.
 They should demonstrate a high degree of creativity in response to the text, theme or stimulus, and there
must be rigorous attention to detail.
 They must show an extensive range of design skills and work with a high degree of originality to
communicate their ideas.
 The designer must show excellent practical awareness of audience and a strong commitment to the group.
 The must also show meticulous attention to health and safety requirement.
English Language - AQA
What the exam board says:
Focus: Critical reading and comprehension
In relation to a range of texts, to achieve grade 8, candidates will be able to:
 summarise and critically evaluate with detailed and perceptive understanding
 understand and respond with insight to explicit and implicit meanings and viewpoints
 analyse and critically evaluate, with insight, detailed aspects of language, grammar and structure
 substantiate their understanding and opinions with illuminating references to texts and contexts
 make convincing and apt links and comparisons within and between texts
Focus: Writing
To achieve grade 8, candidates will be able to:
 communicate with impact and influence
 produce ambitious, accomplished and effectively-structured texts
 use a wide range of well-selected sentence types and structures and precise vocabulary to enhance impact
 spell, punctuate and use grammar accurately so that writing is virtually error-free
What does this mean in real terms?
Component
Contribution to GCSE
Examination – Paper 1
Unseen fiction
Examination – Paper 2
Unseen non-fiction
Grade 8 percentage required
50%
Typically above 80%
50%
Typically above 80%
You need to be able to:
 Respond precisely and concisely to the question, not allowing for ‘extra’ information
 Use grammatically correct structures consistently and continually
 Use quotations that make your points clearer, rather than using them as the focal point of the analysis
 Make interesting and unique points about language and structure
 Structure analytical responses logically, attempting to subtly persuade the reader/examiner of your view
 Use structural features in an inventive way in creative writing pieces
 Make interesting and original comments about how choices impact the reader, their view and their
interpretations
 Use a range of figurative and rhetorical devices appropriately, with flair and sophistication
 Use ambitious vocabulary with a specific effect in mind, and being successful
Style models
Section A
By using the word ‘snarling’, this implies the bully has an animalistic quality, which in turn, makes him more
threatening and unpredictable. This idea is repeated later in the text having the effect of reinforcing the point, when
the bully is described as having a ‘growling face’. This again, suggests the quality of a wild animal. This is very similar
to source 2 where the bully is described as having, ‘evil, piggy eyes’ implying not just an animal quality, but the
word ‘evil’ adds an element of hyperbole to the description, taking the description into the style of caricature.
Section B
Firstly, we all need to agree that life is dangerous. No matter what precautions we take, everyone is exposed to
dangerous risks on a daily basis. Risk is an essential element of life. By taking up a dangerous sport, we are simply
engaging in risk; in a controlled way. If we banned all ‘dangerous’ sports, people would just find other,
more unconventional and perilous ways, to seek the adrenaline we naturally crave.
English Literature - AQA
What the exam board says:
In relation to a range of texts, to achieve grade 8, candidates will be able to:
 sustain a convincing, informed personal response to explicit and implicit meanings of texts
 sustain a perceptive critical analysis of the ways in which writers use language, form and structure
 use judicious and well-integrated textual references to develop personal responses
 show perceptive understanding of how contexts shape texts and responses to texts
 make illuminating comparisons between texts
What does this mean in real terms?
Component
Contribution to GCSE
Grade 8 percentage required
Examination – Paper 1
Shakespeare and 19th century fiction
50%
Typically above 80%
Examination – Paper 2
Modern texts and poetry
50%
Typically above 80%
You need to be able to:
 Use inventive and unique references to texts when supporting interpretations
 Make interesting and unique points about language and structure
 Use quotations that ‘illuminate’ your point, rather than using them as the focal point of the analysis
 Make interesting and unique comments about how choices impact the reader, their view and their
interpretations
 Analyse and evaluate how language is used to manipulate the reader’s response, the tone and the themes
 Analyse and evaluate how structure is used to manipulate the reader’s response, the tone and the themes
 Make connections between different parts of a text fluidly, commenting on how and why the author has created
the link
 Make connections between texts, analysing and evaluating how different writers create both similar and
different effects
 Write completely cogent responses, with few, if any, grammatical errors
Style model
The conch, like the ‘signal fire’, is a connection the boys have with civilised hope. Ralph realises that if the conch
loses all its power, the ultimate end will be a decent into savagery; they will become ‘animals’. Golding links this with
bitter irony to Ralph’s final moments in the novel when he is indeed hunted like a ‘panting’ animal by Jack’s tribe of
‘savages’. By this point the conch and its power have been physically and metaphorically destroyed.
Geography A - AQA
What the exam board says:
Candidates recall, select and communicate detailed knowledge and thorough understanding of places,
environments, concepts and locations at a range of scales. They use geographical terminology accurately and
appropriately.
They apply appropriate knowledge and understanding of a wide range of geographical concepts, processes and
patterns in a variety of both familiar and unfamiliar physical and human contexts. They recognise and understand
complex relationships between people and the environment, identifying and evaluating current problems and issues,
and making perceptive and informed geographical decisions. They understand how these can contribute to a future
that is sustainable.
They select, evaluate and use effectively a wide range of relevant skills and appropriate techniques and technologies.
They identify relevant questions and issues and establish appropriate sequences to undertake investigations
independently. They collect and record accurately a range of appropriate evidence from a wide range of sources,
including fieldwork. They analyse and interpret information and critically evaluate its validity. They reflect on the
limitations of evidence, detecting and responding to bias to make informed and reasoned judgements to present
substantiated and appropriate conclusions.
What does this mean in real terms?
Component
Contribution to GCSE
A* raw marks required
A* percentage required
Physical Geography (Higher)
37.5%
46/75
62%
Human Geography (Higher)
37.5%
65/84
78%
25%
53/60
89%
Controlled Assessment
For a Grade A* in Geography, you need to…






Be able to recall precise facts and figures about places you have studied and be able to apply the right case
study and examples to the right exam question in a detailed and extended way.
Know a range of case studies at different scales (local, regional, national and global) and between countries
at different levels of development (richer and poorer countries).
Be able to use a wide range of key terms consistently and accurately.
Write clearly and fluently, with a logical structure and with no errors (spelling, punctuation and grammar).
Be able to give a balanced argument, supported with appropriate evidence, and come to a reasoned
conclusion about a geographical issue.
Be able to make detailed and intelligent links between the physical and the human environment.
In addition, you need to be able to apply the following geographical skills. You should….







Be able to read and interpret an OS map and accurately locate, identify and give reasons for features on the
map.
Be able to sketch accurately from a photograph and annotate relevant features.
Be able to describe patterns and locations on a map, in a clear and logical way.
Be able to read and interpret a variety of graphs and data intelligently.
Be able to identify trends in data provided and point out anomalies.
Be able to use scale and distance on a map accurately.
Be able to synthesise, applying your knowledge and understanding to other relevant situations.
Examples
Here is an example of an answer to an 8 mark question component that demonstrates many characteristics of A*
performance.
Explain how international cooperation can ensure that tropical rainforests are managed sustainably.
International cooperation can ensure that tropical rainforests are managed sustainably in many ways...
For example, debt relief is where a rich country gives money to a poor country which has a tropical rainforest. In this
way, the poor country doesn’t have to cut down its rainforest to exploit the valuable resources of wood and land to
such an extent, thus preserving tropical rainforest areas. For example, in 2006 President Jagdeo of Guyana offered to
put all of Guyana’s rainforest under international scrutiny in order that they could verify its protection and
sustainable use, in exchange for a debt relief partnership with the UK. This would mean that there would be timber
and timber products for the future and less carbon dioxide in the atmosphere, as rainforests are an important ‘carbon
sink’.
‘Carbon credits’ are another way of managing tropical rainforests in a sustainable way. This is where rich countries
‘offset’ their carbon emissions by paying money to poor countries in the form of credits, where the poor country
preserves areas of rainforest purchased through the credit system. The government of the poorer country guarantees
that it will not only preserve these forest areas, but will secure important habitats and protect wildlife in the forests.
For many years the ‘Brady Plan’ helped preserve areas of rainforest in Central America in this way.
Additionally, non-governmental agencies such as the RSPB use money from membership subscriptions and donations
to buy areas of tropical rainforest that are then enclosed as part of a national park. These areas are then managed
sustainably.
International schemes like ‘the forest stewardship scheme’ encourage consumers worldwide to purchase products
that are made from wood sourced in forests that are managed responsibly i.e. sustainably.
Ecotourism ensures that many poorer countries can gain benefit from their forests being managed sustainably by
offering another important source of foreign income.
An example of this is in Borneo, Malaysia, where international travel companies offer foreign tourists from richer
countries the chance to stay in ecolodges in the rainforest. These are built from local sustainably harvested materials
and the energy used during the holiday is provided in an environmentally sustainable way. Food is sourced locally,
forest guides are local people and forest tours are conducted in a sustainable non-damaging way.
History – OCR (Modern History) AQA (History Project)
What the exam board says:
Candidates recall, select, organise and deploy detailed historical knowledge effectively and with consistency. They
show a thorough understanding of the historical periods, themes and topics studied. They communicate their ideas
using historical terms accurately and appropriately.
They demonstrate their understanding of the past through developed, reasoned and well substantiated
explanations. They make perceptive analyses of the key concepts, features and characteristics of the periods studied,
and the interrelationships between them.
They evaluate and use critically a wide range of sources of information in an historical context to investigate
historical questions, problems or issues independently, and to reach reasoned and substantiated conclusions.
They recognise and provide reasoned comments on how and why events, people and issues have been interpreted
and represented in different ways, and provide a well-developed consideration of their value in relation to their
historical context.
What does this mean in real terms?
Component - History
Contribution to GCSE
A* raw marks required
A* percentage required
Paper 1
Cold War and the USA 1919-41
45%
58/81
72%
Paper 2
Britain 1939-75
30%
40/53
75%
Controlled Assessment
Russia 1905-41
25%
44/50
88%
You need to:
 Use precise, detailed and specific contextual knowledge to support answers to questions.
 Have a developed understanding of the broader context of history, e.g. what happened before and after, as
well as during.
 Write developed and fully supported explanations of the causes, consequences and significance of historical
events and individuals (depending on the demands of the question).
 Use a wide range of sources critically - considering the purpose, tone, context, authorship - in order to
respond to questions (particularly on paper 2) and the American West paper for the AQA course.
 Cross-reference evidence from a variety of sources. This will strengthen an argument or help to support a
source (paper 2, American West paper and CA).
 Interpret the message of historical sources, especially political cartoons and paintings/illustrations, and
explain how you have come to that conclusion using the evidence in the source and your knowledge and
understanding of the context.
 Make inferences from sources recognising what they might tell you about attitudes or perceptions, rather
than just taking the sources at face-value.
 Answer questions directly, explicitly responding to the commands.
 Write coherent, well-structured and balanced responses to questions.
 Write substantive and evaluative conclusions to essay questions (question (c) on paper 1, question 5 on
paper 2, and your CA).as well as the comparison and significance questions for the Medicine through time
paper, and the essay questions on the American West paper.
 Use a wide range of historical terms and keywords with consistency and precision.
 Communicate your answers with flawless SPaG.
Examples
Model answers (Paper 1):
a) Describe the Republican government’s economic policies in the 1920s. (4)
One of the key economic policies of the Republican government in the 1920s was ‘laissez-faire’. This approach
meant that the government should play as little part as possible in economic life, leaving the businesses to run
themselves. Another economic policy of the Republican government was tariffs, which were taxes on cheap foreign
imports. This meant that American made products were protected and people were encouraged to buy goods
produced in the USA. (4 valid points that answer the question. Each point in a new sentence).
b) Explain why many American farmers suffered financial difficulties in the 1920s. (6)
The major problem facing farmers in America in the 1920s was overproduction. Before and during the First World
War farming had been very successful and farmers had been encouraged to produce as much as possible. However,
by the 1920s, demand from Europe had dropped due to the end of the war and farmers were left with a surplus of
crops which they were unable to sell. As a result of this surplus, the price of farm goods dropped and many farmers
were left struggling to pay their mortgages and some lost their homes.
A further reason why farmers were suffering financial difficulties in the 1920s was because they had taken out credit
when times had been good. They had done this to buy more land and combine harvesters. However, in the 1920s
as demand from Europe dropped and the American population was falling, they were not able to sell their crops for
a good price. As a result, they were unable to repay their loans, which left them in financial trouble. It also led to
the closure of many rural banks which had an impact on farming communities.
Furthermore, Prohibition had been introduced in 1919 and this led to farmers suffering financial difficulties. Prior to
this, some farmers had been able to sell their surplus grain to breweries and distilleries who would use it to produce
alcohol. Now that there was a ban on the making and sale of alcohol, farmers were unable to sell their surplus grain
or even use it to make their own moonshine, contributing further to the problem of overproduction.
(2-3 reasons identified to answer the question. Each reason is explained, using precise contextual knowledge, to
demonstrate how it helps to answer the questions. PEE structure in clear paragraphs - one for each reason).
c) “Hire purchase credit was the main reason for the economic boom.” How far to you agree with this statement?
Explain your answer. (10)
In America in the 1920s there was an economic boom, which led to an increase in prosperity for many Americans. As
a result of this, more people bought consumer goods, travel expanded and cities built skyscrapers to show off their
new wealth. There are a number of reasons why the US economy boomed in the 1920s, with hire purchase being an
important one. However, it is not the only reason why the economy boomed.
Hire purchase, or credit, gave many Americans the chance to buy luxury or consumer goods and then pay for them in
instalments. Some of these goods, such as the car, may not have been affordable for most people without credit. As
credit was easily available to many people in the 1920s, it encouraged a consumer boom and people were willing to
spend their money, knowing that they could pay it off over a longer period. This meant that demand for these good
stayed high, even if people could not afford the full price at once. Businesses prospered with increasing sales,
meaning that they could employ more people, adding to the boom.
On the other hand there were a number of other important factors that led to the economic boom in the 1920s.
Firstly, America was in a very strong position following the First World War. During the war, America had provided
Europe with food, weapons and other goods which had made America wealthy. They had also provided European
nations with loans which now needed to be re-paid, adding to the USA’s wealth. As they did not join the conflict
until 1917, America was nowhere near as damaged as some of the other countries and this left her financially strong.
On top of this, America was a large country that was rich in natural resources such as oil, coal and iron ore. As a
result, American businesses did not have to purchase these raw materials abroad and this kept costs down for the
consumer industries that were using these materials to make their products. This lowered the price of these goods
for normal Americans and meant that demand and profits stayed high.
See Appendix B for full exemplar.
ICT - Edexcel
What the exam board says:
Candidates recall, select and communicate a thorough knowledge and understanding of the function, application,
merits and implications of a broad range of computer hardware, software and other related technologies. They
systematically analyse problems, identifying and collecting the information required to solve them from the context
of the problem. They apply knowledge, understanding and skills to design and implement effective computer
programs which solve these problems. In their solutions, they effectively model situations, acquire and validate input
data, sequence instructions, manipulate and process data and present the results of the processing in an appropriate
format. They work systematically and critically evaluate the way they and others use computer technology to solve
problems. They iteratively review their work and make improvements where appropriate. Candidates work
systematically and understand and adopt safe, secure and responsible practices. They use ICT to communicate
effectively, demonstrating a clear sense of purpose and audience.
Quality of written communication is assessed in all units. For A-A* students the correct use of appropriate and
increasingly technical terminology must be used consistently. Students should be aiming to include as much specific,
technical detail when describing anything whether it be in the exam or coursework. The wording “Extensive”,
“Consistent”, “well organised”, “efficient solutions”, “thorough and secure understanding of the technical issues”,
“convincing conclusions” and “consistent and confident use of specialist terms/ technology” is used to describe the
work of students expecting A*.
What does this mean in real terms?
Component
Contribution to GCSE
A* raw marks required
A* percentage required
Unit 1: Theory Exam
40%
50 marks
63%
Unit 2: Controlled Assessment
60%
70 marks
88%
For example responses, see Appendix C.
Unit 1: Living in a Digital World (Theory Exam)
In this unit, students must be able to answer a range of questions relating to digital technology and how it affects the
lives of individuals, organisations and society. They will also be expected to answer questions about current and
emerging digital technologies and the issues raised by their use in a range of contexts. Additionally, students will also
be expected to recognise and be aware of the inherent risks of using ICT and the features of safe, secure and
responsible practice.
The ninety minute paper will include one, two, three and six mark questions. There are two six mark questions
which are essay style, require discussion, the use of technical terminology and a high degree of QWC is also
expected.
Unit 2: Using Digital Tools (40 hour controlled assessment)
This is a practical unit that will broaden and enhance learners’ ICT skills and capabilities. They are expected to work
with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. Students will
need to reflect critically on their own and others’ use of ICT and to adopt safe, secure and responsible practice. To
achieve an A/A*, students will need to provide deeper responses to questions asked about their work in four Activity
Reviews. They will need to ensure that they evidence their decision process and that they act fully on feedback in
order to effectively improve their work.
Students are assessed on the following strands and A/A* students will need to meet the following qualifying
standard of work:
1a. Gathering Information:
The student has used a wide range of appropriate sources, including a given database, showing discrimination in
their selection of information for use in their digital products. They have used complex or efficient techniques to
refine searches.
1b. Developing Digital Products:
The student has developed the specified digital products, using appropriate content and features effectively. They
have reviewed and modified their work throughout its development, using feedback from others to improve the
outcomes.
2a. Modelling:
The student has selected relevant data, developed a complex spreadsheet model that generates sufficient reliable
and meaningful information to fully inform the decision-making process. Effective testing has been carried out.
2b. Digital Publishing:
The student has developed the specified outcomes, using effective content and features. They have used their
model to consider feasible alternatives and present well-reasoned recommendations. They have reviewed and
modified their work throughout its development, using feedback from others to improve the outcomes.
3a. Design:
The student has used design tools to clearly show what each screen will be like and pathways through the product.
They have commented on and justified important design decisions.
3b. Digital Publishing:
The student has developed the specified outcomes, using appropriate content and features effectively. The
interactive product has an effective user interface and control. The student has reviewed and modified their work
throughout its development, using feedback from others to improve the outcomes.
4. Evaluation:
The student has made effective evaluative comments about the outcomes of activities and the task as a whole,
including feedback given and received, and their own performance. Effective improvements are suggested.
The student has used appropriate specialist terms consistently and the response shows good focus and organisation.
Spelling, punctuation and the rules of grammar are used with considerable accuracy.
Latin - OCR
What the exam board says
Candidates demonstrate detailed knowledge and understanding of the meaning (and use, where applicable), of
vocabulary and grammatical constructions.
They have a detailed knowledge and thorough understanding of prescribed texts in the original language. They
make an informed personal response to an author’s ideas, opinions and literary techniques.
They demonstrate a detailed knowledge and thorough understanding of the customs, institutions, events and
achievements of the Roman world.
They evaluate evidence in depth to draw informed conclusions and, where appropriate, make perceptive
comparisons between the classical world and later times.
What does this mean in real terms?
Component
Contribution to GCSE
A* raw marks required
A* percentage required
LATIN LANGUAGE 1
25%
54/60
90%
LATIN LANGUAGE 2
25%
54/60
90%
LATIN PROSE LITERATURE
25%
45/50
90%
LATIN VERSE LITERATURE
25%
45/50
90%
You need to be able to:
 Know the forms of regular nouns in all declensions – the tables.
 Know the forms of regular and deponent verbs in all moods, voices and tense, including the gerundive – the
tables.
 Know the forms of regular adjectives and adverbs of all standard types.
 Know the forms of pronouns in the vocabulary list.
 Know the comparative and superlative forms of adjectives and adverbs in the prescribed list.
 Know the forms of irregular nouns, verbs and adjectives in the prescribed vocabulary list.
 Know all the vocabulary – including the different forms – in the prescribed list.
 Understand and recognise the noun cases.
 Recognise and translate direct statements, commands and questions.
 Recognise and translate clauses using participles, especially the ablative absolute.
 Recognise and translate indirect questions, statements and commands.
 Recognise and translate relative clauses, purpose clauses introduced by ut, conditional clauses with the
indicative, fearing clauses introduced by timeo + ne, result clauses, temporal clauses, causal clauses
introduced by quod and cum and concessive clauses introduced by quamquam.
 Know thoroughly the translations of all the literature set texts.
 Recognise the literary techniques employed by the authors and comment with precision on their effects.
Example
Question
ut redit itque frequens longum formica per agmen,
granifero solitum cum vehit ore cibum,
aut ut apes alltusque suos et olentia nactae
pascua per flores et thyma summa volant,
sic ruit ad celebres cultissima femina ludos:
Analyse these similes and explain the extent to which you believe they are, or are not, appropriate.
The way in which the most elegant/beautiful girls (‘cultissima femina’) congregate in theatres is compared with a
colony of ants (‘formica’) returning to the nest in large numbers, carrying grain in their mouths. Ovid makes the
further comparison of the girls with bees (‘apes’) gathering nectar from plants in the glades. The simile is
appropriate in that Ovid suggests that like ants and bees, there is an abundance of girls, virtually indistinguishable
from one another. The theatre is their natural home, just as the nest is for the ants or the glades and pastures for the
bees. However, one might argue that it is inappropriate insofar as both ants and bees are working and engaged in
useful employ. The girls are just standing around, waiting to be picked up, although they rush (‘ruit) to the shows in
the hopes of meeting men; ‘rush’ is not a verb one associates necessarily with either ants or bees.
Why is this A*?
 The translation is clearly known – (essential even to pass the exam)
 Both sides of the question are considered.
 There is a clear evaluation of the effectiveness of the simile: the phrase ‘to what extent’ has evidently been
understood.
Maths - AQA
What the exam board says:
To achieve grade 8, candidates will be able to:
●
●
●
●
●
●
●
●
perform procedures accurately
interpret and communicate complex information accurately
make deductions and inferences and draw conclusions
construct substantial chains of reasoning, including convincing arguments and formal proofs
generate efficient strategies to solve complex mathematical and non-mathematical problems by
translating them into a series of mathematical processes
make and use connections, which may not be immediately obvious, between different parts of
mathematics
interpret results in the context of the given problem
critically evaluate methods, arguments, results and the assumptions made
What does this mean in exam terms?
Students will typically need above 80% to qualify for grades 8/9
Examples
2 worked examples of A* star maths questions – lots more to be found on Mathswatch.
The question is in blue, the solution is in red/black.
Modern Foreign Languages: French, German, Spanish - AQA
What the exam board says:
Candidates show understanding of a variety of spoken language that contains some complex language and relates to
a range of contexts. They can identify main points, details and points of view and draw simple conclusions.
They initiate and develop conversations and discussions, present information and narrate events. They express and
explain ideas and points of view, and produce extended sequences of speech using a variety of vocabulary,
structures and verb tenses. They speak confidently, with reasonably accurate pronunciation and intonation. The
message is clear but there may be some errors, especially when they use more complex structures.
They show understanding of a variety of written texts relating to a range of contexts. They understand some
unfamiliar language and extract meaning from more complex language and extended texts. They can identify main
points, extract details, recognise points of view, attitudes and emotions and draw simple conclusions.
They write for different purposes and contexts about real or imaginary subjects. They express and explain ideas and
points of view. They use a variety of vocabulary, structures and verb tenses. Their spelling and grammar are
generally accurate. The message is clear but there may be some errors, especially when they write more complex
sentences.
What does this mean in real terms?
Component
Contribution to GCSE
A* raw marks required
A* percentage required
Listening
20%
30 / 40 (Fr)
31 / 40 (Ge)
31 / 40 (Sp)
75%
78%
78%
Reading
20%
34 / 45 (Fr)
41 / 45 (Ge)
30 / 45 (Sp)
76%
91%
67%
Speaking
30%
55 / 60 (over two exams)
92%
Writing
30%
56 / 60 (over two pieces)
93%


Students will have a good working vocabulary of approximately 2500 words in the Target Language.
They will have a sound knowledge of grammar and can transfer grammar and vocabulary to new contexts.
An example of an A* response that has been translated into English
Music - AQA
What the exam board says:
Candidates explore the expressive potential of musical resources and conventions used in selected genres and
traditions. They perform/realise with a sense of style, have command of the resources they use and make
appropriate gradations of tempo, dynamics and balance.
They compose music that shows a coherent and imaginative development of musical ideas and consistency of style,
and explore the potential of musical structures and resources.
They make critical judgements about their own and others' music, using an accurate and extensive musical
vocabulary.
What does this mean in real terms?
Component
Contribution to GCSE
A* raw marks required
A* percentage required
Performing
40%
54/60
90%
Composing
40%
54/60
90%
Listening
20%
72/80
90%
In composition:
• The composition is musically stimulating, interesting and satisfying.
• The candidate demonstrates the successful and imaginative creation of musical ideas in relation to the Areas of
Study selected.
• There is a sense of completeness in the music and there is evidence of development of the musical ideas.
• Writing for instruments, voices and sound sources is idiomatic.
• The score is accurate and contains detailed performance directions appropriate to the chosen style of the music.
In performance:
• Complex and demanding music, presenting a range of challenges equivalent to pieces graded above 4 by the
examining boards:
• A secure performance in terms of pitch (including intonation, where appropriate) and rhythm.
• A committed, assured, convincing and well-projected performance. The candidate demonstrates a high level of
involvement in the music. The music is likely to be complex and demanding.
• The candidate shows a mature understanding of both period and style. The tempo is appropriate and mastery of
the techniques demanded by the music is evident. The candidate observes the composer’s expressive and
performance directions.
In listening/appraising:
• The candidate demonstrates a thorough knowledge of the essential musical elements, characteristics and
conventions relating to the Areas of Study.
• The candidate uses a wide range of relevant musical vocabulary.
• There will be few, if any, errors in spelling, grammar and punctuation.
Physical Education - Edexcel
What the exam board says:
Candidates recall, select and communicate detailed knowledge and thorough understanding of a wide range of
factors affecting performance and participation, and the relationship between them. They have a thorough
understanding of the principles behind, and benefits of, regular, safe exercise and its impact on performance, fitness
and health.
They explain clearly and concisely the advantages, to themselves and others, of following active and healthy
lifestyles. They identify and explain potential risks related to physical activities and how to manage these effectively.
They demonstrate their ability to select and apply an extensive range of appropriate skills, techniques and original
ideas in very complex and challenging activities, with considerable refinement, precision, control and fluency. They
have a wide range of solutions to these challenges and consistently make effective decisions about how they will
plan and approach their performance in response to new or changing situations.
They critically analyse and evaluate their own and others’ performance, identifying clearly the strengths and
weaknesses evident. They demonstrate a deep understanding of the impact of skills, tactics or composition and
fitness on the quality and effectiveness of performance. They identify priorities for improvement and plan a good
range of appropriate, progressive practices. They understand how to monitor and evaluate progress towards
improved quality of performance and outcomes.
What does this mean in real terms?
Component
Contribution to GCSE
A* raw marks required
A* percentage required
Theory
40%
60 / 80
75%
Practical
60%
108 / 120
90%
Theory



Are able to remember 30 specific definitions with 100% accuracy
Are able to expand their answers for short questions giving clear explanation and analysis.
Are able to write a detailed, structured essay, including key factual information with a comprehensive
conclusion. Good SPAG is also crucial.
Practical




Student is a County or National player in 1 or more sports, plus a good school team player in 2 sports.
A student would demonstrate an extremely high level of fitness, able to complete 36 laps in the “cooper 12
minute run”.
Student is an extremely strong school team player in all 4 sports.
Student is an accomplished performer in an individual sport and part of a club, for example, shooting, skiing,
sailing.
Religious Studies, Philosophy and Ethics - OCR
What the exam board says:
Candidates demonstrate detailed knowledge and thorough understanding of religion to describe explain and analyse
the significance and impact of beliefs, teachings, sources, practices, ways of life and forms of expressing meaning.
They interpret, draw out and explain the meaning and importance of the beliefs and practices of the religion(s)
and/or beliefs studied, and assess the impact of these on the lives of believers. They explain, where appropriate,
how differences in belief lead to differences of religious response. They understand and use accurately and
appropriately a range of specialist vocabulary.
They use reasoned argument supported by a range of evidence to respond to religious beliefs, moral issues and
ultimate questions, recognising the complexity of issues. They demonstrate informed insight in evaluating different
points of view to reach evidenced judgements about these beliefs, issues and questions.
What does this mean in real terms?
Component
Contribution to GCSE
A* raw marks required
A* percentage required
Philosophy 1
25%
42/51
82%
Philosophy 2
25%
39/51
76%
Ethics 1
25%
40/51
78%
Ethics 2
25%
41/51
80%
You need to:
 Have shown that you understand the significance of the issues raised by responding to questions directly. In
other words, answer the questions.
 Be able to give your own, appropriate, point of view, and properly back it up with reasons.
 Have precise, specific and detailed knowledge of Christian’s beliefs, attitudes and responses to ethical and
philosophical issues. This includes a range of different denominations.
 Have explained the relevant reasons/evidence supporting each point of view. This could be with examples,
Bible quotes or teachings.
 Discuss several different points of view when responding to 12 mark questions.
 Present your answers in a clear and organised way.
 Have correctly used specialist religious or philosophical words.
 Have made hardly any mistakes in spelling, grammar and punctuation.
Example
Model answer (12 mark question):
“We only have one life and it is on earth.”
Discuss this statement. You should include different, supported points of view and a personal viewpoint. You must
refer to Christianity in your answer (12)
Christians would disagree with this statement as they believe in the idea of life after death, although it should be
said that religious views are a matter of faith and belief rather than fact.
An important part of Christianity is the belief in the death and resurrection of Jesus. Christians believe that this
happened to redeem humanity and save them from sin. The death of Jesus made it possible for humans to have a
relationship with God for eternity. Christians believe that one day they will be resurrected into a new life where they
will face the judgement of God as described in the Parable of the Sheep and the Goats. Therefore they would not
agree that we only have one life which is solely on earth.
Christians also believe in the idea of an eternal and immortal soul. The soul is a non-physical part of a person which
leaves the physical body when someone dies. The soul is the spiritual part of a person and sets human kind apart
from other animals as it allows them to relate to God. Some Christians believe that the soul was given to Adam in
the Genesis story as the ‘breath of life’ and will go to be with God in Heaven after death. Again, this opposes the
idea that we only have one life on earth.
Catholics believe in the idea of purgatory – a place where sins are cleansed before you go to Heaven to be with
God. Catholics believe that one can travel through purgatory faster through having led a good life on earth and also
having people pray for you once you have died. Although no other Christians hold this viewpoint, it still supports the
idea that there is an existence after death.
Other religious faiths such as Buddhism believe in re-incarnation, which is the idea that someone is reborn in a new
form depending on how they have lived their lives. If they have been a good person then they will be rewarded. If
not, they may be reborn as something less desirable.
Others still might point towards ghost sightings or near-death experiences as evidence of some kind of life after
death. People called mediums claim to be able to communicate with the dead, whilst people who have been close
to death have reported seeing bright lights or hearing voices, suggesting to them that there is more than just this life
on earth.
However, atheists in particular might suggest that we only have this one life on earth. When we die that is it. We
may live on in the memories of others, but not in any other way. Our bodies will die and decompose and nothing
will live on. These people might point to the fact that there is no ‘proof’ or ‘evidence’ of life after death. The soul
cannot be seen on MRI scans or x-rays, and nobody has ever come back from the dead to report on what it is
like. Therefore, it is not logical or realistic to think that there is anything beyond our earthly existence. Any ideas of
heaven, hell or purgatory may have been used by religion to instil fear or guilt in to people in order to persuade
them to act or behave in a certain way, including giving money to the church in return for prayers to secure their
place in paradise with God.
I think that…
(A range of responses to the statement discussed. Christian responses fully explained using specialist religious and
spiritual vocabulary. Constant linking back to the question to demonstrate how the points are discussing the
statement at hand. A developed an appropriate personal opinion required. Structured in clear
paragraphs. Remember, you are being asked to ‘discuss’, therefore the answer should be just that. A consideration
of a number of viewpoints, particularly focussing on Christian responses. These should be fully supported with
teachings, beliefs and examples where possible).
Science – all pathways - AQA
What the exam board says:
Candidates recall, select and communicate precise knowledge and detailed understanding of science. They
demonstrate a comprehensive understanding of the nature of science, its laws, its applications, and the influences of
society on science and science on society. They understand the relationships between scientific advances, their
ethical implications and the benefits and risks associated with them. They use scientific and technical knowledge,
terminology and conventions appropriately and consistently showing a detailed understanding of scale in terms of
time, size and space.
They apply appropriate skills, including communication, mathematical and technological skills, knowledge and
understanding effectively in a wide range of practical and other contexts. They show a comprehensive understanding
of the relationships between hypotheses, evidence, theories and explanations and make effective use of models to
explain phenomena, events and processes. They use a wide range of appropriate methods, sources of information
and data consistently, applying relevant skills to address scientific questions, solve problems and test hypotheses.
Candidates analyse, interpret and critically evaluate a broad range of quantitative and qualitative data and
information. They evaluate information systematically to develop arguments and explanations, taking account of the
limitations of the available evidence. They make reasoned judgements consistently and draw detailed, evidencebased conclusions.
What does this mean in real terms?
Component:
Biology
Contribution to GCSE
A* raw marks required
A* percentage required
Unit 1: Exam
25%
47/60
78%
Unit 2: Exam
25%
45/60
75%
Unit 3: Exam
25%
47/60
78%
Unit 4: ISA
25%
44/50
88%
Component:
Chemistry
Contribution to GCSE
A* raw marks required
A* percentage required
Unit 1: Exam
25%
50/60
83%
Unit 2: Exam
25%
50/60
83%
Unit 3: Exam
25%
40/60
67%
Unit 4: ISA
25%
44/50
88%
Component:
Physics
Contribution to GCSE
A* raw marks required
A* percentage required
Unit 1: Exam
25%
47/60
78%
Unit 2: Exam
25%
45/60
75%
Unit 3: Exam
25%
44/60
73%
Unit 4: ISA
25%
44/50
88%
Component:
Core or Additional
Contribution to GCSE
A* raw marks required
A* percentage required
Core ISA
25%
43/50
86%
Additional ISA
25%
44/50
88%








You will have learnt the key facts and be able to use scientific vocabulary with precision.
You will be able to look at data in the form of tables and graphs, even in a novel context and be able
to infer the background science that you will need to draw on to explain what is happening
You will ask questions, demand evidence that is valid and be able to pick holes in statements which
draw on poor statistics or hearsay.
You will show good critical thinking skills and appreciate that many of the arguments that come up
in day to day life that refer to statistics or science have been selective and are therefore highly likely
to be incorrect. Demand evidence.
You will understand that although there is an apparent link between variables that this does not infer
that one thing causes another.
You will be able to illustrate concepts where appropriate using your maths skills, you will understand
why a physics equation works and not just how to use it to find an answer.
You will be able to pick holes in a scientific method so that it could be improved in order to generate
valid data which is both reproducible and reliable.
Being A/A* is all about being capable of drawing on your accurate and thorough scientific
knowledge to enter into a new argument or analyse novel data, if you can do this you will get more
marks on Higher Tier papers and your ISA than other people and get top grades!
To identify which of the above boundaries refer to your specific pathway:



Follow the horizontal pathway for the four units that add up to CORE or ADDITIONAL Science.
Follow the vertical column for separate triple sciences.
All papers are 25% of final mark.
BIOLOGY GCSE
CHEMISTRY
GCSE
PHYSICS GCSE
CORE SCIENCE A
GCSE
Biology 1
Chemistry 1
Physics 1
Core ISA
ADDITIONAL
SCIENCE GCSE
Biology 2
Chemistry 2
Physics 2
Additional ISA
Biology 3
Chemistry 3
Physics 3
Biology ISA
Chemistry ISA
Physics ISA
For an exemplar of A* ISA (on current boundaries) follow this link:
https://drive.google.com/file/d/0BwnM_wbx4ARjWUNmdTRaODRpWUE/view?usp=sharing
Please note: The grade boundaries for each Science unit have increased year on year. We
anticipate this will also be the case in the summer of 2016.
Sport BTEC - Edexcel
What the exam board says:
Learners will be able to synthesise knowledge of sport, training and physical and skill-related fitness, bringing
together understanding of training methods, techniques and concepts and applying them to contexts.
Learners will also be able to apply advanced training techniques to achieve specific fitness outcomes. They will show
depth of knowledge and development of understanding in different situations, being able to make effective
judgements based on analysis of given information about fitness, techniques, their uses and their impact on health
and fitness targets.
Learners will be able to analyse data and information on sporting techniques, practices, fitness tests and select
appropriate concepts and make recommendations.
They will be able to make judgements about the consequences of effective and ineffective application of techniques,
and make recommendations on solutions, controls, plans and future actions.
Learners will be able to compare training methods and approaches, such as the application of principles of training
to different regimes and given exercise settings and evaluate alternatives against defined criteria.
What does this mean in real terms?
Distinction* - 90pts
Component
Contribution to GCSE:
120 Guided Learning Hours
Maximum Pts
Unit 1 - Fitness for Sport and Exercise
(Online Exam)
30GLH
32
Unit 2 Practical Sports
(Internal Assignments)
30 GLH
32
Optional Units
(Internal Assignments)
30GLH
32
Optional Unit
(Internal Assignments)
30GLH
32
Appendix A - Computing
A452 Practical Investigation
The A452 Practical Investigation must include a level of research (Primary and Secondary) that really shows the
lengths they have gone to widen their understanding on the tasks set. Statements made and findings shown need to
be supported/or disproved with their research. Analysis of the research will really show their understanding.
Students do not just take tasks at face value; they consistently researched around the obvious. The coursework tasks
are such that less able students can interpret a potential answer in a less complex manner. So although the question
can be answered in a relatively simplistic manner, the more able will ‘take apart’ the obvious and look at it in greater
detail. They will experiment around the task(s) and discuss possible alternative solutions using indirectly related
comparisons, real world examples and potentially more efficient routes to solving the task. Such alternatives and
discussion will only be possible through effective and independent research, which because of the time overheads
will have been planned (evidenced) into an approach to the project.
A453 Programming Tasks
The programming tasks require a similar skill-set and consideration as the A452 task(s). However, the primary
focuses for these are working solutions. Beyond that, and essential for an A*, are solutions that demonstrate
efficient coded solutions. Confident use of the programming languages features and core programming constructs
that result in coded solutions that reflect the most effective answer. The exam board requires that students clearly
document their development process using version control and testing ‘throughout’ the development process
before their final testing. Many able students are too quick to code a solution, failing to see the
importance/relevance of the development process and lose important marks. Some of the better programmers have
lost out on the A* they deserved because they found it hard to slow the process down in order to effectively
document it. Students must ensure that they use the appropriate specialist terminology wherever possible to further
demonstrate their increased technical ability above work achieving grades A-B.
Students have had access to the mark schemes for their coursework since year 10 (Both A452 and A453). A*
students are clear in their use of these in order to maximise the potential for marks in their work. They actively use
them in the development of their work.
The supplied sample controlled assessments are samples for the A453 programming tasks (These are withdrawn
tasks) might help give some students an insight into how the development of their coded solutions might need to be
evidenced. The level of research evident in these does of course not reflect the expectations of the A452
Investigation task, although the style of writing will not be dissimilar.
A key aspect of the A* student is that they demonstrate significant independence and focus over the extended
coursework time allowance. This will be evident both at home as they ensure suitable preparation and planning for
the controlled assessment lessons, as well as the application of their skills in those lessons.
A451 Computing Theory Exam
Exam boards have changed some of their expectations from students on the theory exam since last year. Students
will need to ensure that they are confident in ‘applying’ their understanding to given Computing scenarios again
showing their wider understanding, as opposed to a more question/answer factual response. To encourage higher
ability students to ‘really’ expand and show their wider knowledge, questions are increasingly open-ended. Or like in
the A452 coursework, they might suggest that a more simple answer will suffice. Students can assume that on the 4
& 6 mark questions, a breadth of relevant technical knowledge is being expected.
This might surprise many parents, however in previous exams some A-B level students failed to notice gaps in page
numbers where two pages had stuck, or that questions continued beyond where they’d finished. This clearly meant
a huge loss of potential marks and most certainly would prevent any student from getting an A*. Exams should not
be rushed, rather completed systematically and carefully.
A good answer will always include a clear technically worded answer, that explains. No answer, even simple 1 or 2
mark questions should be left at just an unsupported statement.
E.g.
You’re involved in creating a small local business network. Why might you recommend Cat6 cable over Cat5e?
(2mks)
Poor answer(s): It’s faster / It allows the computers to be connected
A* answer: Cat6 & Cat5e are classifications of ethernet cable. Although more expensive, Cat6 is considered faster, it
can enable faster data transfer on a network (LAN), network speed could impact how the business runs and so could
be recommended for this reason.
Longer answers (4mks and upwards), should be planned out (use extra paper sheet or the back of the exam paper).
In doing so, more able students will be able to clearly see how they are likely to gain the full mark allowance using
the same principals are the 2 mark example above. Between 4 and 6 clear points, supported with reasons and the
impact it might have on the question scenario. Students must refer back to the original question scenario in 6 mark
questions to ensure the relevance of their answers.
Appendix B - History
“Hire purchase credit was the main reason for the economic boom.” How far to you agree with this statement?
Explain your answer. (10)
In America in the 1920s there was an economic boom, which led to an increase in prosperity for many Americans. As
a result of this, more people bought consumer goods, travel expanded and cities built skyscrapers to show off their
new wealth. There are a number of reasons why the US economy boomed in the 1920s, with hire purchase being an
important one. However, it is not the only reason why the economy boomed.
Hire purchase, or credit, gave many Americans the chance to buy luxury or consumer goods and then pay for them in
instalments. Some of these goods, such as the car, may not have been affordable for most people without credit. As
credit was easily available to many people in the 1920s, it encouraged a consumer boom and people were willing to
spend their money, knowing that they could pay it off over a longer period. This meant that demand for these good
stayed high, even if people could not afford the full price at once. Businesses prospered with increasing sales,
meaning that they could employ more people, adding to the boom.
On the other hand there were a number of other important factors that led to the economic boom in the 1920s.
Firstly, America was in a very strong position following the First World War. During the war, America had provided
Europe with food, weapons and other goods which had made America wealthy. They had also provided European
nations with loans which now needed to be re-paid, adding to the USA’s wealth. As they did not join the conflict
until 1917, America was nowhere near as damaged as some of the other countries and this left her financially strong.
On top of this, America was a large country that was rich in natural resources such as oil, coal and iron ore. As a
result, American businesses did not have to purchase these raw materials abroad and this kept costs down for the
consumer industries that were using these materials to make their products. This lowered the price of these goods
for normal Americans and meant that demand and profits stayed high.
Republican government policies of the 1920s also helped to cause the boom. Policies such as ‘laissez-faire’ allowed
businesses to prosper without interference from the government. They believed that the business owners were the
experts and best placed to run their companies. Furthermore, low taxes during the 1920s meant that more people
had income to spend on American made consumer products. It also meant that people had the extra money to
invest in companies, which helped contribute to the boom. In addition to this, tariffs on cheap imports helped to
protect American made products and they encouraged consumers to buy from companies in the USA, therefore
increasing demand.
Lastly, the success of the motor industry was an important factor for the economic boom. Henry Ford had pioneered
the assembly line as a production method and this led to his Model T cars being made every 10 seconds. As a result
of this efficiency, the car became affordable for many Americans and millions were being sold in the 1920s. This in
turn stimulated a number of other industries including glass, steel, rubber and road construction – the largest
employer of the 1920s. Finally, the assembly line technique was copied by lots of consumer industries in the 1920s
which meant that many more goods were produced quickly and cheaply, leading to increased sales.
In conclusion hire purchase did play a role in the economic boom of the 1920s. Without it many Americans would
not have been able to purchase new consumer goods. However, it is not the main reason for the economic
boom. The success of the car industry was more important as it helped so many other industries to flourish. The
assembly line also meant that the new consumer goods became more affordable to ordinary Americans, meaning
that people may be able to afford these things without the need for credit.
(Short introduction. A range of factors identified and explained to create a balanced assessment of the
question. Always start by explaining the importance of the factor mentioned in the question. Then move on to
explaining other factors. Keep using the PEE structure and organise into separate paragraphs for each factor. Finish
with an evaluate conclusion that considers “how far…”.)
Appendix C - ICT
Example six mark question and A* answer:
‘Globalisation refers to the increasing global relationships of culture, people, and economic activity.’
Discuss the impact of using ICT on a global scale.
“ICT has meant our ability to communicate with people across the globe has been speeded up and countries
worldwide now work together, which is known as globalisation.
You can now communicate with friends and relatives all over the world using email, social networks and VoIP; they
all make it easier to keep in touch. As a result, families who are apart can see each other so they feel more involved
in daily life. It also makes people more aware of other cultures and makes it easy to make new friends in other
countries which would not have been possible without ICT.
Furthermore, people across the world can also collaborate on projects easily using collaborative software, so
distance is not as important. Indeed it could actually enhance work as different people add insights from other
cultures and experiences. Distance from the office is no longer an issue as people can easily have virtual meetings,
which also has the advantage of saving time and environmental resources in travelling.
Companies now have the chance to have customers and offices all around the world all working together easily. ICT
makes it very easy for them to ‘go global’.
As some companies are now known the world over, people in all countries may want to buy from them to be
fashionable, losing individualism. Some countries without widespread access to ICT may be ‘left out’ and unable to
compete commercially in this global market.
In some countries where the Internet is freely available, the government may actually restrict access to
users. Sometimes this is for good reasons, to protect children or to filter out dangerous material, but sometimes it is
simply blocked to repress alternative opinions.
In summary, the Internet has speeded up globalisation, which has many advantages for individuals and
organisations, but there are negative impacts that must be considered and acted upon where possible.”
A/A* examples to answers to Activity Review questions:
How did you create the original image for the logo using digital tools?
I used Adobe Fireworks to create the logo. I found an image from MorgueFile (a copyright free image site) of a man
and a woman symbol. I cut around both the male and female version, duplicated one of each of them, and put them
together so it looked as though they were holding hands. I had to first remove their arms and rotate them so they
were facing in an upwards position. I then added a gradient-filled oval shape as a base for my logo, underneath the
characters. I then added a thin, curved line that went across the characters and in a sense, brought them all
together. Finally, I added the text to my logo (the title and strap line.) I made sure that I used vector tools so that my
logo was totally resizable without loss of clarity.
What else could you do to make the model easier to use?
To make the model easier to use, I could have included each different section of the model (food, drink,
entertainment etc.,) on a new tab in Excel that you could navigate through by simple arrows or buttons. This would
have made it easier because each section could have had instructions as to what you had to do and there could have
been a final tab where the profits/losses were shown.
How did you check that the animated banner would look good on your e-newsletter?
I checked the animated banner by opening the template which I had chosen for my E-newsletter and placing the
banner where it would be in the actual E-newsletter and checked how it looked. I then made any changes which I
felt were needed to make it effective and fit for purpose. Then I worked on the E-newsletter; when the E-newsletter
was almost finished I included the banner to make sure it still fitted where I wanted it to be, then I checked how it
looked in Internet Explorer (the browser) so if I needed to make any further changes I could. However, the banner
fitted correctly within the E-newsletter and gave the message which I wanted the banner to portray to others.
Students who achieve A/A* in this GCSE attend weekly after-school regularly, receive feedback consistently and
strive to improve their work several times before completion.