GCSE TEACHERS’ GUIDE
New Specifications:
for teaching from September 2009
Humanities
GCSE Humanities Teachers' Guide to Controlled Assessment 1
Contents
GCSE in Humanities
Teachers’ Guide to Controlled Assessment Unit 4
Page
Introduction
2
Section 1: Practical Help
4
Section 2: Task Setting
5
Section 3: Task Taking
9
Section 4: Task Marking
12
Section 5: Sending Work to the Moderator
13
GCSE Humanities Teachers' Guide to Controlled Assessment 2
INTRODUCTION
The WJEC GCSE Humanities specification has been modified and updated for
delivery from September 2009. The first GCSE awards will be made in summer 2011.
For the first availability of units, see page 3 of the specification and page 5 of this
guide. The specification can be delivered and assessed in centres throughout the
UK.
The new subject criteria for GCSE Humanities issued by the regulators have
necessitated a change in the course structure which has become unitised, with three
examined units and one controlled assessment unit.
This Guide is one of a number of ways in which WJEC provides assistance to
teachers delivering this new specification. Also essential to its introduction are the
Specimen Assessment Materials (question papers and marking schemes) and
professional development (INSET) conferences.
Other provision which you will find useful are:
•
•
•
•
•
•
Examiners’ reports on each examinations series
Free access to past question papers via the WJEC secure website
Easy access to specification and other key documents on main website
Regular INSET delivered by senior examiners
Additional materials on the National Grid for Learning Wales (NGfL Cymru)
Easy access to both the Subject Officer and to administrative sections
Contact points for GCSE Humanities are as follows:
Andrew Owen; [email protected]; 029 20265114
(Subject Officer)
5REHUW:LOOLDPV; UREHUWZLOOLDPV#ZMHFFRXN; 029 20265313
(Subject Support Officer)
Subject page
www.wjec.co.uk
INSET Section
[email protected]
www.wjec.co.uk/professionaldevelopment
GCSE Humanities Teachers' Guide to Controlled Assessment 3
TEACHERS' GUIDANCE BOOKLET 2
GENERAL ADVICE ON CONTROLLED ASSESSMENT
UNIT 4 − CONTEMPORARY ISSUES
This booklet is designed to provide support and guidance to teachers in preparing for
and administrating the statutory controlled assessment. The contemporary issues
unit is now assessed by controlled assessment and NOT by an examination.
What is controlled assessment?
The controlled assessment is now a compulsory part of GCSE Humanities. It
complements the external exams and focuses, in particular, on the analysis and
evaluation of information sources and arguments, aspects which are sometime
difficult to assess in a structured examination. The controlled assessment must
account for 25% of the marks for GCSE Humanities.
What does controlled assessment mean in practice?
There are several implications for teachers of GCSE Humanities:
•
All controlled assessment tasks are now set by WJEC.
•
WJEC will replace the controlled assessment tasks each year.
•
The controlled assessment tasks will be largely focussed on the learning
outcomes of the contemporary issues specifications.
Is there any flexibility allowed for centres?
The WJEC set tasks must not be changed by centres. However, the regulations do
allow centres to ‘contextualise the tasks to best suit their centre-specific
circumstances’. This refers in particular to ‘availability of and access to resources’.
This means that:
•
•
•
The WJEC tasks are set in an open-ended way to allow centres to
‘contextualise’ them.
Centres can amend the focus of the set tasks to reflect a local or regional
area or a particular area of interest and expertise.
Exemplars of contextualised tasks are provided in the accompanying Booklet 3.
WJEC will not provide resources for these exemplars. Centres must select their
own sources, data and information appropriate to the tasks.
GCSE Humanities Teachers' Guide to Controlled Assessment 4
PRACTICAL HELP
What do I need to do for this unit?
•
You need to decide on which contemporary issues option you are going to
deliver to your teaching groups in 2010-2011. Note that you could offer different
contemporary issues options to different teaching groups in your centre.
•
You need to identify the task set for each option in the year that the
examination is awarded. The first award is in 2011. If you have candidates who are
being awarded in 2011 then you must use the tasks set for this year.
•
You need to consider how you are going to contextualise the question
focus. You can either use the exemplars provided in Guidance Booklet 3 or
contextualise to a topic area relevant to your centre.
•
If you are using any of the exemplars in Guidance Booklet 3, the guidance
notes and mark schemes are provided for you to use.
•
If you are contextualising to a topic area of your choice, you must adapt
the controlled assessment guidance sheets and mark schemes to suit your
contextualised task. You will need to put together guidance notes for use by
candidates. Examples of how these should be constructed are provided In Guidance
Booklet 3. You also need to provide a marking checklist for candidates and a
marking scheme for teachers. Examples of how these should be constructed are
provided In Guidance Booklet 3.
•
If you are contextualising to your own topic area there is a blank template to
complete in Guidance Booklet 3 and an electronic version also appears on the GCSE
Humanities section of the WJEC website. You must use this template for your
contextualised mark scheme.
•
Centres that wish to produce their own contextualised tasks and mark
schemes are strongly advised to contact the WJEC subject officer and support
officer for Humanities or the Chief Moderator, Dave Lewis, on [email protected]
Who can I contact for help?
If you need any other help and guidance on the controlled assessment, teachers are
invited to contact the WJEC subject officer and support officer for Humanities or the
Chief Moderator, Dave Lewis on [email protected]
Details of the subject officer and subject support officer for GCSE Humanities are
available on page 2 of this Teachers' Guide.
GCSE Humanities Teachers' Guide to Controlled Assessment 5
TASK SETTING
How many assessments have to be done?
Candidates must complete one investigation, split into several parts, which arises out
of the teaching of the chosen contemporary issues option.
How many marks is the controlled assessment worth?
The controlled assessment is marked out of 50 and is worth 25% of the total mark for
the examination.
What does the controlled assessment test?
It tests knowledge and understanding, but the main focus is on application of
knowledge and understanding and the analysis and evaluation of information and
sources.
What topics can be chosen?
WJEC will set one controlled assessment task for the contemporary issues
options each year. The topics for 2011 are written into the specification and
reproduced in Booklet 3. The set tasks for 2012 are also published in Guidance
Booklet 3. This will enable centres to plan ahead.
What will the tasks look like?
WJEC has set a number of comparable controlled assessments. These have been
kept as open-ended as possible to allow for contextualisation by centres. These
appear in Guidance Booklet 3.
How are the tasks to be approached?
Each task has four component parts.
The first part will expect a description of the basic issue or setting the background;
The second part will expect an explanation of various factors that have influenced
the issue;
The third part will ask for an analysis of the impact of an issue, such as assessing
positive or negative factors;
The fourth part will ask for an evaluation which judges the significance or success of
an aspect associated with the task.
GCSE Humanities Teachers' Guide to Controlled Assessment 6
Can I break the WJEC task down into short questions?
Yes, to provide additional guidance regarding the structure of the task and to make
marking more consistent. Teachers should bear in mind that if candidates need a
high level of support in preparing for the controlled assessment, then this should be
taken into account when assessing work.
What documentation is essential?
As centres have to use WJEC set tasks there are no proposal forms to complete.
However, centres must provide the following:
- a student guide to completing the task
- a contextualised mark scheme
- a marking checklist for teachers
Each WJEC exemplar reproduced in Guidance Booklet 3 includes these documents.
If centres choose to follow the exemplars, these documents can be used. If centres
contextualise their tasks, they must produce similar documents based on the
templates provided in Guidance Booklet 3 to reflect the nature of their tasks. An
electronic template is available to facilitate production of these documents.
Who provides the resources?
The open-ended nature of each task means that each centre will have to provide
access to its own resource material.
Do I have to use a different controlled assessment task every year?
Yes. The regulations are very clear on this. It is essential that centres adhere to
this rule. The rule is designed to prevent plagiarism, especially via the internet. The
specification and Guidance Booklet 3 contain one example for each topic area for
award in 2011. Guidance Booklet 3 also contains the set topics for 2012, enabling
teachers to plan ahead.
What if a centre set the same question in consecutive years by mistake?
The regulations are very clear on this. Unfortunately your candidates will get no
marks for that unit in that year.
GCSE Humanities Teachers' Guide to Controlled Assessment 7
What is contextualisation?
As mentioned earlier, the regulations allow for centres to ‘contextualise the tasks to
best suit their centre-specific circumstances.’ This has implications in two areas:
1.
You must provide your own resources to allow candidates to complete the
tasks.
Because of their open-ended nature, the WJEC exemplars will not contain resources.
Centres will have to provide candidates with access to suitable materials and data.
Candidates should be encouraged to research their own material where appropriate.
2.
You can change the focus of the set task to reflect a specific area / topic.
Consider the controlled assessment below for the Tourism, Travel and Leisure option.
Since 1950 many changes have taken place in travel, tourism and leisure.
Describe how people’s choice of holiday destinations has changed during this period.
Explain how various factors have interacted to influence people’s choice of holiday
destinations.
Analyse the impact of tourism on the holiday destination of your choice;.
Evaluate whether enough is being done to limit the negative effects of this growth in
tourism on your chosen area.
While the first two parts of the task are general in focus, the last two parts offer an
opportunity to contextualise the task by focussing on ‘a holiday destination of your
choice’ and ‘your chosen area’.
For example, centres could focus on:
•
UK seaside holidays
•
Mediterranean holidays
•
Alpine holidays
•
Holidays to longer haul destinations
•
Holidays in LEDCs
Consider the controlled assessment for Conflict and Co-operation option.
Since 1900 there have been many outbreaks of conflict in the world.
Using a conflict you have researched, describe the main events of the conflict.
Explain how various factors interacted to bring about this conflict.
Analyse how this conflict affected the lives of people involved.
Evaluate the success of the attempts to bring this conflict to an end.
A centre here has to select an appropriate conflict. Each part of the task must then
be contextualised to reflect aspects of that conflict.
For example, centres could focus on:
World War I
World War II
Vietnam
Northern Ireland
The Arab-Israeli War





GCSE Humanities Teachers' Guide to Controlled Assessment 8
Consider the controlled assessment for the Rights and Responsibilities option.
Poverty and inequality are some of the greatest challenges facing society
today.
Describe the patterns of poverty and inequality in an area of your choice (global,
national, regional or local).
Explain how various factors have interacted to cause poverty and inequality in your
chosen area.
Analyse how people have attempted to help tackle poverty and inequality in your
chosen area.
Evaluate the effectiveness of the attempts that have been made to support those in
need in your chosen area.
A centre here has to choose the scale of the issue (global, national, regional or
local). Each part must then be contextualised to reflect aspects of the choice.
For example, centres could focus on:





Child labour in an LEDC
Child poverty in the UK
Problems of the elderly
Poverty in an LEDC
Regional unemployment
Consider the controlled assessment for the Changing World of Work option.
Industries and companies have to adapt to changing economic conditions.
Using an example of an industry or a company of your choice at a global,
national, regional or local level:
Describe your chosen industry or company.
Explain how various factors interacted in the location and setting up of your chosen
industry or company.
Analyse the impact that your chosen industry or company has had on the local
community.
Evaluate the success of your chosen industry or company in adapting to changing
economic conditions.
A centre here has to choose an appropriate industry or company. Each part must
then be contextualised to reflect aspects of that industry or company.
For example:

A traditional heavy industry such as coal or steel

A manufacturing industry such as cars or washing machines

A retail development, such as a supermarket or a smaller shop

A hi-tech company

A multi-national company
GCSE Humanities Teachers' Guide to Controlled Assessment 9
TASK TAKING
This has two parts:
1.
Research and preparation.
2.
Analysis and evaluation of findings.
Research and preparation
What is the research and preparation stage?
This is where the teacher delivers the content needed and advises on the skills areas.
The students do their preparatory work on the set questions and sources. The
specification also gives clear guidance within the QCA / DCELLS regulations.
How much do I have to teach in the controlled assessment unit?
Each contemporary issues option contains three learning outcomes. WJEC advice is
that teachers plan schemes of work that cover all three of these learning outcomes in
their lessons. However, the main focus of your teaching is likely to be on the parts of
the specification which are covered by the controlled assessment tasks.
How long should this stage be?
It is recommended that the research and preparation stage should take between 12-15
hours in total.
How do I approach the controlled assessment unit?
Here are a couple of ways in which centres might decide to divide their time when
undertaking the controlled assessment unit.
Example 1:
Research and preparation stage:
Teacher covers the context and background relating to the
chosen topic:
•
the key features of the topic
•
reasons for changes / impact of the developments
Teacher develops enquiry skills:
•
how to find, select and use sources of information
Time
weeks
1-4
Students undertake research and preparation:
•
students tackle preparatory work and research
•
students practise analysing and evaluating sources
and data
weeks
5-10
Analysis and evaluation of findings:
Time
Students complete tasks under controlled conditions
weeks
10-12
GCSE Humanities Teachers' Guide to Controlled Assessment 10
Example 2:
Research and preparation stage:
Teacher covers the context and background relating to the
chosen topic.
Students undertake research and preparation connected with
the context and background
Analysis and evaluation of findings:
Students complete the ‘describe’ part of the task
Research and preparation stage:
Teacher covers the interaction of factors connected with the
task
Students undertake research and preparation connected with
the interaction of factors
Analysis and evaluation of findings:
Students complete the ‘explain’ part of the task
Research and preparation stage:
Teacher discusses the impact of the chosen issue
Students undertake research and preparation connected with
the impact of the chosen issue
Analysis and evaluation of findings:
Students complete the ‘analysis’ part of the task
Research and preparation stage:
Teacher discusses the evaluation of the chosen issue
Students undertake research and preparation connected with
the evaluation of the chosen issue
Analysis and evaluation of findings:
Students complete the ‘evaluation’ part of the task
Time
weeks
1-2
week 3
weeks
4-5
week 6
weeks
7-8
week 9
weeks
10-11
week 12
Where is the research and preparation done?
Mostly in class under supervision, but the regulations allow some opportunities to work
outside and at home at this stage.
What do the candidates actually do at this stage?
They research and ask questions of data and information and build a portfolio of
evidence and notes which they can refer to in the analysis and evaluation of findings
stage.
How much help can the teacher give at this stage?
There are regulations about feedback by teachers. This is outlined in the
specification on page 46. Centres need to be aware of this regulatory requirement
which will be managed by WJEC and its moderators in a practical and professional
way.
In practice, a teacher is able to give the same help at this stage as in a normal
teaching situation. Guidance can be given on the background and context and on the
analysis and evaluation of data and information. Teachers can look at candidates’
work here and make suggestions but teachers must not undertake any re-writing.
GCSE Humanities Teachers' Guide to Controlled Assessment 11
Analysis and evaluation of findings
What is the analysis and evaluation of findings stage?
This is where the candidates finally get to complete the tasks for final assessment.
Where is this done?
This is done under formal supervision, normally in lesson time. Think test
conditions.
What is the teacher’s role in the analysis and evaluation stage?
Teachers have to supervise the controlled assessment and can offer clarification, but
they cannot give suggestions or solutions to candidates which influence their work at
this stage.
How long have candidates got to complete this work?
Candidates can have between five to eight hours in total to complete the work. They
do not have to complete all the parts in one go. They can be split.
What happens at the end of a session if candidates haven’t finished?
The work must be collected in by the teacher and stored securely.
What resources can candidates use in this stage?
Candidates can use only the material that they have gathered and worked on during
the research and preparation stage. This will be their portfolio of evidence and
notes. No additional material can be used at this stage. There can be no use of
data storage devices or access to the internet at this stage.
Can candidates use ICT to complete their work?
If a centre can arrange for candidates to have access to computers in their
evaluation sessions, then the work can be completed using word-processing
software, providing candidates cannot use other forms of data storage or access to
the internet. In practice, this regulation will mean that most tasks will be handwritten.
What about word limit?
Technically this doesn’t apply any more as the conditions under which the task is
completed are timed. There will be no penalty for exceeding a word limit. The
WJEC exemplars give some guidelines as to how much could be expected.
What will the finished work look like?
It should be submitted on A4 paper. Note that the ability to produce an extended
essay which is integrated is an important part of the quality of written communication.
There are also marks for the structure of the work. Any evidence used can be put in
an appendix or attached to the written work.
GCSE Humanities Teachers' Guide to Controlled Assessment 12
TASK MARKING
Who marks the work?
Controlled assessment tasks are marked internally by teachers in the school.
How is the work to be assessed?
When assessing candidates’ work, teachers should annotate the body of the work by
acknowledgement marking using the usual conventions such as ticks and / or
underlining for impressive work.
To apply the contextualised mark scheme, teachers should:
•
first decide on the level achieved by the candidate for each part of the task
•
next decide on the mark to be awarded within that level.
•
Where a level spans three marks (eg 1-3 or 4-6), the middle mark should
normally be awarded. If the lower or upper mark is awarded then teachers must
provide a justification for this in the relevant box on the marking checklist.
•
Where a level spans two marks (eg 1-2 or 7-8), the higher mark should
normally be awarded. If the lower mark is awarded then teachers must provide a
justification for this in the relevant box on the marking checklist.
•
All teachers must make a final comment on the work of each candidate in
the relevant box on the marking checklist.
What is internal moderation?
This is the process whereby the work of candidates in different teaching groups
within a centre is checked for accuracy and consistency of marking. This is often
done by the Head of Department or in a whole department meeting. This has to be
done before the sample is chosen
GCSE Humanities Teachers' Guide to Controlled Assessment 13
SENDING WORK TO THE MODERATOR
What is external moderation?
This is the process whereby the marks awarded by the centre are checked for
accuracy and consistency. This is done by checking a sample of the work from a
centre. This is done by a moderator appointed by WJEC
Who is my external moderator?
Details are sent out in February each year. Do not assume that your moderator will
be the same every year. If in doubt you can contact the officer responsible for GCSE
internal assessment via the GCSE section at WJEC.
When do I send work to the moderator?
Details will be sent in early February. GCSE Humanities usually has a submission
date which is before Easter each year. This is to allow our small team of moderators
to also fulfil their duties as senior examiners in May.
How much work do I send?
WJEC sends out a general coursework manual each year which contains information
about selecting a sample for external moderation. This usually goes to the centre’s
Examinations Officer. The procedure for WJEC subjects is different from other
awarding bodies. The selection depends on the number of candidates entered from
the centre. It depends on the candidates’ work being marked and then placed in a
rank order according to their mark out of 50. The basic formula is:
Total number of
Candidates
1 – 10
11 – 19
20 – 29
30 – 59
60 – 99
100 – 199
Work to be submitted
(rank order)
All
1st and every second (1,3,5,7 etc)
1st and every third (1,4,7,10 etc)
1st and every fourth (1,5,9,13 etc)
1st and every fifth (1,6,11,16 etc)
1st and every tenth (1, 11, 21, 31 etc) plus
additional folders as necessary, reflecting
a spread of marks, to make a total sample
of 20.
GCSE Humanities Teachers' Guide to Controlled Assessment 14
What other rules are there about the sample?
You should also consider the following points about the sample:
• Candidates from each teaching group should be represented in the sample.
• There are likely to be several candidates on a particular mark. These count
towards the total number when determining the rank order, but normally only one
candidate’s work on a particular mark needs to be submitted.
• The sample should only contain the work of candidates who have attempted both
assignments. There is little point including the work of candidates who have only
completed one assignment.
• In bilingual centres, work should be submitted in both Welsh and English.
• The sample should contain examples of the work of both sexes in rough
proportion.
What else do I send to the moderator?
You should send to the moderator a separate file containing:
•
•
•
•
•
The HUM1 form (see below).
The HUM2 form signed by both student and teacher.
The marking sheet for each candidate in the sample indicating and justifying the
level and marks awarded.
Copies of the pupil guidance sheets used, even if they are WJEC exemplars.
Any further information you think the moderator needs to know.
What are HUM1 / HUM2 forms?
These are usually sent out to centres in February, together with details of the
moderator. They are also available on the WJEC secure website each year. The
HUM1 form is to record details of the selected sample. It is to be completed in rank
order. Please leave the 'Moderated by' box empty. The HUM2 form is a cover sheet
for each individual candidate. This must be signed by both candidate and teacher to
authenticate the work. These can be placed in the separate file with each
candidate’s work. If candidate work is supplied without the signed HUM2 form
then it cannot be accepted for moderation and the candidate will gain no marks
for Unit 4.
What are C forms?
These are computerised forms on which the coursework mark for every candidate is
bar-coded. These are sent to centres in March. These are to be given back to your
school’s examinations officer who sends them to WJEC. They should not be sent to
the moderator. Please keep a copy of the C form.
What if some of the candidates only partially completed the tasks?
These candidates can still be entered, but obviously their overall mark will be much
lower. If there is a legitimate reason for non/partial completion then you should apply
for special circumstances. Your examinations officer should have the relevant
details.
GCSE Humanities Teachers' Guide to Controlled Assessment 15
How is the work authenticated?
As all the work is now to be carried out in class under supervision, it is the teacher's
responsibility to authenticate the work, by signing the appropriate box on the HUM1
and HUM2 forms.
How is the sample packaged?
The assignments should be on A4 paper, stapled or bound together with the
candidate’s name clearly stated. Each candidate’s work should be put in a simple
manila folder, clearly labelled with the centre and candidate details. Work should
not be submitted in plastic wallets or bulky ring-binders.
How is the sample sent?
It is the responsibility of the centre to package the work securely in plastic or paper
sacks and to address it correctly to the allocated moderator. Please obtain proof of
postage for the parcel.
Do I get the sample back?
The work is sent back to centres before the end of the summer term. The
moderator’s report does not come at this time. Occasionally work from centres is
retained for training purposes and so it is not all sent back at the same time.
Do I get any feedback?
A moderator’s report is written on every centre.
centres in October.
GCSE Humanities Teachers Guide - Booklet 2/MLJ
These are usually sent out to
GCSE Humanities Teachers' Guide to the Examined Units 1, 2 and 3 16
EXEMPLAR QUESTION 1(c)
Look at Source B and answer the question which follows.
Source B
[A graph showing population change 1750-2050]
(c)
Use Source B to describe how world population will have changed between 1750
and 2050.
[4]
[12 x answer lines]
Mark scheme for Question 1(c)
LEVEL 1
You will get 1 or 2 marks if you make weak or implied points
Eg: you say that the population has risen / will carry on rising; you may
mention the differences in rates between MEDCs and LEDCs
LEVEL 2
You will get 3 or 4 marks if you show accurate use of the material in
the source
Eg: you will refer to the rise in population but will give greater detail about
the rate and extent of population change giving supporting dates and
amounts from the source.
GCSE Humanities Teachers' Guide to the Examined Units 1, 2 and 3 17
EXEMPLAR QUESTION 1(d)
(d)
Explain why there is a difference in population growth rates between LEDCs and
MEDCs.
[6]
[18 x answer lines]
Mark scheme for Question 1(d)
LEVEL 1
You will get 1 or 2 marks for vague comments or basic descriptions
Eg: you will make basic statements such as 'lack of contraception', or
'education' or the need for large families.
LEVEL 2
You will get 3 or 4 marks if you explain only one reason properly or if
you mention two reasons in less detail. You will get no more than three
marks if you do not attempt to explain the reasons.
Eg: you will still mention the issue of contraception or lack of education but
will give more detailed reasoning for large families such as to help with family
work, to replace high infant mortality, to look after older family members etc.
You may also begin to consider reasons for lower rates in MEDCs.
LEVEL 3
You will get 5 or 6 marks if you explain at least two reasons in detail
Eg: you will offer a variety of reasons in detail with full explanation; these will
include religious factors, status of women etc; you should discuss the impact
of high mortality and low life expectancy on birth rate; you may also refer to
the tendency towards smaller families in MEDCs.
GCSE Humanities Teachers' Guide to the Examined Units 1, 2 and 3 18
EXEMPLAR QUESTION 1(e)
Look at Source C and answer the question which follows.
Source C
Earthquake strikes Northern Pakistan
19,000 feared dead
Government appeals for international aid
[From a newspaper front page]
(e)
Use Source C and your own knowledge to explain why the effects of an earthquake
are likely to be more serious in a LEDC like Pakistan.
[6]
[18 x answer lines]
Mark scheme for Question 1(e)
LEVEL 1
You will get 1 or 2 marks if you just paraphrase the source(s)
Eg: you will mention things like remote mountainous areas, poor quality
buildings, lack of aid, etc.
LEVEL 2
You will get 3 or 4 marks if you use the source(s) to explain with some
support from your own knowledge.
Eg: you show an understanding of why the factors you have mentioned make
the problem more serious; for example, fewer building controls, cheap
materials and poor construction mean that buildings are unable to withstand
an earthquake; you may also mention of problems of reaching areas and
sending aid.
LEVEL 3
You will get 5 or 6 marks if you give an accurate answer with good
support from the source and your own knowledge.
Eg: you will cover a full range of problems, reasons and their implications
including the role of emergency services; you may comment on the
importance of money to help recovery; you may consider what makes an
earthquake in an LEDC serious in relation to the number of deaths or the
loss of infrastructure, etc.
GCSE Humanities Teachers' Guide to the Examined Units 1, 2 and 3 19
EXEMPLAR QUESTION 1(f)
(f)
"It is impossible to completely protect the population of a major city from the effects
of even a moderate earthquake."
How far do you agree with this view?
[8]
(In your answer you should consider the effectiveness of earthquake prevention and
prediction; what can be done to protect or prepare people for a major earthquake;
whether or not you agree with this view.)
[24 x answer lines]
Mark scheme for Question 1(f)
LEVEL 1
You will get 1 or 2 marks if you make a few relevant points; your quality
of written communication will be weak
Eg: you will largely agree or disagree with the statement; you only mention
basic ideas in support, such as ways of making buildings earthquake-proof.
LEVEL 2
You will get 3 to 5 marks for an answer which includes some relevant
points and offers a basic judgement; your quality of written
communication will be sound
Eg: you give a largely one-sided answer which either agrees or disagrees
with the statement about protecting against earthquakes; you should consider
a range of earthquake protection measures and may attempt to look at the
success of such measures.
LEVEL 3
You will get between 6 or 8 marks for a reasoned evaluation of the issue
in the question; your quality of written communication will be good
Eg: you will consider a full range of earthquake protection measures; you will
give a balanced view of the effectiveness of these measures in protecting
people from earthquakes.
GCSE Humanities Teachers' Guide to the Examined Units 1, 2 and 3 20
What do Questions 2 and 3 look like?
On each exam paper there is a choice of answering either Question 2 or Question 3. Both
Questions 2 and 3 are largely based on knowledge and understanding.
All Questions 2 and 3 follow a similar style and each part has a mark scheme with a similar
structure. Each question is introduced by a bold statement identifying the focus of the broad
topic for the question. Generic language is used to introduce each part question and to
ensure comparability across optional papers.
Q Question focus
Marks
a Selection of information from the source
2
only
b Description
4
c Explanation: giving reasons / factors to
6
support….
d Discussion of issue
8
Total
20
What do the examiners look for in Questions 2 and 3?
Each question has a mark scheme. The mark scheme in this section is written to aid
assessment for learning. The mark scheme is directed at the candidates to demonstrate
what they have to do to gain certain marks. There is a generic statement in bold which is
followed by some indicative content. The mark schemes used by professional examiners
are written with slightly different language.
Following is an example of a Question 2 from the paper on Christianity and
Contemporary Lifestyles.
GCSE Humanities Teachers' Guide to the Examined Units 1, 2 and 3 21
EXEMPLAR QUESTION 2(a)
This question is about Christian attitudes, values and beliefs in society.
Study Source A and answer the question which follows.
Source A
(a)
What does Source A tell you about how Christians might pray?
[6 x answer lines]
Mark scheme for Question 2(a)
You will get one mark for one relevant selection from the source;
You will get two marks for two relevant selections from the source.
Examiners will credit things like:
Christians pray quietly;
Christians pray with their hands together;
Christians close their eyes when praying;
they kneel in respect to God.
[2]
GCSE Humanities Teachers' Guide to the Examined Units 1, 2 and 3 22
EXEMPLAR QUESTION 2(b)
(b)
Describe what happens in a Eucharist service.
[4]
[12 x answer lines]
Mark scheme for Question 2(b)
LEVEL 1
You will get 1 or 2 marks if you give a weak description or one
detailed point only
Eg: you will mention that in the service bread and wine are given out to the
people.
LEVEL 2
You will get 3 or 4 marks if you give an accurate description including at
least two points
Eg: you will mention the role of the priest in distributing the bread and wine to
people over a blessing; you should also mention the remembering of Jesus’
sacrifice.
EXEMPLAR QUESTION 2(c)
(c)
Explain why Easter is an important festival for Christians.
[6]
[18 x answer lines]
Mark scheme for Question 2(c)
LEVEL 1
You will get 1 or 2 marks for vague comments or basic descriptions
Eg: you may only describe some of the events associated with Easter; you
should say that Easter is important because it remembers / celebrates the
death of Jesus.
LEVEL 2
You will get 3 or 4 marks if you explain only one reason properly or if
you mention two reasons in less detail. You will get no more than three
marks if you do not attempt to explain.
Eg: you should refer to the festival of |Easter as celebrating the death and
resurrection of Jesus and you will begin to explain the importance of these
events.
LEVEL 3
You will get 5 or 6 marks if you explain more than one reason
Eg: you focus directly on the importance of Easter; you must mention the
importance of commemorating Jesus’ death and resurrection; you should say
that it was as Jesus said it had to be in order for humans to gain redemption
and the chance of eternal life through his sacrifice.
GCSE Humanities Teachers' Guide to the Examined Units 1, 2 and 3 23
EXEMPLAR QUESTION 2(d)
(d)
'To demonstrate their belief and faith, Christians must attend a place of worship
regularly.'
To what extent do you agree with this statement?
[8]
(In your answer you could consider: patterns of worship today; reasons why many
Christians still attend a place of worship regularly; examples of other ways of
demonstrating Christian faith; whether or not you agree with this statement.)
[24 x answer lines]
Mark scheme for Question 2(d)
LEVEL 1
You will get 1 or 2 marks if you make a few relevant points; your quality
of written communication will be weak
Eg: your answer will tend to agree or disagree about attendance at worship;
you make general points such as going to church is important / not important.
LEVEL 2
You will get 3 to 5 marks for an answer which includes some relevant
points and offers a basic judgement; your quality of written
communication will be sound your quality of written communication will
be sound
Eg: you should attempt to look at both sides of the issue; for example, you
show that it is important to make the effort to attend a place of worship
against the fact that it is possible to worship properly in private. You will get
marks in this level if you provide a weak two-sided argument or if you only
consider one side of the issue.
LEVEL 3
You will get between 6 or 8 marks for a reasoned evaluation of the issue
in the question; your quality of written communication will be good
Eg: You discuss the issue from two clear points of view; the advantages of
collective worship will be explained, especially as Jesus worshipped regularly
and Christians should try to follow that example; also you should refer to
other ways of demonstrating faith and belief in a modern society. You may
conclude that it is not essential to attend a place of worship regularly but that
for many Christians it is an essential way of demonstrating their faith.
GCSE Humanities Teachers' Guide to the Examined Units 1, 2 and 3 24
ASSESSMENT GUIDE: UNIT 4 – CONTROLLED ASSESSMENT
Advice and support on the controlled assessment unit is found in a separate guide.
GCSE Humanities Teachers Guide - Booklet 1/HW
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