Assess the extent to which hard engineering strategies are effective in protecting coastlines from erosion and flooding. Use a named example(s) in your answer. [6 marks]
AO1 (published assessment objective): Identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts (English Language). For Literature: read, understand and respond to texts, maintaining a critical style, developing an informed personal response, and using textual references including quotations to support and illustrate interpretations. For Geography: demonstrate knowledge of locations, places, processes, environments and different scales. For History: demonstrate knowledge and understanding of the key features and characteristics of the periods studied.
AO2 (published assessment objective): Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views (English). For Geography: demonstrate geographical understanding of concepts and how they are used in relation to places, environments and processes, and the interrelationships between places, environments and processes. For History: explain and analyse historical events and periods studied using second-order historical concepts.
AO3 (published assessment objective): Compare writers' ideas and perspectives, as well as how these are conveyed, across two or more texts (English Language). For Literature: show understanding of the relationships between texts and the contexts in which they were written. For Geography: apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make judgements. For History: analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements.
Assessed against AO1, AO2, AO3 using Revision Robin's own level descriptors below. These are not the exam board's mark scheme. Every quotation in the feedback is checked against your answer before you see it, and a teacher's mark overrides ours.
| Level 3 · 5 to 6 | Demonstrates thorough and accurate geographical knowledge and understanding of hard engineering strategies and their effectiveness. Provides detailed and well-developed assessment of both advantages and disadvantages, showing a clear, logical evaluation. Makes effective use of relevant and specific geographical terminology (e.g., sea wall, groynes, rock armour, longshore drift, sediment starvation). Supports points with accurate and appropriate factual information, including specific place-based detail, facts, and/or figures (e.g., Holderness Coast, Lyme Regis). |
| Level 2 · 3 to 4 | Demonstrates clear geographical knowledge and understanding of some hard engineering strategies and their effectiveness. Provides clear assessment, though this may be imbalanced or lack full development of both sides of the argument. Uses some appropriate geographical terminology. Includes some relevant factual information or examples (e.g., a named management scheme), but these may lack specific detail or full evaluation. |
| Level 1 · 1 to 2 | Demonstrates basic or limited geographical knowledge and understanding of hard engineering or its effectiveness. Provides simple or partial statements, often descriptive rather than evaluative. Uses limited or inappropriate geographical terminology. May include basic or generic examples, or no specific factual information. |