Assess the relative importance of different approaches to protecting and managing forests under threat. [12 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 · 9 to 12 | Demonstrates comprehensive and accurate knowledge and understanding of geographical concepts and processes relevant to the question. Applies understanding to deconstruct information and provide sustained logical connections between concepts. Constructs a balanced, well-developed argument, drawing on a range of evidence and synthesising relevant understanding coherently. Judgements are fully supported by evidence and lead to a clear, well-reasoned and justified conclusion. Geographical terminology is used consistently, accurately and appropriately. |
| Level 2 · 5 to 8 | Demonstrates sound knowledge and understanding of geographical concepts and processes relevant to the question. Applies understanding to deconstruct information and provide some logical connections between concepts. Constructs an argument that synthesises mostly relevant understanding, but may lack full balance or coherence. Judgements are supported by evidence occasionally. A conclusion is reached, but it may lack full justification or consistent geographical terminology. |
| Level 1 · 1 to 4 | Demonstrates basic or limited knowledge and understanding of geographical concepts and processes relevant to the question. Applies limited understanding with few or no logical connections. Constructs a limited or undeveloped argument with restricted use of evidence, or no supported judgements. A basic or no conclusion is reached. Geographical terminology is limited or used inaccurately. |