Explain the importance of sustaining ecosystems for human well-being and analyse the effectiveness of two different approaches to achieving this. [8 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 · 7 to 8 | A comprehensive and detailed response, demonstrating a thorough understanding of geographical concepts and processes. Detailed and accurate knowledge is applied to the specific context of the question, with excellent integration of relevant and precise place-specific factual information and/or case study detail. Arguments are well-structured, coherent, and effectively evaluate or analyse the prompt, leading to a justified conclusion or clear synthesis. |
| Level 2 · 4 to 6 | A clear response, demonstrating a sound understanding of geographical concepts and processes. Good knowledge is applied to the context of the question, with some integration of relevant place-specific factual information and/or case study detail. Arguments are generally structured and coherent, showing some attempt to evaluate or analyse the prompt. |
| Level 1 · 1 to 3 | A basic response, demonstrating limited understanding of geographical concepts. Simple or generalised knowledge is applied, with little or no specific place-specific factual information or case study detail. The response may lack structure, be descriptive, or contain inaccuracies. Limited or no attempt to evaluate or analyse the prompt. |