Assess the effectiveness of strategies used to manage water demand and supply in a developed country experiencing water stress. Use a named example. [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 | Demonstrates detailed and accurate knowledge and understanding of strategies to manage water demand and supply in a HIC experiencing water stress. Presents a well-developed and logical line of reasoning with a coherent argument, assessing the effectiveness of these strategies. Provides in-depth analysis and evaluation of geographical information and issues, leading to a justified conclusion or judgement. Precise and relevant place-specific detail (case study evidence) is used effectively to support and exemplify points. Effective use of geographical terminology. |
| Level 2 · 4 to 6 | Demonstrates sound knowledge and understanding of some strategies to manage water demand and supply in a HIC experiencing water stress. Presents a clear line of reasoning, with a generally coherent structure. Includes some analysis and evaluation of geographical information and issues, but may lack depth or lead to a limited conclusion/judgement. Relevant place-specific detail (case study evidence) is used to support points, though may lack precision or integration. Appropriate use of geographical terminology. |
| Level 1 · 1 to 3 | Demonstrates basic or limited knowledge and understanding of water management strategies. Presents a simple or descriptive response, with limited structure or coherence. Offers little or no analysis or evaluation, often presenting unsupported statements. Includes limited or no relevant place-specific detail (case study evidence), or details are generic/inaccurate. Limited use of geographical terminology, or terms used inaccurately. |