Evaluate the effectiveness of different strategies used to reduce the development gap, with reference to named examples. [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 thorough and accurate geographical knowledge and understanding, fully relevant to the question. Provides detailed and well-developed ideas, with specific and accurate place-specific detail. Analysis/evaluation/judgement is thorough, substantiated, and well-supported by evidence, leading to a clear conclusion where appropriate. Communication is clear, coherent, and highly structured. |
| Level 2 · 4 to 6 | Demonstrates reasonable geographical knowledge and understanding, relevant to the question. Provides developed ideas, with some place-specific detail. Analysis/evaluation/judgement is reasonable, supported by some evidence, and may lead to a conclusion. Communication is generally clear and structured. |
| Level 1 · 1 to 3 | Demonstrates basic geographical knowledge and understanding, with limited relevance to the question. Provides simple or superficial ideas, with limited or no place-specific detail. Analysis/evaluation/judgement is basic or descriptive, with limited support from evidence. Communication lacks clarity and structure. |