Evaluate the effectiveness of management strategies used to reduce the risks from tectonic hazards in countries at different levels of development. [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 4 · 10 to 12 | Demonstrates thorough, detailed and perceptive understanding of the demands of the question. Applies knowledge and understanding in a comprehensive and consistent manner to the context of the question. Provides a clear, logically structured and coherent argument, supported by excellent use of geographical terminology and well-selected, accurate supporting information and detailed exemplification (e.g., facts, figures, dates, places, names of case studies). Makes a sustained and evaluative judgement that is well-justified and clearly linked to the evidence presented. |
| Level 3 · 7 to 9 | Demonstrates a good understanding of the demands of the question. Applies knowledge and understanding to the context of the question. Provides a clear and organised argument, supported by good use of geographical terminology and appropriate supporting information and exemplification (e.g., facts, figures, dates, places, names of case studies). Makes a justified judgement. |
| Level 2 · 4 to 6 | Demonstrates some understanding of the demands of the question. Applies some knowledge and understanding to the context of the question. Provides a general argument, supported by some use of geographical terminology and limited supporting information and exemplification (e.g., facts, figures, dates, places, names of case studies). Attempts to make a judgement. |
| Level 1 · 1 to 3 | Demonstrates limited understanding of the demands of the question. Applies limited knowledge and understanding, often implicitly, to the context of the question. Provides a basic and fragmented argument with limited or no use of geographical terminology or supporting information and exemplification. |