Examine the extent to which human activities threaten cold environments and assess the effectiveness of strategies used to manage these threats. [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 | Detailed and comprehensive knowledge and understanding of geographical processes and issues. A sustained, well-developed argument is presented, demonstrating thorough analysis and perceptive evaluation, drawing on detailed and accurate place-specific information and examples. Complex ideas are expressed clearly, coherently, and logically, using sophisticated specialist geographical vocabulary precisely. The response is well-structured and displays excellent geographical skills. |
| Level 2 · 5 to 8 | Good knowledge and understanding of geographical processes and issues. A clear argument is presented, demonstrating sound analysis and evaluation, drawing on good place-specific information and examples. Ideas are expressed clearly and coherently, using appropriate specialist geographical vocabulary. The response is reasonably well-structured and displays good geographical skills. |
| Level 1 · 1 to 4 | Basic knowledge and understanding of geographical processes and issues. A simple argument is presented, demonstrating basic analysis or evaluation, drawing on limited or generic information/examples. Ideas are expressed simply, with some use of specialist geographical vocabulary, though it may be imprecise. The response has limited structure and displays basic geographical skills. |