Discuss the opportunities and hazards associated with living in a volcanic area. [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 | Detailed and developed knowledge and understanding of relevant geographical concepts, processes, interactions, and change. Consistently applies knowledge and understanding appropriately to the specific context of the question. Deconstructs information effectively, making reasoned and supported judgements and conclusions. Clear connections are made, and complex relationships are identified and explained between different geographical ideas. Demonstrates a full understanding of the demands of the question and the complexity of geographical issues. Quality of extended response: Sustained, coherent, and well-structured argument, using specialist terminology accurately and effectively. |
| Level 2 · 4 to 6 | Sound knowledge and understanding of relevant geographical concepts, processes, interactions, and change. Applies knowledge and understanding to the context of the question. Deconstructs information, making reasoned judgements and conclusions. Some connections are made, and relationships are identified between geographical ideas. Demonstrates an understanding of the demands of the question. Quality of extended response: Generally clear and coherent argument, with some structure, using some specialist terminology accurately. |
| Level 1 · 1 to 3 | Limited knowledge and understanding of relevant geographical concepts, processes, interactions, or change. Applies limited knowledge and understanding to the context of the question. Makes simple judgements or conclusions, often unsupported. Limited or no connections made between geographical ideas. Demonstrates a limited understanding of the demands of the question. Quality of extended response: Simple, descriptive statements, with limited structure and accuracy in terminology. |