- 8 mark exam questions will consist of one question worth 8 marks at the end of each exam paper
- The questions will require students to plan their response using the PEEEEL structure (Point, Evidence, Explain, Extend, Example, Link/Link back)
- Responses should be 3 paragraphs: arguing for/against and drawing a conclusion, comparing options for 12 mark questions
- Strong responses will use evidence from resources and show comprehensive reasoning, whereas basic responses provide limited discussion.
Paper Grade Rubric1. Significantly insufficient(6 points).docxkarlhennesey
Paper Grade Rubric
1. Significantly insufficient
(6 points)
2. Insufficient
(7 points)
3. Sufficient
(8 points)
4. Good
(9 points)
5. Excellent
(10 points)
Description of Event
Description of event significantly lacks details relevant to concept; only direct citations included or copying existing definitions.
Many relevant facts are missing or inaccurate; more research was needed. Included existing definition by others.
Most facts are relevant and presented accurately; some factual information is misleading or inaccurate; put into both students own words and existing definition.
Details not missing, and are adequate and relevant to the concept; defined using student’s own words.
Concept defined and described completely, put into students own words; other details are complete and fully relevant to the concept.
Interpretation of Event
No concept presented, used, or defined. Weak/no argument presented.
No module concept defined, partial argument; interpretation is inconsistent with concept.
Concept defined but no argument/weak support of argument; interpretation is partly consistent with concept
Concept correctly defined and well presented; argument is somewhat unclear; interpretation is mostly consistent with concept
Understanding of event is correct, and is expanded through exceptional use of concept
Evaluation of Event
No concept presented or use of concept does little or distracts from the understating of event; no evaluation presented
Concept presented but support is weak or lacking, no argument or weak support of argument
Concept presented, very weak argument
Concept defined and clearly presented, evaluation is inconsistent with concept or unclear.
Concept fully integrated into evaluation; understandings of event is expended through the concept
Organization and Grammar of Writing
Organization of paper is inconsistent and distracting from the thesis, significant grammatical errors and typos (more than 7).
Organization of paper only partly supportive of the thesis; substantial grammatical errors and typo (5 to 7), awkward language
Organization of paper somewhat inconsistent with thesis; some grammatical or spelling errors (around 4 to 2)
Organization of paper clear and content organized to support thesis; minor grammatical or spelling errors (fewer than 2)
Organization flawless and fully supports thesis; no grammatical errors nor typos.
Information Literacy
Fewer than five sources, sources are not diverse or not relevant; no or incomplete credibility assessment.; no reference page and in-text citations.
Weak diversity, relevance and credibility assessment of sources. Lacking citations, or wrong format of citations, incorrect citation style.
Adequate diversity and credibility assessment. Lacking some citations, inconsistent citation styles throughout the paper
Good diversity and credibility assessment of sources; minor citation errors.
Exceptional diversity of sources and credibility assessment; correct references and in-text citations.
· ...
Paper Grade Rubric1. Significantly insufficient(6 points).docxkarlhennesey
Paper Grade Rubric
1. Significantly insufficient
(6 points)
2. Insufficient
(7 points)
3. Sufficient
(8 points)
4. Good
(9 points)
5. Excellent
(10 points)
Description of Event
Description of event significantly lacks details relevant to concept; only direct citations included or copying existing definitions.
Many relevant facts are missing or inaccurate; more research was needed. Included existing definition by others.
Most facts are relevant and presented accurately; some factual information is misleading or inaccurate; put into both students own words and existing definition.
Details not missing, and are adequate and relevant to the concept; defined using student’s own words.
Concept defined and described completely, put into students own words; other details are complete and fully relevant to the concept.
Interpretation of Event
No concept presented, used, or defined. Weak/no argument presented.
No module concept defined, partial argument; interpretation is inconsistent with concept.
Concept defined but no argument/weak support of argument; interpretation is partly consistent with concept
Concept correctly defined and well presented; argument is somewhat unclear; interpretation is mostly consistent with concept
Understanding of event is correct, and is expanded through exceptional use of concept
Evaluation of Event
No concept presented or use of concept does little or distracts from the understating of event; no evaluation presented
Concept presented but support is weak or lacking, no argument or weak support of argument
Concept presented, very weak argument
Concept defined and clearly presented, evaluation is inconsistent with concept or unclear.
Concept fully integrated into evaluation; understandings of event is expended through the concept
Organization and Grammar of Writing
Organization of paper is inconsistent and distracting from the thesis, significant grammatical errors and typos (more than 7).
Organization of paper only partly supportive of the thesis; substantial grammatical errors and typo (5 to 7), awkward language
Organization of paper somewhat inconsistent with thesis; some grammatical or spelling errors (around 4 to 2)
Organization of paper clear and content organized to support thesis; minor grammatical or spelling errors (fewer than 2)
Organization flawless and fully supports thesis; no grammatical errors nor typos.
Information Literacy
Fewer than five sources, sources are not diverse or not relevant; no or incomplete credibility assessment.; no reference page and in-text citations.
Weak diversity, relevance and credibility assessment of sources. Lacking citations, or wrong format of citations, incorrect citation style.
Adequate diversity and credibility assessment. Lacking some citations, inconsistent citation styles throughout the paper
Good diversity and credibility assessment of sources; minor citation errors.
Exceptional diversity of sources and credibility assessment; correct references and in-text citations.
· ...
A team exercise originally designed for tutor time when my class did not know each other that well. You could also of course use different paintings from these. I rarely did more than 2 as they have had enough by then. Copy the paintings to put out at the front of the class. Beware competitive cheaters!
Simple revision cards for the case studies in the AQA Geography GCSE syllabus A. The categories have been written directly from the syllabus to help pupils revise the correct aspects of each case study and to help them plan their revision. The best thing to do having completed a case study revision card is then to try an exam question on it.
This is for the new EDUQAS WJECT spec B GCSE... An all in one 3-4 lessons including a mini DME on Why the UKs climate is varied. Refers to new (2016) Wider World and the very old Foundations books, you could replace these with your own texts I am sure. Also the umbrella shop idea is from a lesson I saw on the TES but now cannot re-find and so cannot credit
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to ace 8 mark questions for EDUQAS Geography GCSE B
1. How to ace 8 mark questions
1. How many are there in an exam?
2. What will they look like?
3. Is there SPaG?
4. How do I answer them?
Pick up your test
and a sheet we
are going to go
through it
2. • How many are there in an exam?
Component (paper) 1 x 3 end of paper of each theme
• Is there SPaG?
Yes when it says 8+4.
6. How to prepare to answer your 8 mark
question
1. Box the command word – what do you actually have to do (hand out command word
sheet)
2. Underline the keywords
3. Go back and reread the question – are there any resources you
need to use?
4. Then make a PLAN. What are you actually going to talk about?
1. You can do this in the margin
5. Then write
7. Marks
7-8 Exceptional application of knowledge and understanding:
Uses the whole PEEEEL structure well
Comprehensive chains of reasoning provide sophisticated analysis
Balanced and coherent appraisal draws together wider geographical
understanding to justify decision(s).
3 Paragraphs:
1. Arguments for
2. Arguments against
3. Conclusions
Structure for first 2
paragraphs
Point – One reason…
Evidence – For example in
figure…
Explain – This means that…
Extend – This leads to
Example – For example…
Final paragraph
Link back – Overall….
(rephrase the question)
5-6 Thorough application of knowledge and understanding:
Uses the point, evidence, explain, extend to write good chains of
reasoning provide elaborated analysis
Balanced appraisal draws together wider geographical understanding to
support decision(s).
3-4 Sound application of knowledge and understanding:
Uses the point, explain and evidence to make some connections provide
valid but limited analysis
Limited evaluation
1-2 Basic application of knowledge and understanding:
Uses the point and explain part to create some basic sentences to
discuss information/issue
Limited and weak evaluation
8. Marks
7-8 Exceptional application of knowledge and understanding:
Uses the whole PEEEEL structure well
Comprehensive chains of reasoning provide sophisticated analysis
Balanced and coherent appraisal draws together wider geographical
understanding to justify decision(s).
3 Paragraphs:
1. Arguments for
2. Arguments against
3. Conclusions
Structure for first 2
paragraphs
Point – One reason…
Evidence – For example in
figure…
Explain – This means that…
Extend – This leads to
Example – For example…
Final paragraph
Link back – Overall….
(rephrase the question)
5-6 Thorough application of knowledge and understanding:
Uses the point, evidence, explain, extend to write good chains of
reasoning provide elaborated analysis
Balanced appraisal draws together wider geographical understanding to
support decision(s).
3-4 Sound application of knowledge and understanding:
Uses the point, explain and evidence to make some connections provide
valid but limited analysis
Limited evaluation
1-2 Basic application of knowledge and understanding:
Uses the point and explain part to create some basic sentences to
discuss information/issue
Limited and weak evaluation
9. Marks
7-8 Exceptional application of knowledge and understanding:
Uses the whole PEEEEL structure well
Comprehensive chains of reasoning provide sophisticated analysis
Balanced and coherent appraisal draws together wider geographical
understanding to justify decision(s).
3 Paragraphs:
1. Arguments for
2. Arguments against
3. Conclusions
Structure for first 2
paragraphs
Point – One reason…
Evidence – For example in
figure…
Explain – This means that…
Extend – This leads to
Example – For example…
Final paragraph
Link back – Overall….
(rephrase the question)
5-6 Thorough application of knowledge and understanding:
Uses the point, evidence, explain, extend to write good chains of
reasoning provide elaborated analysis
Balanced appraisal draws together wider geographical understanding to
support decision(s).
3-4 Sound application of knowledge and understanding:
Uses the point, explain and evidence to make some connections provide
valid but limited analysis
Limited evaluation
1-2 Basic application of knowledge and understanding:
Uses the point and explain part to create some basic sentences to
discuss information/issue
Limited and weak evaluation
10. Marks 12 Mark Paper 2 Question
10-12 Exceptional application of knowledge and understanding:
Comes to substantiated decision that is clearly justified
Uses the whole PEEEEL structure well
Comprehensive chains of reasoning provide sophisticated analysis that is substantiated by a
range of evidence from the resource folder
Compares the options effectively
5-7 Paragraphs:
State your order (not a
paragraph)
1. Arguments for your
choice
2. Arguments for your
choice
3. Arguments for your
choice
4. Why not other option?
5. Why not 3rd option?
6. Conclusion link back to
question
DON’T FORGET
COMPARISONS!!!
Structure for first 4
paragraphs
Point – One reason…
Evidence – For example in
figure…
Explain – This means that…
Extend – This leads to
Example – For example…
Final paragraph
Link back – Overall….
(rephrase the question)
7-9 Thorough application of knowledge and understanding:
• Reaches a decision that is (ranked) and justified
Uses the point, evidence, explain, extend to write good chains of reasoning provide
elaborated analysis
Balanced appraisal draws together wider geographical understanding to support decision(s).
Gives some comparison showing positive/ negative features of the options
4-6 Sound application of knowledge and understanding:
Comes to a decision that is (ranked), justifying at least one option.
Uses the point, explain and evidence to make some connections provide valid but limited
analysis
Limited evaluation
Gives limited comparison showing positive/ negative features of the options
1-3 Basic application of knowledge and understanding:
Uses the point and explain part to create some basic sentences to discuss information/issue
Limited and weak evaluation
Editor's Notes
Teacher could model how they would bug the question