Exam Guidance

AS Biology
ASSESSMENT OBJECTIVES:
A01: Knowledge and understanding of science and of How Science Works
Recognise, recall and show understanding of scientific knowledge. Select, organise and
communicate relevant information in a variety of forms.
A02: Application of knowledge and understanding of science and of How Science Works
Analyse and evaluate scientific knowledge and processes. Apply scientific knowledge and
processes to unfamiliar situations including those related to issues. Assess the validity,
reliability and credibility of scientific information.
A03: How Science Works
Demonstrate and describe ethical, safe and skilful practical techniques and processes,
selecting appropriate qualitative and quantitative methods. Make record and
communicate reliable and valid observations and measurements with appropriate
precision and accuracy. Analyse, interpret, explain and evaluate methodology, results
and impact of their own and others’ experimental and investigative activities in a variety
of ways.
BRIEF SUMMARY OF EXAM:
Unit 1 Biology and Disease – 60 raw marks 100 UMS – 5-7 short answer questions
plus 2 longer questions (a short comprehension and a structured question involving
continuous prose
Unit 2 The variety of living organisms – 85 raw marks 140 UMS – 5-7 short answer
questions plus 2 longer questions involving handling of data and How Science Works
EXAMPLE QUESTIONS AND DEFINITIONS OF KEY ESSAY WRITING SKILLS
WORDS
Question 1 (5 marks) Note the number of marks
– you need to write 5
The structure of a cholera bacterium is different from the statements
structure of an epithelial cell from the small intestine.
Describe how the structure of a cholera bacterium is Each statement has to
different. make a definite point –
don’t ‘waffle’
You are asked to Describe don’t be tempted to try to
explain anything. This answer should be a simple Always back a statement
presentation of facts with no discussion – so it should be up with a connected idea.
easy – but take great care! e.g. Increased kinetic
energy leads to more
What are you asked to describe? The key word here is collisions therefore more
structure. Start planning your answer by drawing a very enzyme substrate
simple diagram of each type of cell. You can always rub it complexes formed.
out or cross it through but I see no harm leaving it, but it
won’t be marked. Always ‘state the obvious’
don’t presume anything,
Now read the question carefully again. You are only asked the examiner is testing
for how these cells are different. There will be no marks for your knowledge not the
similarities. other way around.
Now check the number of marks again and start your Make sure that if you use
answer. ‘it’ it is very clear what ‘it’
is!
Question 2 (5marks)
Always write in continuous
Scientists use optical microscopes and transmission prose but I often say ‘think
electron microscopes (TEMs) to investigate cell structure. in bullet points but write in
Explain the advantages and limitations of using a TEM to prose’
investigate cell structure.
Plan your answer – a small
You are asked to Explain. This means you have to make a flow diagram for
statement and the back it up. See below for an example of sequenced answers or a
what I mean. diagram neatly crossed
through will aid your
You are also asked for advantages and limitations of the memory.
TEM not a direct comparison with the light microscope –
although a comparison will be implied in your answer. So if
you say that you can’t see living objects with the TEM you
do not need to say that you can see living objects with the
light microscope. You won’t lose marks if you do but you
won’t gain any credit.
You are asked for advantages and limitations so to

access full marks you must write a balanced answer. You
will not get full marks for just advantages or just limitations.
An advantage of TEM might be that it has a high resolution,

but you have to say that this allows you to see very small
objects.
Now you should be ready to answer this question.

TOP TIPS:
• The first rule of answering questions is – read the question!
• The second rule of answering questions is – answer the question! Not the one
you hoped they would ask on a subject
• Check the command word – don’t explain if you are asked to describe
• If you are asked to suggest then you are not expected to know but to apply your
knowledge
• When you read look for hints that will help you divide up your answer into parts
• Do draw little flow diagrams or pictures to aid your memory – but cross them
through neatly
• Check the number of marks and write the correct number of statements
• Try to link ideas together so that you back up statements
• If you are asked to give evidence from a passage or a table or a diagram than do
so!
• Think in bullet points but write in prose
• The final rule of answering questions is – read your answer – it must make sense
to you! If doesn’t make sense to you how can you expect the examiner to mark it.
Also read the question and answer together to check that you have obeyed the
first two rules!
AS Biology
of ways.
continuous prose
WORDS
Question 1 (5 marks) Note the number of marks
Describe the role of the enzymes of the digestive system in the complete statements
breakdown of starch.
Each statement has to
This should be an absolute gift of a question, a certain 5 marks but think make a definite point –
carefully it is deceptively simple. don’t ‘waffle’
First you are asked to describe so no explanation is needed. Always back a statement
up with a connected idea.
Second question needs to be answered in sequence. The hint is in the e.g. Increased kinetic
question, the word complete implies something that has a start and a finish. energy leads to more
collisions therefore more
I recommend drawing a little flow diagram for this type of question. Start enzyme substrate
with starch and list the molecules made in order. (You work it out, I am complexes formed.
giving advice not giving you the answers!) Now link the molecules with the
enzymes involved. Always ‘state the obvious’
don’t presume anything,
Finally do you have enough statements to justify 5 marks? You will the examiner is testing
probably have to add some detail. So go back to basics. What class of your knowledge not the
reactions are catalysed by enzymes during digestion? What are the bonds other way around.
that are broken? These are key concepts which like ‘enzyme-substrate
complexes’ can frequently be used to ensure the final marks in these longer Make sure that if you use
questions after you have written all the immediately obvious things. ‘it’ it is very clear what ‘it’
is!
Now you should be ready to answer this question.
prose but I often say ‘think
in bullet points but write in
prose’

Describe the processes involved in the absorption of the products of starch
flow diagram for
digestion. 5 marks sequenced answers or a
diagram neatly crossed
Once again you are asked to describe but when describing processes some through will aid your
explanation may be needed for completeness. memory.
For the previous question I suggested a flow diagram to help you structure
your answer. Is this the best approach for this question? Think of where
these processes occur. A diagram is probably best. Think of the structures
involved – you have the lumen of the intestine where the digestion takes
place, the epithelial cells, and the blood. You have to describe how the
product (they haven’t given away the answer to the previous question but it
is obviously glucose) is absorbed first into the cells and then into the blood.
Now describe the processes involved in sequence. For each stage say
where glucose is moving from and where it is moving too. Then say how it
does it!
Off you go!
TOP TIPS:
knowledge
through neatly
so!
first two rules!
AS Biology
of ways.
continuous prose
WORDS
Unit 2 (6 marks) Note the number of marks
A fish uses its gills to absorb oxygen from water. Explain how the gills of a statements
fish are adapted for efficient gas exchange.
Each statement has to
This is an explain question. It is clearly no good just make a definite point –
describing the structure of a fish gill. don’t ‘waffle’
Note also the word efficient. What does this word imply? It Always back a statement
isn’t the same as rate. Make sure your answer explains how up with a connected idea.
the gill is adapted for efficient gas exchange not for the e.g. Increased kinetic
maximum rate of gas exchange. In other words how does energy leads to more
the structure of the gill ensure that the greatest possible collisions therefore more
proportion of the oxygen entering the gill is absorbed? enzyme substrate
complexes formed.
Don’t forget the key concept of diffusion – all gas exchange
occurs by diffusion. Remembering Fick’s law will further help Always ‘state the obvious’
you structure your question. Write it down somewhere to don’t presume anything,
remind you during your answer. the examiner is testing
your knowledge not the
Now describe the structure of the gill but for each structure other way around.
make a link to how this structure helps remove oxygen.
Constantly refer to the relevant part of Fick’s law. Make sure that if you use
‘it’ it is very clear what ‘it’
To get maximum marks you must make links throughout is!
this answer. The aim is to explain!
prose but I often say ‘think
in bullet points but write in
prose’

flow diagram for
sequenced answers or a
diagram neatly crossed
through will aid your
memory.
TOP TIPS:
knowledge
through neatly
so!
first two rules!
AS CHEMISTRY
F331 – Chemistry for life: F332 – Chemistry of Natural Resources: F333 – Chemistry in
Practice
Quality of written communication is assessed in all units and credit and may be
restricted if communication is unclear. Candidates will:
• Ensure that text is legible and that spelling, punctuation and grammar are
accurate so that meaning is clear;
• Select and use a form and style of writing appropriate to purpose and to complex
subject matter;
• Organise information clearly and coherently, using specialist vocabulary when
appropriate.

F331 – Chemistry of Life – 75 mins
Short answer responses are usually required but attention to key scientific vocabulary,
definitions and spelling of key terms is vital.
F332 – Chemistry of Natural Resources – 105 mins
This paper incorporates the advance notice article which requires candidates to extract
key concepts which then need to be applied to the exam question. There is a mixture of
short and longer answer questions in which marks may be allocated for quality of written
communication.
F333 – Chemistry in practice
Practical skills are assessed as is chemistry subject knowledge but occasionally marks
will only be allocated if the one word answer is spelt correctly.
WORDS
Example 1:
Explain how the temperature and pressure could be Not required as such for
changed in order to make the reaction faster. Use ideas of this subject but answers
activation enthalpy and collision theory to help you explain do need to be
why your changes make the reaction happen faster. (6 grammatically correct and
marks + 1 for QWC) include key scientific
vocabulary
• Break down the marks and allocate - state 3 points
for temperature and 3 for pressure
• Answer the question!! State how a change in
temperature and pressure would make the rate
increase.
• To gain the QWC mark – Two sentences in the
correct context. Each sentence must start with a
capital letter, end with a full stop and the exam
board will allow one spelling error!!
Example 2:
PVC can be produced so that it has a high proportion of

crystalline regions. This causes the PVC to be very rigid.
Explain why the proportion of crystalline regions causes this
rigidity.
In your answer consider the following points below:
• What the term crystalline means in this context.

• Why, in terms of intermolecular forces, a more
crystalline structure is less flexible than one with
fewer crystalline regions. (4 marks + 1 for QWC)
• Break down the marks and allocating 2 marks for

each of the bullet points.
• To gain the QWC mark – Three terms (correctly
spelt) out of a list given by OCR must be used in
the correct context.
SOME DEFINITIONS: All of the definitions needed for AS

Chemistry are given in the relevant chapters of the
Chemical Ideas text book. (In the grey boxes)
Avogadros Constant
Le Chatelier’s principle
Half-life
Activation enthalpy
Auto-ignition
Knocking
Standard state
Hess’s law
Enthalpy change of combustion
Enthalpy change of formation
Enthalpy change of reaction
Activation enthalpy
Nuclear fusion
TOP TIPS:
Calculations
• Ensure that you have quoted the final answer to the correct number of significant
figures or decimal places – this will be stated in the question
• Don’t use the word amount be more specific
AS Design and Technology Product Design:

Resistant Materials Technology
AO1 - Unit 1: Portfolio of creative skills – Students will produce one
portfolio with three distinct sections – product investigation,
product design and product manufacture.
AO2 - Unit 2: Design and Technology in practice – Students will

develop a knowledge and understanding of a wide range of
materials and processes used in the field of design and technology.
Unit 2: – Design and Technology in practice (40% of AS mark)
1hr 30mins exam focusing on the content studied in unit 2. This
paper will consist of short-answer and extended writing type
answers (no essay style questions).

WORDS
The questions do not
1/2 mark questions: - Give/name/outline/explain… require full essay style
answers but they do
Give one advantages of using hardwood? (1 mark) require clear written text.
• Use full sentences
When the word ‘give’ is used, one piece of technical
• Avoid waffle
language in a short sentence is needed to answer the
question correctly. E.g. ‘A hardwood resists fungal attack • Avoid repetition
better than softwood’. • Include relevant
subject knowledge
Outline one health and safety risk that must be considered and technical
when manufacturing a park bench and outline how it could vocabulary
be minimised? (2 marks) • Use connectives to
help give a coherent
When the word ‘outline’ is used twice within a question, an answer
answer is needed that is then justified. E.g. ‘A risk is dust • Back up your
in lungs which could be prevented by using a dust opinions/arguments
extraction unit’. with relevant fact
• Use examples to
Explain one advantage of using computer aided inspection support statements
methods for testing the quality of each camshaft produced?
(2 marks).
When the word ‘explain’ is used in a question, an answer

is needed that is then explained. E.g. ‘Errors are identified
and analysed early, therefore reducing waste’.
4-6 mark questions:

Describe/explain/assess/consider…
Describe how a piece of copper would be annealed? (4

marks).
When the above words are used in a question, an answer is

needed that states enough information about the
keyword to satisfy the marks available. E.g. ‘The
copper is heated (1mark) to dull red (1mark). It is left to
soak in the heat (1mark). It is then quenched (1mark).
Annotation questions:
Using notes and/or sketches illustrate the structure of

plywood? (4 marks)
When the above words are used in a question, draw both a

diagram and support it with labels to give the best
chance of obtaining marks.
E.g.
TOP TIPS:
• Underline key words in each question to help focus your answer
• Annotate the question given in the exam paper
• If stuck - complete a mini mind map on question subject. Quickly write down
everything known about subject.
• Make sure all diagrams are clear and supported with labels.
• Look at marks available for each question – give enough evidence to justify
examiner giving you full marks.
• Proofread (without fail)
AS D&T Product Design - Textiles

AO1 Candidates should demonstrate specific knowledge and understanding and be able
to apply that knowledge and understanding in combination and appropriate skills in their
designing: and should communicate ideas and outcomes and demonstrate strategies for
evaluation.
AO2 Candidates should be able to demonstrate and apply skills, knowledge and
understanding of relevant materials, processes and techniques, and use materials and
equipment to produce suitable and appropriate outcomes; and should communicate
ideas and outcomes and demonstrate strategies for evaluation.
(Candidates should demonstrate the Assessment Objectives in the context of the content
and skills set out in the subject content section of the specification)

Unit 1 – TEXT1 Materials, Components and applications (50% of the AS mark)
2 hour exam based primarily on Materials and Components subject content and
consisting of 3 sections
Section 1 – Compulsory limited response questions
Section 2 – Offers a choice of one from two questions divided into 4-6 sections requiring
paragraphs of writing
Section 3 – one compulsory question divided into as many as 8 sections which require
paragraphs of writing and some drawings/diagrams
EXAMPLE QUESTIONS AND DEFINITIONS OF KEY WRITING SKILLS FOR
WORDS LONGER ANSWERS
Section 1 The questions do not
Questions are allocated 1-2 marks and require short require full essay style
answers using the correct technical language answers but they do
What is the symbol called? require clear written text.
Name two resist methods of applying colour to fabric. • Use full sentences
These questions require short technically correct answers • Avoid waffle
and test your subject knowledge specifically • Avoid repetition
Give two reasons why polyester sewing thread would be • If the question asks
used to stitch the seams of a fabric made from polyester for several things
cotton answer each in turn
This requires “because” answers and tests your knowledge • Include relevant
of fibres in a particular situation. subject knowledge
.
and technical
Section 2 vocabulary
Questions usually make reference to a photograph of
• Use connectives to
a textile product included on an insert sheet
help give a coherent
Study the photograph of the bag on the insert sheet
answer
a) The bag is made form a plain weave cotton fabric.
Critically evaluate the use of this fabric for the bag (5 • Back up your
marks) opinions/arguments
Critically evaluate means explain the pros and cons of the with relevant fact
fabric and its use for a bag – there are two elements to • Use examples to
evaluate her; the cotton fibre and the plain weave structure. support statements
Use subject knowledge to back up your statements
c) Justify the use of components in this bag (5 marks)
Justify means show adequate reasons for or give a good
reason. In this question include all the components used on
the bag and justify each one in turn
Other common words used in these questions include:
Explain – Describe the fact clearly giving reasons and
causes
Compare – Point out the differences and similarities
between the given items
Section 3
The question usually makes reference to
photographs on an insert sheet
Study the photographs of the rag doll and the swing ticket
attached to the doll shown on the insert sheet. Refer to
them when answering the questions about this textile
product. (N.B. Remember to do this)
a) Analyse the way in which the designer of the doll has
targeted the consumer market for which it is intended (4
marks)
Analyse means explore the main ideas. In this question
state the intended consumer market then explain how the
designer has met their needs
e) Discuss the health and safety issues that might arise from
this doll being used by a small child. Explain how the
consumer can be confident that appropriate health and
safety considerations have been taken into account by the
manufacturer. (9marks)
This question is awarded more marks and therefore requires
a longer and more detailed answer. Discuss means look at
the argument from more than one viewpoint – look at the
pros and cons in this case what is safe about the toy and
what could pose a risk. Explain the facts about legislation
and labelling.
TOP TIPS:
• Look at the marks awarded for each question or part of a question and allocate
time accordingly
• Use diagrams when necessary to explain details e.g. fabric construction
• Use bullet points to plan longer answers include subject specific vocabulary in the
plan
• Include facts and technical vocabulary in your answers.
• Allow time to re-read and amend your answers
AS English Language
AO1 – Select and apply a range of linguistic methods, to communicate relevant
knowledge using appropriate terminology and coherent, accurate written expression.
AO2 – Demonstrate critical understanding of a range of concepts and issues related to
the construction and analysis of meanings in spoken and written language, using
knowledge of linguistic approaches.
AO3 – Analyse and evaluate the influence of contextual factors on the production and
reception of spoken and written language, showing knowledge of the key constituents of
language.
ENGB1 – Categorising Texts
2 hour exam
Section A – compulsory question based on six texts which need to be classified and
analysed in terms of linguistic understanding. AO1, 2 and 3 equally weighted. 48 marks.
Section B – you will have a choice of questions based on Language and Gender and
Language and Power. Choose ONE of them to answer. AOs 2 and 3 assessed (AO3 is
dominant). 48 marks.

WORDS
Section A – Text Varieties
Introduction
Study the texts A-F on the next 6 pages. These texts Provide a clear and
illustrate different varieties of language use. confident overview of your
argument.
Discuss various ways in which these texts can be
group, linguistic reasons for your choices. Main body
For Sections A and B:
You will be provided with a selection of 5-7 texts for
this question. Annotate texts and PLAN
your answer before
The word ‘discuss’ is asking you to explore, beginning to write your
investigate and examine the different ways the texts argument.
can be grouped together. Remember, texts can Explore your chosen
‘belong’ to more than one group. For this question, groupings systematically
the examiner is expecting you to show secure and use accurate and
linguistic knowledge and understanding. You will perceptive linguistic
need to explore purpose, audience, genre, formality, knowledge.
speech, writing, multimodality and context. You Ensure your discussion is
should also, for example, analyse texts in terms of: tentative; show the
lexis, grammar, phonetics/phonology, pragmatics, examiner that you realise
discourse, graphology, register, mode, idiolect, a text could ‘belong’ to
dialect and sociolect. more than one group.
Explore the influence of
If you’re unsure about these terms you should contextual factors.
consult your up to date glossary. You should have Support your argument by
been updating definitions throughout the year. referring to apt and
relevant quotations from
the texts.
Section B – Language and Social Contexts Construct your argument
Choose EITHER Language and Gender OR Language and carefully using a range of
Power – DO NOT answer both! pertinent connecting
words and phrases to
With detailed reference to Text H and to relevant show development of
ideas from language study, discuss how language is ideas.
used to represent gender.
With detailed reference to Text I and to relevant Conclusion

ideas from language study, discuss how language is This is your chance to
used for persuasive purposes. show that your analysis
and argument has
As stated above, ‘discuss’ demands you to explore, reached a natural
investigate and examine the ways that the texts conclusion. Avoid simple
present either gender or power. You need to spend repeating what you have
time analysing the given text so that you are able to already written about;
write a convincing and confident argument. Use the provide a brief overview
list of terminology above as a starting point for your and show that you are
analysis. confident in your
understanding by
addressing the essay
question.
TOP TIPS:
• Underline key words in the question and make sure you refer to these throughout
your essay.
• Annotate the texts in detail. You will be able to detach the texts from the
question paper which will enable you to see the questions at all times!
• Be a sensitive and perceptive reader. Always consider GASP and use the
‘frameworks’ as a basis of your analysis.
• Be tentative with discussion. Show that you understand that texts can be
received in different ways according to audience, context, purpose etc.
• Avoid assertion and all general comments. Support your argument with specific
examples from the texts and analyse using appropriate and correct linguistic
terminology.
• Ensure your argument is methodical and systematic. Do not jump from one idea
to the next before discussing each point in detail and signpost connections
between points.
• Keep the AOs in mind. Section A = AO1, 2 & 3. Section B = AO2 & 3 (3 is
dominant).
• Leave time at the end to proofread. You are AS English Language students. If
you are unable to use the English Language accurately and effectively the
examiner will not to too happy and your AO1 marks will be limited.
• ONLY use Section A texts for Section A – do not use Section B texts as
part of your ‘group’.
AS English Literature
AO1 – Articulate creative, informed and relevant responses to literary texts, using
appropriate terminology and concepts, and coherent, accurate written expression.
AO2 – Demonstrate detailed critical understanding in analysing the ways in which form,
structure and language shape meanings in literary texts.
AO3 – Explore connections and comparisons between different literary texts, informed
by interpretations of other readers.
AO4 – Demonstrate understanding of the significance and influence of the contexts in
which literary texts are written and received.

LITA1 – Texts in Context
2 hour exam focusing on ‘The Struggle for Identity in Modern Literature’
Section A – compulsory question based on a given extract which needs to analysed in
light of wider reading.
Assesses all AOs but AO4 is dominant.
Section B – poetry (Duffy’s The World’s Wife). Assesses AO1, AO2, AO3 (equally
weighted). You will be given a choice of two questions (answer ONE of them).
WORDS
Section A A well constructed
essay will have these
Read the following extract carefully… features:
How does the writer present his thoughts and feelings
about the struggle for identity? Introduction
The word ‘how’ is asking you to focus on the devices An overview of your
a writer uses to get his/her message across to the argument or a
reader. In particular, you must focus on the use of fundamental point of
form, language and structure to explore how these comparison or contrast
are used to shape meaning.
Main body
How far is the extract similar to and different from your Judicious use of
wider reading about the struggle for identity in modern connectives.
literature? You should consider the writers’ choices of form, Signpost your essay with a
structure and language. range of connectives to
show development of
‘How far’ is asking you to evaluate and explore argument.
alternative readings. You are also required to weigh Connectives showing
up your argument. To what extent is the extract development eg. firstly,
similar to or different from your wider reading? secondly, furthermore, in
Section B addition etc.
Duffy has said that ‘Anne Hathaway’ is one of her favourite Connectives showing
poems’. contrast eg. in contrast,
How far do you feel that this poem is typical of the way contrastingly,
Duffy presents relationships between men and women in alternatively.
the collection as a whole? Connectives showing
In this answer you should consider form, structure and similarities, eg. similarly,
language, as well as subject matter. likewise, in the same way
etc.
The ‘how far’ is again asking you to consider to what
extent this poem is typical of the style and content of Conclusion
Duffy’s poetry. If you have maintained
focus on the question and
In order to answer these questions, you must argued your points well,
comment on: your conclusion should
Form – the type of text eg. poetry, prose, drama. Rhyme? come to a natural end.
Rhythm? You should try to ensure
Structure – the order of ideas and events and the physical that your final points refer
structure of the text on the page. to the key words in the
Language – choice of words and phrases and imagery. essay question. The worst
thing you can do is to
Subject matter – the content of the text (what it is about). simply restate what you
Context – historical, cultural, literary influences. Text type,
have said before.
genre and within the context of the whole collection of
poems.
TOP TIPS:
• Annotate the text given in the exam paper
• Plan each essay (eg. mind-map, bullet points) ensuring that your analysis stems
from relevant quotations. Examiners are impressed when they see short plans
• Your ideas must grow from the text. Move from the specific to the general
• When writing your essay, you must embed SHORT quotations succinctly into your
argument.
• Use connectives/linking phrases to aid cohesion and show development
• Under no circumstances make simple assertions. Always show how your ideas
have grown from the text
• Formulate and maintain an argument by selecting vocabulary for effect and
ensuring each paragraph takes you one step closer to your conclusion
• Keep the AOs in mind. Section A – have you made AO4 dominant? Section B –
have you dealt with AOs 1-3 equally? (You need to familiarise yourself with the
AOs; you won’t have reference to them in the exam.)
AS Geography
AO1 Demonstrate knowledge and understanding of the content, concepts and processes.
AO2 Analyse, interpret and evaluate geographical information, issues and viewpoints and
apply understanding in unfamiliar contexts.
AO3 Select and use a variety of methods, skill and techniques (including the new
technologies) to investigate questions and issues, reach conclusions and communicate
findings.

Unit 1
Two core units – Rivers, floods and management and Population change – answer all
parts
Two option units - Cold environments and Health issues – answer all parts
70% of AS
2 hours
120 marks (mark a minute)
Unit 2
Skills paper Question 1 based on the content of unit 1 and question 2 on your own
fieldwork investigation. Answer all parts
30% of AS
1 hour
50 marks
WORDS
Within each of the
1. Discuss the statement the statement that Antarctica questions in Unit 1, 15
should be protected from development. marks of the 30 marks
available are reserved for
a piece of extended
2. Evaluate different methods of flood management. writing.
Introduction
3. How do the characteristics of glacial and fluvioglacial Define your
deposits differ? understanding of the
terms or your
interpretation of the
4. Comment on the different sectors showing in a Hjulstrom title
graph.
Main body
5. What are the processes of fluvial erosion? Must be in a series of
logical paragraphs
which show
6. Discuss the factors that influence natural population development of
change. argument.
In each paragraph
7. What impact will an ‘ageing’ population have on an area? make sure you have
included a precisely
located and detailed
8. Describe the pattern of HIV/Aids and comment on the case study/example (It
reasons for this distribution. is often better to start a
paragraph ‘In Kerala in
Southern India infant
mortality is low
because…” rather than
‘e.g. Kerala.’
Use connectives to
show contrasts or
similarities eg. likewise,
on the other hand,
alternatively.
Conclusion
You should weigh up all
the evidence then sum up
and answer the question
basing this on what you
have said in the body of
the text.
TOP TIPS:
• READ THE QUESTION – FOR MEANING !!!!!!!!!!!!!
• First ring the stem/command word (s), then define all key words in the question.
Look for the topic and then any qualifying phrases or words (e.g. countries).
• Plan – a quick mind map or series of bullet points. From this decide what each
paragraph will be about and then think how you will use PEEL. Have you been
able to EXPAND on the point made.
• Look for a logical path or sequence for writing this up.
• At the end of each paragraph link your point back to the question
• Consider breadth by giving examples from LEDCs/NICs MEDCs or a variety of
locations.
• Use geographic terms wherever you can (learn your glossary of terms). This
makes responses more precise.
• Try to show a wide range of characteristics, reasons, attitudes etc. – there are
always more than one reason for a geographic phenomenon.
• Avoid sweeping statements like ‘all Americans are obese’ or ‘In Africa…’ – be
precise.
• If you are asked for evaluation you must weigh up all sides and demonstrate
evaluation, assessment and synthesis throughout and you should aim to show that
explanations can be incomplete or tentative. Have you given an example to
illustrate that reality does not fit the model.
• Make sure that your writing is legible, and spelling, grammar and punctuation
make your meaning clear.
• Proof read!! – Preferably 2 days after you have written it and then issues of clarity
will become clear
AS History
ASSESSMENT OBJECTIVE 1 (70% of AS marks are for AO1)
a) Recall, select and deploy historical knowledge appropriately, and communicate

knowledge and understanding of history in a clear and effective manner.
b) Demonstrate their understanding of the past though explanation, analysis and arriving
at substantiated judgements of:
• key concepts such as causation, consequence, continuity, change and significance
within an historical context
• the relationships between key features and characteristics of the periods studied.
ASSESSMENT OBJECTIVE 2 (30% of AS marks are for AO2)
a) As part of a historical enquiry, analyse and evaluate a range of appropriate source

material with discrimination.
b) Analyse and evaluate, in relation to the historical context, how aspects of the past
have been interpreted and represented in different ways.
Unit 1 (China & Korea/Vietnam) (Only assessed on AO1)
Written examination: 1 hour 20 minutes

Candidates will be required to answer two questions worth 30 marks each; these must be
taken from different topics within the same option paper (i.e. one on China, one on
Korea/Vietnam). The questions will require candidates to present historical explanations
and assess their significance in the historical context of events, individuals’ ideas,
attitudes and/or beliefs, and the ways in which they influenced behaviours and action.
Unit 2 (India) (Assessed on both AO1 & AO2)
Written examination: 1 hour 20 minutes.

Within each option paper, candidates are required to answer two source-based questions
for their chosen topic, question (a) and question (b). Candidates will be provided with
seven to nine unseen sources of approximately 550 words in total per topic. These
sources will be made available with the examination paper.
The first question (a) on each topic is worth 20 marks and will focus on reaching a
judgement by analysis, cross-referencing and evaluation of source material.
The second question (b) on each topic is worth 40 marks and will ask candidates to
address a historical view or claim using two sources in conjunction with their own
knowledge. A choice of questions, (b) (i) and (b) (ii), will be provided for each topic.

WORDS
SAMPLE QUESTIONS (Refer to Top Tips for numbers in Introduction
brackets eg (2)) Should answer the
question, rather than set
• How far (1) did the position of women improve in the scene. It is your
China in the years 1949–65? (7) (13) hypothesis that you are
going to prove.
• How far (1) did the Cultural Revolution of 1966-69
arise from a personal power struggle amongst the Main Body
ruling elite? (12) (13) Each paragraph should
• How far (1) was the Korean War a military and (9) contain a Point, Example,
political success for the USA? Evidence (3 is the magic
• How important (3) was the Tet Offensive of 1968 in number) and a LINK to the
changing (6) US policy in Vietnam? question (PEEL). For the
• Do you agree (4) with the view that the impact of link, think along the lines
the Second World War was the main (8) driving force of ending each paragraph
behind the British government’s decision to grant with “Therefore, this
independence to India? Explain your answer, using proves that…”
Sources 13 and 14 and your own knowledge. (14)
(15) (16) Conclusion
Answer the question
• Do you agree (4) with the view that, in the 1930s,
again. It should be no
the most (8) significant obstacles to Indian self-
more than 3/4 sentences
government were the Indians themselves? Explain
really. If you are dealing
your answer, using Sources 11 and 12 and your own
with multiple factors, try
knowledge. (14) (15) (16)
and prioritise Eg “the most
important factor was…” or
“the most significant
consequence was…”
TOP TIPS
1. If a question asks “how important” the answer is either “very” “partly” or “not”
2. If a question asks “do you agree”, then the answer is “yes” “no” or “in part”.
WARNING: Do not fall into the trap of saying “I” – instead, “the evidence
demonstrates that…”
3. NEVER write “in conclusion” or “I think” or “in my opinion”. It is unprofessional
and stinks of a C grade!
4. When a question includes the word “CHANGE” consider CONTINUITY too. What
didn’t change?
5. Dates are there for a reason – stick to them and cover the entire period.
6. Use the specific language in the question. It it says “most” “main reason” then
you need to be saying that it was important but need to make a judgement about
whether the mentioned factor is the MOST important… it might not be.
7. Look out for the word “AND” in a question. Eg military AND political success.
Address the military successes and failures and then the political successes and
failures. The word AND is indicating a need for you to comment on 2 things.
8. DO NOT tell the story. Narrative must be avoided at all costs.
9. Answer the question in your intro – this is your hypothesis. Come back to it at the
end of each paragraph. Then, summarise it again in your conclusion.
10. If one factor is mentioned in a question, like “personal power struggle” in the China
question, you are expected to refer to OTHER factors not mentioned in a
question.
11. Make links between factors. Eg “Mao’s family policy was undermined by his
ambitions for the economy. Ultimately, the economy could not function without
women in work, and therefore the family unit broke down…”
12. When using sources, always refer to WHAT? WHO? WHERE? WHEN? WHY?
When deciding whether to believe the source or not.
13. Pick up on the emotive language in a source. Language is used for a reason, so
if a source mentions a “crusade” for example, explain how this is different to a
“campaign” or a “mission” – the motivation behind a crusade is different to a
campaign, it implies complete sacrifice and total commitment.
14. Make links between sources. Eg “Both source A and B show that…”
15. Avoid sweeping statements & generalisations like “in China, everyone was
miserable”
16. Do not dumb down. Macarthur was not “a bit rash” and Mao was not “silly” etc.
This is the most common mistake that people make. Remember… Hitler was not
“a mean man”, he was a “genocidal maniac set on the total annihilation of what he
perceived to be racial impurities”
AS Home Economics Food and Health

The assessment objectives cover both knowledge and skills. Exams are written to find out how much you know
about the subject, but also to test your skills when applying the knowledge. Your mark will be based on how
effectively you meet both these objectives. The assessment objectives are described below.
A01 Knowledge and understanding
Demonstrate knowledge and understanding of the specified content.
This is the knowledge of the subject you have covered, but you are also expected to demonstrate an
understanding of the subject. This means that you should not just take everything you have learnt at face value,
but be able to see the knowledge in different contexts.
Questions which assess this objective may involve extracting information from data, defining a key term or
stating a fact.
A02 Apply knowledge and understanding and analyse problems
Demonstrate the ability to apply knowledge and understanding.
Application is the skill of being able to take knowledge and apply it to different contexts and situations to
understand why problems and issues arise. The skill of analysing problems in a variety of situations is
important. It is one thing to understand a term or concept; it is another to be able to apply it to a real life
situation. Most of the marks are awarded for this objective. These questions may involve describing, explaining
or discussing issues.

There are two exam papers:
AS Unit G001: Society and Health
AS Unit 0002: Resource Management
Each paper has two sections, A and B.
Section A consists of structured questions, sometimes linked by a common theme provided at the start of the
question. Some questions require a very short response and others require a longer response in continuous
prose. Section A is compulsory.
Section B consists of questions that are structured in two parts, (a) and (b). These questions are awarded 25
marks, 10 for part (a) and 15 for part (b). These are essay questions which all require answers in continuous
writing. You must answer two out of three questions.

WORDS
Answering examination questions is a skill. It is something which you
can learn and learn to do well. In fact, for final external examinations How to do well in
your technique in answering questions is just as important as the examinations
information you have revised and retained.
In an exam you are being
Throughout the course you will have answered examination-style
asked not only to demonstrate
questions as part of your preparation for the final exam. A crucial skill is
your knowledge of a subject, but
to understand what the question is asking. A question will begin with a
to apply, assess and evaluate
trigger or key word, which will give an indication of the expected
information. Your skill at
response.
structuring and expressing a
response within a time frame is
Key/trigger words and their meanings also examined.
Analyse - examine minutely, separate into small parts to find out their The following points will help
nature. Find the essence of. For example: Analyse the reasons why fruit you to improve your written
and vegetables are so important in the diet. work.
Assess - give your judgment of something. Put a value on it. Judge the Plan your answer
worth of something. For example: Assess the advantages and
Before you start writing, you
disadvantages of buying on credit.
may wish to gather your
thoughts by producing a mini
Critically assess - assess something, as defined above, but also make a
plan, simple web diagram or a
judgement of it, backed by a discussion of the evidence. For example: list of bullets points. This
Critically assess the forms of control over advertising. process may help you recall
associated knowledge and
Comment on - write concise explanatory notes on. Make remarks on or examples to support your
about a topic. Give an opinion about something. For example: Comment response.
on the government white paper Choosing Health. Questions which begin with
'discuss' expect you to do more
Compare - point out the differences and similarities between the given than just recite a list of points in
items. no particular sequence. You are
expected to arrange information
Consider - think about in order to understand or logically. Examiners are
decide. Weigh the merit of something. For example: Consider the main impressed by students who
trends in the pattern of family expenditure. express themselves clearly and
are organised.
Contrast - point out the differences between two or more given items.
Structure the
Describe - write out the main feature. Write a picture in words. response
Begin with an introduction that
Discuss - investigate or examine by argument, from more than one
provides the background to the
viewpoint, setting out factors tending to support, and those tending to
essay. Sometimes writing the
cast doubt on the proposition. It is not always necessary to come to a
question out again in your own
conclusion.
words can help this process of
setting the scene. Each point
Evaluate - see also 'assess. Judge the worth of something by means of
should be clearly explained,
stated criteria. For example: Evaluate the usefulness of a microwave
and contained in a separate
oven.
paragraph. The use of examples
to support the points made is
Examine - look at or study closely. Find out the facts. For example:
important. One way of
Examine the ways in which a consumer can collect information before
remembering this is to use
making a purchase.
PEGEX for each paragraph.
This stands for point, example
Explain - set out the facts and the reasons for them, make then, known in
and explanation.
detail, and make them plain or clear. For example: Explain clearly why
— Point: make sure the
there is a housing shortage in Britain.
paragraph is directed at
answering the question
Identify - name and select, pick out. For example: Identify the problems
— Example: now use some
encountered by a homeless person.
facts to prove the point
— Explanation: now explain
Illustrate - make clear by the use of examples. Explain or clarify by the
how the point contributes to the
use of concrete examples.
question.
Do not be afraid to add your
Justify - show adequate grounds for decisions or conclusions. Prove to
own opinions and experiences if
be right. Give a good reason.
they are relevant.
List - set out in the form of a list. One word answers or single sentences
Keep to the point
are sufficient.
Too often, answers consist of
Outline - write out the main points or a general plan, but omit minor both relevant and irrelevant
details. information from notes. These
State - give only the bare facts, expressed clearly and fully. students make no attempt to
answer the question that was
Suggest - make a recommendation or selection. For example: Suggest asked. Such answers will not be
ways of saving money. awarded high marks. Underline
Typical exam Questions. the key words in the question to
You will be required to choose 2 out of the three questions help you to focus on the
question. When writing the
response, re-read the question at
Society and Health least once to check that you are
2 Since the 1980s the family has changed. The image of the nuclear family keeping to the point.
with two
biological parents and two or three children is no longer the norm. Use examples
(a) Explain the reasons why family group composition has changed over the A good answer will select and
last 20 introduce examples in order to
years. [10] make points which support a
(b) Discuss the impact of these changes on individuals and society. [15] discussion, explanation or
descriptions. Demonstrate
3 We are now creating more waste than ever before. The rubbish we knowledge in your answers. Use
produce is rising specific detail, not vague
by 3% a year nationally. This situation cannot go on without impacting on generalities. Statements like
the quality `Many unemployed people have
of our environment. problems including debt' will
(a) Explain why recycling in the home is a crucial factor in sustaining our not score many marks without
environment. [10] explaining how debt can affect
(b) Discuss how a household can reduce, re-use and recycle waste the unemployed and giving
effectively. [15] examples to support your
discussion. Whenever you find
4 Cardiovascular disease, which includes heart disease and strokes, is one of yourself writing a sentence that
the begins (for example) 'Many ..:,
main causes of death and ill health in the UK. Many people are putting stop and ask yourself 'What are
themselves the important issues?' The
at risk because of their diet and lifestyle. inclusion of details and
(a) Explain the causes of Coronary Heart Disease (CHD). [10] explanations will impress the
(b) Discuss the role of diet and lifestyle in the prevention of coronary heart examiner and earn more
disease. [15] marks.
Keep to time
Resource Management You will have 90 minutes to
2 Patterns of eating and food choice for both individuals and households are complete the examination
always papers at AS. You should try to
changing. divide your time between
(a) Describe how patterns of eating in the U.K. have changed in recent Section A and Section B
years and accordingly. It is difficult to be
suggest reasons for these changes. [10] prescriptive about the length
(b) Explain what may influence the choice of foods by individuals. [15] of an answer; the quality is
more important than the
3 Shopping for food offers a variety of choice both in where people shop quantity. However, bear in
and the foods mind you have 75 marks
available to buy. available and 50 are allocated
(a) Explain the comparative merits of the range of different retail outlets to Section B so most time
available to should be spent on Section B.
households for the purchase of food. [10] In Section B you will also need
(b) Describe current marketing strategies used in the retail food industry. to allocate some time for
[15] planning your responses before
attempting the questions. It is
4 Effective use of food preparation and cooking equipment can make meal not unreasonable for an
production examiner to expect about two
both quicker and easier. sides of writing in the time
(a) Explain the factors that might influence a busy mother when selecting allocated, for each essay
and question. A very brief answer
purchasing a food processor to help her to prepare healthy meals for her is unlikely to contain sufficient
family. [10] detail to be awarded good
(b) Name five different items of electrical food preparation and cooking marks.
TOP TIPS:
Revision techniques
Everyone is different and different methods work for different people. Find a technique which suits you.
Here are some suggestions:
1. Index cards with summarised notes, definitions and key concepts on them. Jot down what you wish
to learn on small cards; keep them in your pocket and use any odd minute to go over the facts again
and again and again. These can be carried around and read whenever you have a spare time, e.g.
travelling.
2. Coloured sticky notes with key words or very brief summaries can be stuck where you will see them
frequently. Key factual information could be written on them, e.g. factors affecting standard of living.
3. Use a glitter pen and highlighters to make key words and information stand out. Be very selective
and avoid highlighting everything. Focus on the harder bits and the things you don't already know.
4. Work with a study buddy: you and a friend who have studied Home Economics agree to learn the
same topic by a specified deadline. Then get together to discuss it and test each other.
5. Get an assistant to help. This does not have to be a subject specialist; it can be anyone! Ask
someone to listen to your explanations and ask you questions. They can test your knowledge of
factual information and definitions. Do a mini presentation to a friend or even by yourself.
6. Use the media: it can help your understanding by widening your experiences and knowledge. Listen
to thought-provoking radio programmes, read a quality newspaper, watch relevant television
programmes and visit appropriate websites.
7. Read aloud or record on to a tape and play it back. This method works because you hear the
words as well as seeing them, and so engage different parts of the brain. Read the material
dramatically: we remember dramatic things, especially if the voices are outrageous or the really
important bits are whispered.
2. Make a rhyme. Try putting the information into a verse or to music; you will remember it more easily.
Try this with factual information.
8. Invent mnemonics which are funny, vulgar or relevant to you. Mnemonics are memory aids. They
can be constructed from key words in a topic you have studied. Here are some examples:
Effects of unemployment could be 'HEDGEHOG' Housing (poor)/Homelessness, Escapism (smoking/
alcohol/gambling). Debt, Guilt (personal failing), Education (apathy/low expectations), Health (poor
diet), Opportunities (New skills/training) and Graffiti (example of urban deprivation)
Causes of unemployment could be 'I AM A STAR' Immigration, Automation, Minimum wage
(costs more to employ people), Ageism (old people at greater risk), Service industry (different skills
required), Trade agreements (imports cheaper), Agriculture and manufacturing decline and
Racism/regional variations (some areas of UK high unemployment and some groups at greater risk)
Food poisoning bacteria are Eating Contaminated Stuff Causes Big Smelly Vomit E.coli, Clostridium
botulinum, Salmonella, Clostridium perfringens, Bacillus cereus, Staphylococcus aureus and Viral
food poisoning
10. Look, cover, write, check. This method works for some people.
Read it — Hide it — Write it out — Check to see if you got it right
11. Rote learning: the lowest order of fixing in the memory. The secret of rote learning lies in constant
repetition of the material: by writing it down, saying it out loud, singing it in the bath!
12. Visualise the situation or the knowledge. Go over the information in your mind's eye and make a
mental picture of it. Making up a story is good for remembering lists. You may be able to 'see it' when
you need to during the exam.
13. Draw mind maps or web diagrams to summarise topics in a visual way.
14. Talk about the issues and think about what you are reading: don't just let your eyes follow the
words. Ask yourself questions all the time. Close your folder and see if you can talk about what you
have just read.
15. Review it or lose it. All topics covered should be reviewed. Do not expect to remember something you
have read only once. Start each revision session by reviewing what you learned in the previous
session: this should take just a few minutes but is critical to success.
AS Media Studies – The exam
ASSESSMENT OBJECTIVES for the exam:
AO1 - Demonstrate knowledge and understanding of media concepts, contexts and

critical debates.
A02 - Apply knowledge and understanding when analysing media products and
processes, and when evaluating their own practical work, to show how meanings and
responses are created.
(Both are given equal weighting of 25%. The remaining 50% derives from the
coursework)
The exam is two and a half hours, assessing AO1 and AO2. This consists of
three compulsory questions:
• Question 1 requires an analysis of an audio/visual or print-based extract,

focusing on text (40 marks)
• Questions 2 and 3 will be based on representation and audience issues and
may be subdivided where appropriate (30 marks for each question)
For both questions 2&3, you need to refer to your own studies of
representation and audience issues.
EXAMPLES for QUESTIONS 2 and 3

If audience is the focus in Question 2, you will be expected to:
• discuss an audience/more than one audience for the media texts and
appreciate that texts may be ‘read’ in different ways by different audiences
• analyse the stimulus material in detail for the earlier parts of the question.
• be aware of the issues related to a study of audience and be able to apply
these to specific examples.
In preparation for the range of questions that may be asked in relation to
audiences, you also need to be aware of:
• the different ways in which audiences can be described
• how texts construct and position audiences
• how different audiences respond to, use and interpret media texts.
• how different audiences can respond to the same media text and how that
response can be analysed
If representation is the focus in Question 2, you will be expected to:

• recognise and analyse representations evident in the stimulus material
• demonstrate an understanding of the concept of representation and its
importance in analysing and understanding media texts.
• develop their response beyond a description of simple representations
• be aware of the more complex issues underpinning a discussion of
representation e.g. issues surrounding stereotypes, construction, mediation
and ideology
The focus for Question 3 will be either representation or audience depending

on the area set for question 2. You will be expected to explore 2/3 of your own
examples in depth.
If representation is the focus in Question 3, you will explore how the social
group or event/issue is represented across a range of media texts and
forms/formats. Exploring how a social group or event/issue is represented 'in
the media’ does involve considering more than one form or format (e.g.
magazines, films, computer games etc). Specific, detailed examples need to be
referred to. For example, an exploration of representations of youth in the
media could include an analysis of:
• a television programme e.g. Waterloo Road
• a teenage magazine e.g. Sugar
• a local newspaper.
You may explore the presentation and construction of, for example, characters
and images, considering the role of language, mode of address and narrative
etc. in creating those representations.
If audience is the focus in Question 3, you need to use 2/3 of your own detailed
examples to consider, for example:
• how audiences are attracted to texts
• what affects the way in which different audiences respond to texts
• how texts construct and position audiences
• how theories can help to understand audience responses, where appropriate.
TOP TIPS:
• If given a print based text for Question 1, annotate around it before writing your
answer
• Ensure that you embed Media language relevant to the format (e.g. if discussing
newspapers, use terms specific to that format – puff, splash, etc
• Don’t just mention a camera angle or layout technique, etc, but ensure that you
also examine their purpose and effect.
• Plan responses to all questions (e.g. Mind map, bullet points) ensuring that your
analysis stems from contemporary Media texts. Examiners are impressed when
they see short plans.
• In Questions 2 and 3, your ideas must start from and then grow from Media texts.
Move from the specific analysis of individual texts to general statements about
representation and audience.
• Under no circumstances make simple assertions or. Always show how your ideas
have grown from the texts provided or ones that you have studied throughout the
year
• Formulate and maintain an argument by selecting vocabulary for effect and
ensuring each paragraph takes you one step closer to your conclusion
• When answering on audience, don’t name drop theory for the sake of it. Make
sure that you can use the theory in conjunction with contemporary Media texts
• Following the viewing time for Question 1, aim to spend 45-50 minutes on
Question 1, and 35-40 minutes each on Questions 2 and 3.
AS - MFL
Unit 1: Listening, Reading and Writing
2 hours (As a guide listening 30 minutes, reading 45 minutes and writing 45 minutes)
Section A: Listening (35 marks) and Reading (40 marks) (and writing- but no AO3 marks
given for Spanish answers)
Section B: Writing task: one question from a choice of 3, a minimum of 200 words. (35
marks- AO2 20 marks AO3 15 marks)
AO1: Understand and respond, in speech and writing, to spoken language.
AO2: Understand and respond, in speech and writing, to written language.
AO3: Show knowledge of and apply accurately the grammar and syntax
prescribed in the specification.
WORDS
French
Questions will often be preceded by a quote or other 1. Read the question
short written stimulus. For example: carefully.
“Cette année j’ai decidé de passer les vacances chez 2. Then spend 5-10
moi” Que pensez-vous de la décision de Patrick ? minutes on your plan.
Les vacances is the sub-topic area. • Identify 4-6 main
Que pensez-vous is asking for your opinion. points.
• Note down key
You may also see something like: vocabulary/ phrases.
“Est-ce que c’est une bonne ou une mauvaise idée ? »
This is also asking for your opinion, giving the two sides of 3. A well constructed
the argument for you to evaluate and come to a reasoned essay will have these
conclusion. features:
Quels son pour vous les avantages ou les Introduction

inconvénients du courrier électronique ? A sentence or two to set
the scene and introduce
Avantages ou inconvénients gives you the two sides of how you will approach the
the argument to consider, looking for a balanced discussion question.
and definite conclusion.
Main body
In order to answer these questions you must cover: Choose 4 -6 main points
that you wish to make,
The sub-topic area: you are not required to explore other illustrating different
areas and examples can come from both within and outside aspects of the question.
of the TL speaking country (?). Give different viewpoints
and justify them.
Both sides of the argument: your evaluation does not The points should be
have to be equally weighted but both sides have to be linked logically.
explored to show that your opinion is justified.
Evaluate different and
Your opinion: this can either be given after each side of
justify them.
the argument is given or in the conclusion.
A conclusion: even if you have given opinions during the Make sure you include at
essay, the conclusion must summarise and justify them. least 3 different tenses
and some complex
Spanish sentence structures,
Para ti, ¿el cine es una experiencia positiva o negativa? These could include
the subjunctive,
el cine gives you the sub- topic area. passive,
Para ti is asking for your opinion. complex opinion
Positiva o negativa gives you the two sides of the phrases.
argument which you are expected to acknowledge and
evaluate before concluding with your own opinion. Conclusion
• If you have maintained
¿Estás de acuerdo con Luisa o con sus padres? focus on the question
(additional stimulus given) and argued your points
well, your conclusion
Estás de acuerdo is asking for your opinion. should come to a
Luisa o con sus padres gives you the two sides of the natural end and include
argument which you are expected to acknowledge and your personal opinion.
evaluate before concluding with your own opinion. • You should try to
ensure that your
Muchos dicen que ahora las desventajas del Internet conclusion refer to the
son más grandes que los beneficios. ¿Qué opinas tú? key words in the essay
question.
El Internet gives you the sub-topic area. • The worst thing you can
Qué opinas tú is asking for your opinion. do is to simply restate
las desventajas… los beneficios gives you the two sides what you have said
of the argument which you are expected to acknowledge before.
and evaluate before concluding with your own opinion.
In order to answer these questions you must cover:
The sub-topic area you are not required to explore other

area and examples can come from both within and outside
of the TL speaking country.
Both sides of the argument your evaluation does not

have to be equally weighted but both sides have to be
explored to show that your opinion is justified.
Your opinion this can either be given after each side of the
argument is given or in the conclusion.
TOP TIPS:
• Read the question carefully and ensure that you understand it.
• Keep the content of your essay firmly related to the title/question.
• If you don’t know the exact word for something, then paraphrase.
• Check the language content for verb formation and endings, adjective
agreements, genders of nouns.
AS PHYSICS
AO1: Knowledge and understanding of science and of How Science Works Candidates
should be able to:
a) recognise, recall and show understanding of scientific knowledge
b) select, organise and communicate relevant information in a variety of forms.
AO2: Application of knowledge and understanding of science and of How Science Works
Candidates should be able to:
a) analyse and evaluate scientific knowledge and processes
b) apply scientific knowledge and processes to unfamiliar situations including those
related to issues
c) assess the validity, reliability and credibility of scientific information.
AO3: How Science Works – Physics Candidates should be able to:
a) demonstrate and describe ethical, safe and skilful practical techniques and processes,
selecting appropriate qualitative and quantitative methods
b) make, record and communicate reliable and valid observations and measurements
with appropriate
precision and accuracy
c) analyse, interpret, explain and evaluate the methodology, results and impact of their
own and others' experimental and investigative activities in a variety of ways.

WORDS
The majority of questions in physics are calculation Quality of Written
based. However, there are also questions which will Communication
assess the quality of your written communication. candidates must:
This is an example: • ensure that text is
legible and that spelling,
When light of a certain frequency is shone on a particular punctuation and grammar
metal surface, electrons are emitted with a range of kinetic are accurate so that
energies. meaning is clear
Explain in terms of photons why electrons are released • select and use a form
from the metal surface, and why the kinetic energy of the and style of writing
emitted electrons varies up to a maximum value. The appropriate to purpose
quality of your written communication will be assessed in and to complex subject
this question. [6marks] matter
• organise information
Explain: You need to use scientific reasoning and formula clearly and coherently,
to say why phenomena occur. You will need to include as using specialist
much detail in this answer, explaining all of the physics vocabulary when
involved, assuming the examiner knows nothing. It must be appropriate.
comprehensive, coherent and written in a logical order.
Describe how the appearance of fringes would differ if • Check that you have
white light had been used instead of red light [3marks] answered the question in
a coherent manner after
Describe: Say what you would see. However, you need to you have finished.
compare what you would see for both white and red light
and describe how one is different from the other. Do no
simply say how the fringes would appear for red light alone.
TOP TIPS:
During long answer questions:
• Describe the processes involved in a logical order
• Include explanations of all the physics involved – relevant formulae and theory
• Write at least as many different points as there are marks available
• Write in continuous prose, ensuring your grammar and spelling is accurate.
During calculation/short answers:
• Always include units in calculation questions
• Ensure the number of significant figures is the same as that in the information in
the question
• Lay out your calculations showing the physical principal being used (formulae) and
all working.
AS PSYCHOLOGY
AO1 Knowledge and Understanding
• Recognise, recall and show understanding of scientific knowledge;
• select, organise and communicate relevant information in a variety of forms, including
extended prose.
AO2 Application of Knowledge and Understanding
• analyse and evaluate scientific knowledge when presenting arguments and ideas;
• apply scientific knowledge to unfamiliar situations including those related to issues;
• assess the validity, reliability and credibility of scientific information;
• bring together scientific knowledge from different areas of the subject and apply them.
AO3 Science in Practice
• demonstrate ethical, safe and skilful practical techniques selecting appropriate
qualitative and quantitative methods;
• know how to make, record and communicate reliable and valid observations and
measurements
with appropriate precision and accuracy, through using primary and secondary sources;
• analyse, interpret, explain and evaluate the methodology, results and impact of their
own and others’ experimental and investigative activities in a variety of ways.
UNIT 1: Psychological Investigations
A One hour exam which focuses on the processes involved in creating and
evaluating methods of creating psychological studies.
3 sections (A, B and C) focusing on 3 of 4 types of research method that will be
studied. Discussing how they are carried out, including design, procedure,
sampling, data collection and interpretation, methods of measurement and the
strengths and weaknesses of these.
UNIT 2: Core Studies

A two hour exam focusing on 15 core psychological studies learnt which covers
5 approaches (social, cognitive, physiological, individual differences and
developmental) and 2 perspectives (psychodynamic and behavioural)
SECTION A: 15 short 2 or 4 mark questions on all 15 studies. Brief answers
required but to gain top marks you must be accurate and must evidence the
studies in your writing.
SECTION B: 6 questions on 1 study (from a choice of 3). More in-depth answers
that are clearly evidenced using the studies (can be asked about aims,
methods, procedure, design, results, ethics and the strengths and weaknesses
of these.)
SECTION C: 4 questions on one approach or perspective (from a choice of 2).
You can be asked about similarities and differences between studies,
assumptions, applications and strengths and weaknesses of the approach or
perspective.

WORDS
Section A
1 Section A does not need
(a) From the study by Baron-Cohen Joliffe, Mortimore essay writing skills- quality
and Robertson of communication is not
on autism in adults: assessed here.
Identify one difference between the performance of
the autistic adults and the Tourette Syndrome adults.
[2]
b) Outline what this study tells us about advanced Name the method,
theory of mind. [2] describe what it is, and
explain what about the
Section B study makes it that
method.
Name an advantage (eg
reliability) explain what it
Describe the method in your chosen study and give is, and explain what about
one advantage of using this method. [6] (3 +3) your chosen study makes
it reliable
Name the ethical issue,

Describe two ethical issues raised by your chosen describe it and explain
study. [3+3] how it applies to your
study
Section C Use the conclusions of one

of the studies (in this case,
Piliavin) to explain a
Describe how the social approach could explain behaviour (in this case,
helping behaviour. [4] helping behaviour.) You
should identify two
possible explanations of
the behaviour and give
examples of the results of
studies which showed this
to be the case.
Describe one similarity and one difference between Locate a way in which
any social approach studies. [3+3] they are similar and name
it. (Eg similar method,
measuring technique etc.)
Explain what this feature
was like in one study, and
what it was like in the
Discuss strengths and weaknesses of the social other.
approach using examples from any social approach Do the same for
studies. [12] differences.
Two strengths and two

weaknesses required. For
each:
Identify it, explain what it
is, and show where it
appeared in a study from
the approach.
TOP TIPS:
• Read the questions carefully – what are they asking of you. Make sure you answer
what it actually is asking
• Check how many marks the question is for as it indicates the level of detail
needed
• Check what the question says (e.g. identify means brief detail, describe is
detailed answers, and discuss or implications mean evaluate)
• Be specific and accurate – do not skirt around the point you are trying to make.
• Always exemplify your points with evidence from the studies
• For higher mark answers (e.g. 6, 8 and 12 marks) make sure you make your
point, explain it in detail and then evidence your point using the study.
• Make sure the evidence you use is accurate and supports the point you are trying
to make.
• Use connectives/linking phrases to aid cohesion and show development
• Proofread (have you really answered the question)
• Always go back to the question during writing to make sure you are answering it
correctly.
• Read the studies at home after lessons and get used to the structure of
psychological writing
• Do past papers / textbook questions in your book.
AS Religious Studies (Philosophy & Ethics)

AO1 – Select and demonstrate clearly relevant knowledge and understanding through
the use of evidence, examples and correct language and terminology appropriate to the
course of study. In addition, for synoptic assessment, A-Level candidates should
demonstrate knowledge and understanding of the connections between different
elements of their course of study.
AO2- Critically evaluate and justify a point of view through the use of evidence and
reasoned argument. In addition, for synoptic assessment, A-Level candidates should
relate elements of their course of study to their broader context and to aspects of human
experience.
• 2 Papers (1 Philosophy, 1 Ethics)
• 1 hour 15 minutes each (Typically exams are run consecutively i.e. you do
one then the other straight away afterwards!)
• In each paper you have a choice of 4 questions (1 from each topic
studied) of which you must answer 2.
• A ‘question’ comprises of both section (a) and section (b)
• Section (a) is always AO1 and is about showing knowledge and
understanding (30 Marks)
• Section (b) is always AO2 and is about evaluation and analysis (15 Marks)
WORDS
Section (a) Questions • Introduce the line of
your
(a)Examine how Utilitarianism may be applied to argument/discussion
an ethical issue of your choice (apart from .
Abortion or Euthanasia) (30) • Ensure you are
taking note of the
The key word here is ‘Examine’. It is not enough to just say ‘trigger’ word in the
how it may be applied. The word examine allows you some question and doing
scope for some very basic evaluative comments which what it’s asking you
demonstrate understanding to do.
(a) Explain the key ideas in the Design • Support points with
Argument for the existence of God (30) quotes if possible.
• Support points with
In this instance, the key word is ‘Explain’. Think about what working examples.
this means. To just list or describe points is not enough…you • Link paragraphs
need to have that bit of depth. together with
sentences that
Other words/phrases you can expect to find as signpost the
triggers in section (a) questions include: ‘Outline’ direction of your
and ‘Give an account of’. These are, arguably, more discussion.
straightforward as they perhaps do not demand the
• When you reach the
depth that others do. But think about what all these
conclusion, actually
terms are actually asking of you and adjust your
conclude something!
essay planning accordingly!!!
We know that the
subject generally
Section (b) Questions
poses unanswerable
Section (b) questions will include terms like: ‘Assess’,
questions but that
‘Evaluate’, ‘How far…?’, ‘To what extent…?’. These
doesn’t mean that
are all basically demanding the same thing: a
you have to write a
balanced argument well supported by reasons and
weak, lazy
evidence. They also all want you to actually reach
conclusion. BE
some sort of conclusion i.e. your view/assessment of
STRONG!!
the issue.
REMEMBER…It must be a balanced argument! The

mark scheme dictates that you can’t get the higher
grades if you offer more to one side than the other!
• Please, please,
Examples of section (b) questions: please plan your
answers!!! Firstly, it
(b) To what extent do scientific arguments disprove is important in
the existence of God (15) forming the
structure of your
(b) ‘Situation Ethics relies on an ill-defined essays. Secondly, it
notion of love’ can be used by the
examiner to help
Assess the validity of this claim (15) them follow your
argument if you’ve
gone in to a panic
and aren’t writing
clearly. MOST
IMPORTANTLY… it
helps you work out if
you can actually
answer the
question!!! So often
people get an idea
in their head and
think they can write
loads then run out of
ideas. A quick plan
will allow you to
assess whether you
have enough
material to get all
the marks you
want!!!
TOP TIPS:
• Choose your questions carefully…only fools rush in!!!
• Identify/underline the ‘trigger’ words and assess what they’re asking you
to do.
• Have a bank of short, sharp, memorable quotes which can be applied to a
variety of topics/questions.
• Remember to show your synoptic grasp of the topics. In other words, if
there are similarities/crossovers between topics, talk about them.
• Take the time and care to get spelling, grammar etc right…it creates a
certain impression.
• Give reasons for everything. Don’t make bold statements without any
support.
• Use link sentences to help the flow of essays.
• Always bear in mind that ultimately this is a Religious Studies course…
refer to religion!!!
AS SOCIOLOGY
The Assessment Objectives are common to AS and A Level. The assessment units will assess the following
Assessment Objectives
AO1 Knowledge and understanding of the theories, methods, concepts and various
forms of evidence; Communication of knowledge and understanding in a clear and effective manner.
45-55%
AO2 Demonstration of the skills of application, analysis, interpretation and evaluation.

45-55%
AS Examinations
Unit 1 – SCLY1
Families and Households
40% of AS, 20% of A Level Written paper, 1 hour
60 marks
Candidates choose one topic from three and answer one question. Each question consists of five parts.
Unit 2 – SCLY2
Education with Research Methods
60% of AS, 30% of A Level Written paper, 2 hours
90 marks
Candidates choose one topic (Education or Health) and answer one question on the chosen topic, one question
on sociological research methods in context and one question on research methods.
Available January and June

WORDS
FAMILY
0 6 Explain the difference between a family and a household Two essays on Family
(Item 2A). (48 out of 60 marks)
(4 marks) Use PERC (Point, Explain,
0 7 Suggest two reasons why lone-parent families are more likely
References and Criticise)
to be headed by a female. (4 marks)
0 8 Suggest two reasons why there has been an increase in one-
as a basic guide to setting
person households (Item 2A, line 3). (4 marks) out each essay.
0 9 Examine the reasons for changes in birth rates and family
size since 1900. (24 marks) One essay on Education
1 0 Using material from Item 2B and elsewhere, assess the view (20 marks out of 90)
that gender roles and relationships have become more equal in Use PERC (Point, Explain,
modern family life. (24 marks) References and Criticise)
as a basic guide to setting
EDUCATION out each essay.
0 1 Explain what is meant by the term ‘compensatory’ education.
(2 marks) One essay on Methods
0 2 Suggest three material factors that might cause working- in Education
class educational underachievement. (6 marks)
(20 marks out of 90)
0 3 Outline some of the reasons why different pupil subcultures
exist in schools. (12 marks) You must be able to show
0 4 Using material from Item A and elsewhere, assess the claim that your answer is about
that ‘the main function of education is to maintain a value APPLICATION of methods
consensus in society’ (Item A, lines 7 – 8). (20 marks) to a particular situation.
EDUCATION AND METHODS One essay on Methods

0 5 Using material from Item B and elsewhere, assess the (20 marks out of 90)
strengths and limitations of one of the following methods for Use PERC (Point, Explain,
investigating teachers’ attitudes towards minority ethnic group References and Criticise)
pupils: as a basic guide to setting
EITHER participant observation OR questionnaires. (20 marks) out each essay.
You must be able to take
METHODS
0 6 Explain what is meant by the term ‘triangulation’. (2 marks)
any part of P.E.R.V.E.R.T.
0 7 Suggest one advantage and one disadvantage of a for any essay about
longitudinal study. (4 marks) methods and make it
0 8 Suggest two disadvantages that sociologists may find when relevant to the particular
using unstructured interviews. (4 marks) question you are asked.
0 9 Examine the disadvantages some sociologists may find when
using official statistics in their research. (20 marks)
TOP TIPS:
One minute per mark should be the guide for timing your answers.
Do not write introductory paragraphs that merely re-state the question.
You can answer the question by challenging any important term or concept in
the question.
“Deconstruct” the question by “chunking” or breaking it into the smallest
possible parts.
Make sure that you are aware of the differences between Identify, Suggest,
Briefly Explain, Explain the difference between, Examine and Assess as the
first word(s) in the question.
The last paragraph must be a summing up and if necessary a choice between
alternative views identified earlier.
Methods in Education
Use P.E.R.V.E.R.T. and CONTEXT as the guide for any answer in this new part
of the exam.

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