a-level 2021 · 2021. 4. 20. · students will be sitting a number of final grade assessments in...

Students will be sitting a number of final grade assessments in each of their subject areas in May 2021.

• The assessments will vary in length depending on the subject.

• Final Grading Assessments (FGAs) will contain questions on topics that have been taught in the specification. In most subject areas the course will have been covered in its entirety, either face-to-face or remotely.

• In this booklet you will find details of the assessment criteria that are being used by each subject area. Teachers will support you in planning a revision programme that will allow you to structure revision to prepare for these FGAs

A-LEVEL 2021PREPARING FOR FINAL GRADING ASSESSMENTS

REVISIONTo support your preparation for the assessments you will need to revise. Use a range of strategies to support your revision. Try and put in place a timetable and set daily manageable goals. Revision is one way of preventing or at least limiting the stress that all students feel in the run up to examinations.

REVISION TIPS• Pace yourself. It is difficult to retain knowledge if you leave it to the last minute.

• Set manageable goals.

• Don’t over revise for long periods of time. 30 minutes and then a 15 minute break will be better than 2 hours non-stop in terms of the knowledge that you retain.

• Organise a place and location where you know you will work well. Make sure that it is quiet and avoid distractions.

• Listen to music. Maybe! If it helps you concentrate then listening to music can help.

• Reward yourself. At the end of a 30 minute revision session, at the end of a revision day or at the end of your revision week. Of course the biggest reward for those who revise is normally the result they achieve from the work put in.

• Use technology wisely – a full technology blackout is probably not a good idea because of the range of revision resources available to you. However, 5 minutes revision followed by 30 minutes on social media is probably not the way to go.

• Test yourself or get others to. This way you are likely to retain the knowledge for longer, because there is a reason to do so.

• If it helps use colour – colour coding work can help you retain specific language, terms of information for longer.

REVISION STRATEGIESTRY SOME OR ALL OF THESE STRATEGIES TO HELP WITH YOUR REVISION

RETRIEVAL PRACTICEPractice bringing information from memory for better results.

Retrieval practice is the act of recalling information without having it in front of you.

HOW IT WORKSIn recent years cognitive psychologists have been comparing retrieval practice with other methods of studying. What they have found is that nothing cements long-term learning as powerfully as retrieval practice.

Write it downTry writing down everything you know about a topic. Then go back and check to see what you have missed.

Partner UpGet together with a friend and write down everything you can remember about a topic. Compare notes and see what’s missing.

Flash CardsMake some flash cards and then try recalling the information on them.

INTERLEAVINGInterleave your revision to help you remember more.

Interleaving is the theory that revising more than one topic in each revision session will help you make better links

between them.

HOW IT WORKSInterleaving strengthens memory association. The brain is continuously engaged by retrieving different responses and bringing them into short-term memory. Repeating that process can reinforce connections between different tasks and connect responses which enhances learning.

SwitchSwitch between topics during each session.

Review in different ordersWhen reviewing make sure you do it in a different order that you learnt them.

Make links to remember moreTry to make links between ideas and review your revision ideas.

DUAL CODINGThe science behind why students get better results. Dual coding is the theory that for successful retrieval of knowledge you need to combine both words and visuals

for better revision.

HOW IT WORKSSimplifying complex ideas by linking words and visuals improves encoding. This will help you remember more and, most importantly, you will then be able to recall the information better in an exam. Compare words to visualsLook at visuals and compare them to words in your notes.

Explain in your own wordsLook at an image, diagram, graph or timeline and explain in your own words what information is trying to be conveyed.

Turn your notes into visualsTake the information you are trying to learn and draw visuals to represent it. This will make it easier to recall when you are reviewing revision notes.

SPACED PRACTICERevise, rest, repeat...space out your revision for better results. Spaced practice is the theory that short, sharp bursts of learning are more effective than cramming

just before the exam.

HOW IT WORKSCombine spaced revision with retrieval practice for best results. Self-test during a number of revision sessions until you can accurately recall the target information from memory. Mind mapping -after classWrite down everything you know about a topic straight after the lesson.

Review your Maps - a few hours laterCover your mind map and see how much you can remember. Highlight any info you couldn’t remember and revise it again.

Memory Cards - next revision sessionCreate memory cards with answers on the back and test your knowledge. Repeat every few sessions.

Final Graded Assessment: Final grades based on Coursework evidence ONLY – no additional graded assessment

Module(s): Paper structure: AQA A level component 1: Personal Investigation (coursework)

TOPICSStudent choice of project theme (to include 1000-3000 word critical study)

Students will be graded holistically across the four assessment objectives, taking into account the quality of outcomes in their coursework portfolio, and the depth of understanding demonstrated in their written critical study:

Assessment objectives:

A01: Develop ideas through investigations, demonstrating critical understanding of sources.

• Research the work of artists that link to your ideas

• Make studies of these artists’ work

• Make your own work, influenced by a range of artists

• Analyse the work of the artists that influence your work, reviewing how your work is progressing.

AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

• Decide what you want to create

• Explore and experiment with materials that are suitable

• Eliminate the experiments that do not work so well (explain)

• Develop the experiments that you do, keep refining and improving until it is the best you can achieve.

AO3: Record ideas, observations and insights relevant to intentions as work progresses.

• Drawing of relevant sources in all media

• Photographs of relevant sources

• All artwork that you make is assessed for the quality of your recording

• Reflect on your process through written analysis (critical study)

AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

• Your final piece related to your project

• It should demonstrate your artist influences

• It should demonstrate your experimentation

• Evaluate WWW/EBI

ART AND DESIGN

Final Graded Assessment: Paper 1 2hr 15 100 marks Paper 2 2hr 15 100 marks Paper 3 (in class) 1hr 30 70 marks

Module(s): Paper 1- Biological processes. (Assesses content from modules 1, 2, 3 and 5) • Development of practical skills in biology • Foundations in biology • Exchange and transport • Communication, homeostasis, and energy

Paper 2- Biological Diversity (Assesses content from modules 1, 2, 4 and 6) • Development of practical skills in biology • Foundations in biology • Biodiversity, evolution, and disease

Paper 3- Unified Biology

Paper structure: Paper 1- The paper is worth 100 marks and has multiple choice, structured, closed short answer and open response style questions. Paper 2- The paper is worth 100 marks and has structured, closed short answer and open response style questions. Paper 3- The paper is worth 70 marks and has structured, closed short answer and open response style questions.

BIOLOGY

Final Graded Assessment: 2 x 2 hour exam papersModule(s): Paper 1 and Paper 2Paper structure: Business papers are synoptic and therefore require students to use knowledge from all areas of the specification, the two papers will have distinctive styles. Paper 1 will consist of 15 multiple choice questions, a range of short calculate and context questions followed by followed by 25 mark open ended questions. Paper 2 will consist of case study which contains quantitative information which the students will use to answer a range of short answer and calculate questions. In addition to this, there will be two medium sized case studies, which students will use to answer the 5 mark, 9 mark and 16 mark questions.

TOPICSThe business papers are synoptic and therefore will need to revise all areas of the course, alongside the models and theories.

BUSINESS

Final Graded Assessment: Paper 1 2hr 15 100 marks Paper 2 2hr 15 100 marks Paper 3 (in class) 1hr 30 70 marksModule(s): Paper 1- Periodic Table, elements and physical chemistry• Development of practical skills in Chemistry• Foundations in Chemistry• Periodic table and energy • Physical Chemistry and Transition elements

Paper 2- Synthesis and Analytical techniques• Development of practical skills in Chemistry• Foundations in Chemistry• Core Organic Chemistry• Organic Chemistry and Analysis

Paper 3- Unified Chemistry (synoptic paper)

Paper structure: Paper 1- The paper is worth 100 marks and has multiple choice, structured, closed short answer and open response style questions. Paper 2- The paper is worth 100 marks and has structured, closed short answer and open response style questions. Paper 3- The paper is worth 70 marks and has structured, closed short answer and open response style questions.

CHEMISTRY

ANCIENT HISTORY

Final Graded Assessment: 2 x 2 hours

Module(s): Paper 1 – Greek

Pater 2 - Roman

Paper structure: Each paper will consist of two 1-hour essays; one on the core content and one on the depth study.

TOPICSGreek core content: Greco-Persian Wars; Peloponnesian Wars

Greek Depth Study: Sparta – education; political and social structure

Roman core content: Augustus; Tiberius; Caligula; Claudius; Nero

Roman Depth Study: Civil wars; The Flavians

POLITICS

Final Graded Assessment: 2 x 1½ hours

Module(s): Paper 1 – UK Government

Paper 2 – USA

Paper structure:

Paper 1: A 45-minute source question on UK Government

Paper 2: Two 45-minute essays

TOPICSUK Government: The Constitution; Prime Minister and Executive; Parliament; Relations between Branches

USA: The Constitution; The President; Elections; Political Parties; Pressure Groups

LAW


Module(s): Paper 1 – Legal System; Making Law; Criminal Law

Paper 2 – Tort Law; Nature of Law; Human Rights Law

CLASSICS (ANCIENT HISTORY, LAW AND POLITICS)

Paper structure:

Paper 1:

A 12-minute Describe and an 18-minute Discuss question on Legal System

A 12-minute Describe and an 18-minute Discuss question on Making Law

A 30-minute Scenario on Criminal Law

A 30-minute Essay on Criminal Law

Paper 2:

A 30-minute Scenario on Tort Law

A 30-minute Essay on Nature of Law

A 30-minute Scenario on Human RightsLaw

A 30-minute Essay on Human Rights Law

TOPICSLegal System: ADR; Classification of Offences; Juries; Sentencing

Making Law: Legislation; Delegated Legislation; Statutory Interpretation; Precedent

Criminal Law (scenario): Involuntary Manslaughter; Theft; Robbery and Burglary; Attempts

Criminal Law (essay): Murder; Non-Fatal Offences against the Person; Consent

Tort Law: Occupiers’ Liability; Negligence; Nuisance; Vicarious Liability

Nature of Law: Law and Morality; Law and Technology

Human RightsLaw (scenario): Police Powers and Human Rights

Human Rights Law (essay): European Convention of Human Rights

Final Graded Assessment: 2½ hours

Module(s): Paper 1 – Computer Systems (with some additional questions from Paper 2)

Paper structure: A written exam with a mixture of short and medium answer questions.

TOPICS • The characteristics of contemporary processors, input, output and storage devices

• Types of software and the different methodologies used to develop software

• Data exchange between different systems

• Data types, data structures and algorithms

• Legal, moral, cultural and ethical issues.

• Computational thinking (thinking abstractly, thinking ahead, thinking procedurally)

COMPUTER SCIENCE

Final Graded Assessment: 2 hours

Module(s): Theatre Makers in Practice

Paper structure:

Section B - Colder Than Here - Page to Stage: realisation of one key extract from a performance text

Section C - Woyzeck - Interpreting one performance text, in the light of one practitioner for a contemporary audience.

TOPICS:• Theatrical collaboration, production values, text realised in performance.

• Semiotics, how dramatic elements communicate meaning.

• Historical, cultural, social context

• Acting style, characterisation, vocal expression and movement.

DRAMA

Final Graded Assessment:

Module(s): Paper 1: Love through the Ages

Paper 2: Texts in Shared Contexts

Paper structure:

Paper 1 (2 hours / 50 marks)

Section A: Othello (1 hour / 25 marks)

Section B: Atonement and Love Poetry Anthology (1 hour / 25 marks)

Paper 2 (2 hours/50 marks)

Section A : Feminine Gospels (1 hour / 25 marks)

Section B: Spies and Cat on a Hot Tin Roof (1 hour / 25 marks)

ENGLISH LITERATURE

Final Graded Assessment: 2 x 1 hour

Principles of Design & Technology

Problem solving in Design & Technology

• The exam papers are based on topics within the specification which have been delivered to students in school during their KS5 Design & Technology lessons.

• Topics are also reinforced within student NEA work so have been applied during the coursework phase of their learning.

TOPICSTopics from which the A-Level Principles of Design & Technology paper will be created are:

• Materials properties and selection

• Manufacturing

• Product analysis

• Sustainability

• Life cycle analysis

• Ergonomics & Anthropometrics

• Understanding stakeholders

• Applied Design & Technology mathematics

The same topics will be used for the Problem solving in Design & Technology paper in order to give students the opportunity to apply their knowledge in order to solve given problems.

FASHION & TEXTILES

Final Graded Assessment: Paper 3 Geographical Debates – 2 hours and 30 minutes.

Module(s): Paper 3 Geographical Debates (108 marks)

Paper structure: A range of questions on the two topics studied in year 13 (either Exploring Oceans, Future of Food or Hazardous Earth). The concepts of inequality, mitigation and adaptation, sustainability, risk, resilience and threshold underpin the Geographical debates component. There is also a synoptic element to this paper involving topics studied in year 12 (The Earth’s life support systems (water and carbon cycles), Changing Spaces;Making Places, Global Governance of Human rights).

This question paper has three sections.

• Section A: Short answer and medium length questions on all topics

• Section B: Synoptic questions on all topics

• Section C: Extended response questions on all topics.

Learners answer questions from two topics out of Exploring Oceans, Future of Food and Hazardous Earth. A separate Resource Booklet is provided with the question paper. Marks associated with geographical skills will be assessed within this component.

Within the question paper for the Geographical debates (03) component there will be a combination of short answer questions of 3 marks, medium length questions of 6 marks, synoptic questions of 12 marks and extended response questions of 33 marks.

TOPICSFuture of food

What is food security and why is it of global significance?

What are the causes of inequality in global food security?

What are the threats to global food security?

How do food production and security issues impact people and the physical environment?

Is there hope for the future of food?

Exploring Oceans

What are the main characteristics of oceans?

What are the opportunities and threats arising from the use of ocean resources?

How and in what ways do human activities pollute oceans?

How is climate change impacting the ocean system?

How have socio-economic and political factors influenced the use of the oceans?

Hazardous Earth

What is the evidence for continental drift and plate tectonics?

What are the main hazards generated by volcanic activity?

What are the main hazards generated by seismic activity?

What are the implications of living in tectonically active locations?

What measures are available to help people cope with living in tectonically active locations?

GEOGRAPHY

Final Graded Assessment: 1 hour

Module(s): Paper 1 - Democracy and dictatorships in Germany 1919—1949

Paper structure: Choice of questions. One 10 mark and one 20 mark essay.

TOPICS The establishment and development of the Weimar Republic: 1919–January 1933

The establishment of the Nazi Dictatorship and its domestic policies February 1933–1939

The impact of war and defeat on Germany: 1939–1949

Final Graded Assessment: 2 hours and 30 minutes

Module(s): Paper 2 – Tudor Foreign Policy 1485-1603

Paper structure: Section A – Compulsory depth study question. Section B – two essays to be completed from a choice of essays.

TOPICSSection A –

Henry VIII’s foreign policy 1509-1520

The loss of Calais

The Armada

Section B -

The aims and methods of Tudor foreign policy

Scotland and France

Burgundy, the Netherlands and Spain

HISTORY

Final Graded Assessment: Two 2-hour papers

Module(s): Pure Mathematics

Paper structure: Each paper will consist of between 10 and 15 questions, with a total of 100 marks per paper. The marks awarded to each question will vary depending on the topic and difficulty of the question. Students should attempt all of the questions.

TOPICS• Proof

• Algebra and functions

• Coordinate geometry in the (x, y) plane

• Sequences and series

• Trigonometry

• Exponentials and logarithms

• Differentiation

• Integration

• Numerical methods

Final Graded Assessment: prediction so far, NEA on Applied topics D1 and M1 plus exam results in May

Module(s): Core 1 and Core 2

Paper structure: Two 90 minutes exams on pure maths

TOPICS: • Complex Numbers

• Matrices

• Vectors including scalar product and equations of planes

• Differential Equations (first and second order)

• Integration of volume of revolution

• Maclaurin’s theorem

• De Moivre Theorem

• Vectors

MATHEMATICS

FURTHER MATHEMATICS

Final Graded Assessments: 2x 2 hours

Module(s): Television; film; radio; newspapers; magazines; advertising and marketing; online, social and participatory media; video games; music video CSPs.

Paper structure: Range of questions from single mark to extended responses of up to 25 marks.

TOPICSBoth papers feature an unseen media product analysis applying relevant media terminology/theory.

Range of shorter and extended questions on the following:

Paper 1 (targeted CSPs):

Film (industries only) – Chicken (Joe Stephenson, UK, 2014)

Advertising and marketing (language and representations) – Score hair cream print ad and Maybelline That Boss Life - Part 1 Manny Guitterez online ad

Music video (language and representations) – Letter to the Free by Common ft Bilal and Ghost Town by The Specials

Newspapers (industries and audiences) – Daily Mail and The i

Radio (industries and audiences) – The War of the Worlds (1938) and Life Hacks (BBC Radio One)

Paper 2 (in-depth CSPs):

Television – Witnesses and The Missing

Magazines – Men’s Health (Jan/Feb 2017) front cover and selected items and Oh Comely (Issue 35) front cover and selected items

Online, social and participatory media – Teen Vogue website and The Voice website

Video games – Metroid Prime 2: Echoes, Tomb Raider Anniversary and SIMs Freeplay

Questions will test understanding of the theoretical framework, requiring students to demonstrate knowledge of particular terms/theories and apply their knowledge to the media products listed above. The theoretical framework covers:

• Media language (including genre and narrative)

• Representation (including ideology)

• Audiences

• Industries

• Wider contexts.

MEDIA STUDIES

Final Graded Assessment: 6 hours

Module(s): Unit 8 – Responding to a Commission

Paper structure: Four set tasks – rationale; pitch; proposal and treatment.

TOPICSThe set task will be released to students two weeks before the final assessment. They will be given a commission within a media industry context. They will have two weeks to research and prepare three A4 pages of notes that they can take into the final assessment.

During the six hours, they will be required to respond to four set tasks:

• Rationale (approx. 1 hour) – worth a maximum of 16 marks

• Pitch (approx. 1 hour) – worth a maximum of 16 marks

• Proposal (approx. 2 hours) – worth a maximum of 20 marks

• Treatment (e.g. storyboard and script, approx. 2 hours) – worth a maximum of 20 marks.

BTEC CREATIVE DIGITAL MEDIA PRODUCTION

Final Graded Assessment: Paper 1 – 2hrs 30 mins and Paper 2 – 2 hours. Paper 3 – Speaking 21-23 mins.

Paper structure: Paper 1 is Listening, Reading and Writing (Translation) and Paper 2 is a written paper of two essays, one on the film and another on the book that the class has been studying. Paper 3 is the speaking exam.

TOPICS Paper 1 will cover all topics from year 12 and year 13.

• Aspects of French/Spanish-speaking society: current trends

• Aspects of French/Spanish-speaking society: current issues

• Artistic culture in the French/Spanish-speaking world

• Aspects of political life in the French/Spanish-speaking world

• Grammar

• Listening and responding to spoken passages from a range of contexts and sources covering different registers and adapted as necessary. Material will include complex factual and abstract content and questions will target main points, gist and detail. Studio recordings will be used and students will have individual control of the recording.

All questions are in French/Spanish, to be answered with non-verbal responses or in French/Spanish (30 marks)

• Reading and responding to a variety of texts written for different purposes, drawn from a range of authentic sources and adapted as necessary. Material will include complex factual and abstract content and questions will target main points, gist and detail.

All questions are in French/Spanish, to be answered with non-verbal responses or in French/Spanish (50 marks)

• Translation into English; a passage of minimum 100 words (10 marks)

• Translation into French/Spanish; a passage of minimum 100 words (10 marks).

Paper 2 will be two essays in French/Spanish. One on the book and one on the film

It is worth 80 marks in total.

Paper 3 is the speaking exam:

• Individual research project

• One card on one of four themes (Aspects of French/Spanish-speaking society: current trends, Aspects of French/Spanish-speaking society: current issues, Artistic culture in the French/Spanish-speaking world, Aspects of political life in the French/Spanish-speaking world)

MFL FRENCH AND SPANISH

Final Graded Assessment: Appraising Written examination: 1 hour 30 mins (Aprox)

Module(s): Unit 3 Appraising

Paper structure:

This component is assessed via a listening examination.

Area of study A: The Western Classical Tradition (The Development of the Symphony 1750-1900) which includes two set works.

1. Symphony No. 104 in D major, ‘London’: Haydn (Detailed analysis)

2. Symphony No. 4 in A major, ‘Italian’: Mendelssohn

Area of study B: Rock and Pop Area

Area of study E: Into the Twentieth Century

Looking specifically at

• Impressionism

• Neo-classicism

Including two set works:

1. Trio for Oboe, Bassoon and Piano, Movement II: Poulenc

2. Three Nocturnes, Number 1, Nuages:

Questions:

1. Set work analysis with a score

2. Extended responses on wider context

3. Unprepared extracts of music with and without a score

4. Comparison questions

This component includes a listening examination.

Assessment of area of study A (25 marks)

Learners are required to answer all questions.

• A question on an unprepared extract with a skeleton score provided.

• A detailed analysis question on Symphony No. 104 in D major, ‘London’ by Haydn

Assessment of area of study B (30 marks)

Learners are required to answer two questions:

• One question on an unprepared musical extract

• A comparison question based on two unprepared extracts assessing wider understanding of the area of study.

Assessment of area of study E (15 marks)

Learners will apply their knowledge and understanding to both familiar and unfamiliar music. Learners are required to answer two questions:

• An analysis question on one of the two set works

MUSIC

Final Graded Assessment:

THEORY3 Papers – 1x 2-hour paper (30%) to be conducted in school hall and 2x 1-hour papers to be conducted within the PE department (20% each)

NEA Evaluation and Analysis of Performance for Improvement (EAPI) – 40-minute speaking exam (15%) – already completed

Practical – performance or coaching (15%) – students to submit video evidence but previous performances taken into account where necessary (e.g. injury)

Modules:

1. Paper 1 – Physiological factors affecting performance (30%)

2. Paper 2 – Psychological factors affecting performance (20%)

3. Paper 3 – Socio-cultural issues in physical activity and sport (20%)

4. NEA – EAPI and Performance/Coaching (30%)

Paper structure:

Paper 1:

90-mark paper based upon units studied throughout the two years. Range of questions from single mark questions up to one 20-mark question.

Paper 2:


Paper 3:


TOPICSPaper 1

• Skeletal and muscular systems - Joints, movements and muscles - Functional roles of muscles and types of contraction - Analysis of movement - Skeletal muscle contraction - Muscle contraction during exercise of differing intensities and during recovery• Cardiovascular and respiratory systems - Cardiovascular system at rest - Cardiovascular system during exercise of differing intensities and during recovery - Respiratory system at rest - Respiratory system during exercise of differing intensities and during recovery• Energy for exercise - ATP and energy transfer - Energy systems and ATP resynthesis

PHYSICAL EDUCATION

- ATP resynthesis during exercise of differing intensities and during recovery - The recovery process• Environmental effects of body systems - Exercise at altitude - Exercise in the heat• Diet and nutrition and their effect on physical activity and performance - Diet and nutrition - Ergogenic aids • Preparation and training methods in relation to improving and maintaining physical activity and performance - Aerobic training - Strength training - Flexibility - Periodisation of training - Impact of training on lifestyle diseases• Injury prevention and the rehabilitation of injury - Acute and chronic injuries - Injury prevention - Responding to injuries and medical conditions in a sporting context - Rehabilitation of injury• Biomechanics - Biomechanical principles - Levers - Analysing movement through the use of technologyPaper 2

• Skill Acquisition - Classification of skills - Types and methods of practice - Transfer of skills - Learning theories - Stages of learning - Guidance - Feedback - Memory models • Sports psychology - Personality - Attitudes - Motivation - Arousal - Anxiety - Aggression - Social facilitation/inhibition - Group and team dynamics

PHYSICAL EDUCATION

PHYSICAL EDUCATION

- Goal setting - Attribution - Confidence and self-efficacy in sports performance - Leadership in sport - Stress management to optimise performance Paper 3

• Emergence and Evolution of Modern Sport- How did socio-cultural factors shape the characteristics of sport in:

- Pre Industrial Britain - Industrial Britain - 20th Century - 21st Century• Global Sporting Events

- The Modern Olympic Games (Background and Aims) - Political Exploitation of the Olympic Games - Hosting Global Sporting Events• Ethics and Deviance in Sport - Drugs and doping - Violence - Gambling• Commercialisation and Media - Factors leading to commercialisation - Positive and negatives of commercialisation - Coverage of sport in the media - Positive and negative effects of the media - Relationship between sport and the media• Routes to Sporting Excellence in the UK - Talent ID - Role educational establishments - NIS - Strategies to prevent drop out in sport• Modern Technology - Elite Performance - Participation - Fair Outcomes - Entertainment

Final Graded Assessment: Paper 1 2hr 85 marks

Paper 2 2hr 85 marks

Paper 3 (in class) 2hr 80 marks

Module(s):

Paper 1-

• Measurements and their Errors

• Particle Physics

• Waves

• Electricity

• Mechanics and Further Mechanics

Paper 2-

• Thermal Physics

• E and B Fields

• Nuclear Physics

Paper 3-

• Practical Skills

• Option Topic (Astrophysics)

Paper structure:

Paper 1- The paper is worth 85 marks and has multiple choice, structured, closed short answer and open response style questions.

Paper 2- The paper is worth 85 marks and has structured, closed short answer and open response style questions.

Paper 3- The paper is worth 80 marks and has structured, closed short answer and open response style questions.

PHYSICS

Final Graded Assessment: 2 x 1 hour

Principles of Design & Technology

Problem solving in Design & Technology

• The exam papers are based on topics within the specification which have been delivered to students in school during their KS5 Design & Technology lessons.

• Topics are also reinforced within student NEA work so have been applied during the coursework phase of their learning.

TOPICSTopics from which the A-Level Principles of Design & Technology paper will be created are:

• Materials properties and selection

• Manufacturing

• Product analysis

• Sustainability

• Life cycle analysis

• Ergonomics & Anthropometrics

• Understanding stakeholders

• Applied Design & Technology mathematics

The same topics will be used for the Problem solving in Design & Technology paper in order to give students the opportunity to apply their knowledge in order to solve given problems.

PRODUCT DESIGN


Module(s): Paper 1 – Foundations in Psychology

Paper structure:

Paper1: Sections A – E comprising one 8-mark question per section A-E;

a mixture of short response questions for Sections A-D; one 12-mark Q for section E.

Total of 90 marks.

ADVICE: Spend 20 minutes on Sections A-D and 25 minutes on section E.

Please bring a calculator to the assessment.

TOPICS• SOCIAL APPROACH: Theories of obedience; Milgram’s research of obedience; theories of prejudice; culture and personality influences on social behaviour; ethics and human research; research methods; descriptive data analysis; two key studies; one practical

• COGNITIVE APPROACH: Memory theories; case studies of amnesia; experimental research methods; inferential data analysis; two key studies; key question; one practical

• BIOLOGICAL APPROACH: CNS and neurotransmitter functioning; action of recreational Drugs; biological theories of aggression (hormones, evolution, neural); Psychodynamic theory of aggression; biological research methods + 2 example studies; data analysis; two key studies; key question; one practical

• LEARNING APPROACH: Theories of Learning (classical conditioning, operant conditioning, social Learning theory); Bandura’s research; theories of phobias; systematic desensitisation; 2 key studies; key question; research methods (including animal research); qualitative data analysis.

• ISSUES AND DEBATES in psychology (social, cognitive, bio and learning approaches only)

PSYCHOLOGY

Final Graded Assessment: Two two-hours papers

Module(s): n/a

Paper structure:

Paper 1: Statistical Inference

Paper 2: Statistics in Practice

TOPICSPaper 1: Statistical Inference

Questions may be set on any of the following topics:

7 – Correlation and linear regression (7.2 only)

8 – Introduction to hypothesis testing

9 – Contingency tables

10 – One and two sample non-parametric tests

13 – Experimental design

14 – Sampling, estimates and resampling

15 – Hypothesis testing, significance testing, confidence intervals and power

16 – Hypothesis testing for 1 and 2 samples

17 – Paired tests

19 – Goodness of fit

20 – Analysis of variance

21 – Effect size

Statistical Enquiry Cycle (SEC)

Paper 2: Statistics in Practice

Questions may be set on any of the topics within the specification, including the Statistical Enquiry Cycle (SEC).

STATISTICS

Great Marlow School will be following the guidance set out by Ofqual for determining grading in 2021:

OFQUAL GUIDANCE:• Assess students’ performance, only on the content that has been delivered to them by their teachers, to determine the final grade each student should receive

• Use evidence of a students’ performance from throughout the course to inform the judgement

• Determine the grades as late as possible in the academic year as it practicable to enable teaching to continue for as long as possible

• Use a broad range of evidence across the taught content to determine the grades before submitting the grades to the exam boards

Explanation of the evidence that is going to be used by Great Marlow School

As detailed above we will be using evidence of students’ performance from throughout the course for the final teacher/ centre assessed grades in 2021. The evidence that will be used is explained in the table below:

EVIDENCE EXPLANATION

Year 13 Progress Grade entry -February 2021

This grade was based on student performance across the duration of the course up until February 2021 and included an estimate of the grade a student might achieve in that subject based on the evidence to date.

Autumn Grading Assessment - November 2020

These assessments took place under controlled conditions in classrooms in November 2020.

Non-examined assessment (NEAs)

Some subject areas will have NEAs that are used to assess student performance of a range of knowledge and skills that would not be tested in an examination. Students will not be penalised if they have been unable to complete their NEA by the date of the submission of the final grade if it was due to circumstances beyond their control.

Final Grading Assessment

(FGAs) -May 2021

These will take place in accordance with the timetable in the preparing for A Level Final Grading Assessment booklet. They will have a significant weight in determining the final awarded grade as they will be a way of assessing students’ knowledge and understanding of the subject content studied throughout the course. These FGAs will contain questions on topics within the specification and that they have been taught either in school or through remote learning.

REPORTING THE EVIDENCE When all the assessments are complete, we will communicate with students, parents/ carers the grade that the school will be submitting to the exam board based on the evidence outlined above. (Unless otherwise instructed by either OFQUAL or individual examination boards). Students will receive a mark and grade for the final assessments that they complete in May 2021.

GREAT MARLOW SCHOOLAWARDING ‘A’ LEVEL AND LEVEL 3 GRADES 2021

BIOLOGY - A-LEVEL GRADING STATEMENT 2021

ART & DESIGN - A-LEVEL GRADING STATEMENT 2021

BUSINESS - A-LEVEL GRADING STATEMENT 2021

Art and Design A-level grades will be based upon the following assessment evidence:

EVIDENCE YES/ NOYear 13 Progress Grade entry (February 2021) YAutumn Grading Assessment (November 2020) NNon-examined assessment (NEAs) YMay Final Grading Assessment N

Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding grades. The assessment process in May will take into account evidence demonstrated in the Component 1 coursework portfolio only, with no further final grading assessment taking place.

The full range of assessment objectives will be applied when considering the quality of outcomes, depth of understanding and scope of development as demonstrated in both coursework projects, which also incorporates the submission of a 1000-3000 word critical study.

Biology A-level grades will be based upon the following assessment evidence:

EVIDENCE YES/ NOYear 13 Progress Grade entry (February 2021) YAutumn Grading Assessment (November 2020) YNon-examined assessment (NEAs) YMay Final Grading Assessment Y

Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding grades. The May Final Grading Assessment will assess the full range of assessment objectives from the course. Students will sit paper 1, paper 2 and paper 3 (paper 3 will be completed in class time). These will form the main basis for grades but the Autumn assessments will also be used as evidence (students sat paper 1 and 2 topics). NEAs include regular past paper practise and walking talking mocks.

Business A-level grades will be based upon the following assessment evidence:

EVIDENCE YES/ NOYear 13 Progress Grade entry (February 2021) YAutumn Grading Assessment (November 2020) YNon-examined assessment (NEAs) NMay Final Grading Assessment Y

Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding grades. The May Final Grading Assessment will assess students’ knowledge, understanding, application and analysis across two Business papers. Although Business papers are synoptic and therefore require students to use knowledge from all areas of the specification, the two papers will have distinctive styles. Paper 1 will consist of 15 multiple choice questions, a range of short calculate and context questions followed by followed by 25 mark open ended questions. Paper 2 will consist of case study which contains quantitative information which the students will use to answer a range of short answer and calculate questions. In addition to this, there will be two medium sized case studies, which students will use to answer the 5 mark, 9 mark and 16 mark questions.

Chemistry A-level grades will be based upon the following assessment evidence:


Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding grades. The May Final Grading Assessment will assess the full range of assessment objectives from the course. Students will sit paper 1, paper 2 and paper 3 (paper 3 will be completed in class time). These will form the main basis for grades but the Autumn assessments will also be used as evidence (students sat paper 1 and 2 topics). NEAs include regular past paper practise, walking talking mocks and regular organic pathway practise.

Grading Statement – 2021 for the DCE2 External Assessment

EVIDENCE YES/ NOYear 13 Progress Grade entry (February 2021) YAutumn Grading Assessment (November 2020) YNon-examined assessment (NEAs) – Unit work YMock DCE2 Y

Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding a grade for the DCE2 20 hour external assessment.

There is no Final Grade Assessment for this qualification.

CHEMISTRY- A-LEVEL GRADING STATEMENT 2021

NCFE CACHE TECHNICAL LEVEL 3 DIPLOMA IN CHILDCARE AND EDUCATION

(Ancient History / Law / Politics) A-level grades will be based upon the following assessment evidence:


Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding grades. The May Final Grading Assessments will assess the full range of assessment objectives from the courses. These will form the main basis for deciding students’ grades but we will also take into account performance in the October assessments as well as evidence from formal class assessments and homework assignments.

Computer Science A-level grades will be based upon the following assessment evidence:

EVIDENCE YES/ NOYear 13 Progress Grade entry (February 2021) YAutumn Grading Assessment (November 2020) YNon-examined assessment (NEAs) - Partial YMay Final Grading Assessment Y

Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding grades.

The May Final Grading Assessment will assess the students’ knowledge, understanding and application of all units connected with Paper 1. There will be some additional questions from Paper 2 related to Computational Methods.

The Programming Project (NEA) has been partially completed, so students will be assessed up to and including the point of Technical Documentation.

Drama A-level grades will be based upon the following assessment evidence:

EVIDENCE YES/ NOYear 13 Progress Grade entry (February 2021) YAutumn Grading Assessment (November 2020) NNon-examined assessment (NEAs) YMay Final Grading Assessment Y

COMPUTER SCIENCE - A-LEVEL GRADING STATEMENT

CLASSICS - A-LEVEL GRADING STATEMENT 2021

DRAMA- A-LEVEL GRADING STATEMENT 2021


Students completed 40% of their total A Level during their Component 1 exam ‘Devising’. This exam took place in October. Students have completed a further 20% of their total A Level during March which was Component 2 ‘Text in Performance’. Students will sit their final written exam in May, they will be complete Section B and C of the written examination paper, section B which is ‘Page to Stage: Realising a Performance Text’ and is 36 marks of the full 80 mark paper; and section C which is ‘Interpreting a performance text’ and is 24 marks of the full 80 mark paper. The final 20 marks will be informally assessed during lesson time.

English Literature A -level grades will be based upon the following assessment evidence:


Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding grades. The May Final Grading Assessment will assess the students’ knowledge, understanding and application of all studied texts. The assessment in May will incorporate the full range of assessment objectives and will allow students to recall knowledge and apply skills and understanding to a range of questions on all of their studied texts.

Textile Design A-level grades will be based upon the following assessment evidence:


Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding grades. The May Final Grading Assessment will assess the students’ knowledge, understanding and application of key topics from the A-Level specification which have been delivered to students during their time within D&T KS5.

NEA work will be the significant force behind the grades awarded at A-Level. With the assessments that follow we are seeking to justify, and solidify the grade achieved for the NEA, and will moderate grades depending on the application of knowledge and understanding within the other assessment opportunities which are delivered to students.

ENGLISH LITERATURE - A-LEVEL GRADING STATEMENT

FASHION & TEXTILES- A-LEVEL GRADING STATEMENT

GEOGRAPHY - A-LEVEL GRADING STATEMENT 2021

Geography A-level grades will be based upon the following assessment evidence:


Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding grades. The May Final Grading Assessment will assess the students’ knowledge, understanding and application of Paper 3 of the A level specification. Modules 1 and 2 were assessed on two papers in the Autumn Grading Assessments. The assessment in May will incorporate the full range of assessment objectives and will allow students to recall knowledge and apply skills and understanding to a range of questions which focus on Paper 3 – Geographical Debates.

History A-level grades will be based upon the following assessment evidence:


Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding grades. The May final grading assessment will focus on the thematic study and historical interpretations, Tudor Foreign Policy and the non-British period study, Democracy and Dictatorships. The British period study was examined in the autumn grading assessment as well as the Non-British period study. The students have completed their independent investigation, the topic assessed essay, in line with exam board guidelines which will form part of their final grade judgment.

Mathematics A-level grades will be based upon the following assessment evidence:


HISTORY - A-LEVEL GRADING STATEMENT 2021

MATHEMATICS - A-LEVEL GRADING STATEMENT


For the May Final Grading Assessment there will be two papers, both of which will test the Pure Mathematics section of the course. Grades will be awarded for these papers using the exam board criteria. The assessment in May will incorporate the full range of assessment objectives. The content of the paper will allow students to demonstrate their knowledge and understanding of all aspects of the Pure Mathematics curriculum.

Media Studies A-level grades will be based upon the following assessment evidence:


Following OFQUAL guidance, teachers will make a holistic judgement of the students’ performance when awarding grades. The May Final Grading Assessments will assess the students’ knowledge and understanding of the following CSPs (exam products): Witnesses and The Missing television programmes; Teen Vogue and The Voice websites; Metroid Prime 2: Echoes, Tomb Raider Anniversary and Sims Freeplay video games; Men’s Health and Oh Comely magazines; Daily Mail and The i newspapers; Letter to the Free and Ghost Town music videos; Score and Maybelline adverts; War of the Worlds and Life Hacks radio broadcasts; Chicken film. The assessments in May will incorporate the full range of assessment objectives and will allow students to recall knowledge and apply their understanding of media terminology and theory to a selection of shorter and longer exam-style questions.

BTEC Creative Digital Media Production grades will be based upon the following assessment evidence:

EVIDENCE YES/ NOYear 13 Progress Grade entry (February 2021) YAutumn Grading Assessment (November 2020) NNon-examined assessment (NEAs) YMay Final Grading Assessment YUnit 1 external assessment (Summer 2020) Y

Following OFQUAL guidance, teachers will make a holistic judgement of the students’ performance when awarding grades. The May Final Grading Assessment will assess the students’ media pre-production skills in response to a commission from within a media industrial context. The assessment in May will incorporate the full range of Unit 8 assessment objectives and will allow students to apply their understanding of media production processes.

BTEC CREATIVE DIGITAL MEDIA PRODUCTION - A-LEVEL GRADING STATEMENT 2021

MEDIA STUDIES - GCSE GRADING STATEMENT 2021

MFL - A-LEVEL GRADING STATEMENT 2021

French and Spanish A-level grades will be based upon the following assessment evidence:



The students will sit 2 written exams. One on Listening, Reading and Writing and another on the film and the book that they have been studying.

The Speaking exam will also be carried out after the Easter break but no recordings will be sent off to the exam board. This, along with all the other exams will be marked and moderated within the department.

Music A-level grades will be based upon the following assessment evidence:


Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding grades. The May Final Grading Assessment will assess the students’ understanding of:

Area of study A: The Western Classical Tradition (The Development of the Symphony 1750-1900) which includes two set works.

1. Symphony No. 104 in D major, ‘London’: Haydn (Detailed analysis)

2. Symphony No. 4 in A major, ‘Italian’: Mendelssohn

Area of study B: Rock and Pop Area

Area of study E: Into the Twentieth Century As well as work completed on performance and composition controlled assessment.

The May assessment will be a Unit 3 assessing students understanding of the three Areas of study.

MUSIC - A-LEVEL GRADING STATEMENT 2021

PE A-level grades will be based upon the following assessment evidence:


Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding grades. The May Final Grading will assess the students’ knowledge, understanding and application of module 1, 2 and 3 of the A Level theory specification. The assessments in May will incorporate the full range of questions (1 mark up to 10/20 mark questions) to allow students to recall knowledge and apply this understanding to extended answer questions. Students will only be assessed on topics taught throughout the two-year course – any topics not covered due to the impact of COVID-19 will not be included in assessments.

The students NEA will also contribute towards their final grading, including their EAPI grade, and the practical (performance or coaching) grades for their chosen sport. Practical evidence should be supported with competitive log/video footage as much as possible. Where injury or COVID has not enabled this, previous knowledge of the students will be taken into consideration. In the case of injury/illness, evidence of any extended time away from sport due to injury must be provided.

Physics A-level grades will be based upon the following assessment evidence:


Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding grades. The May Final Grading Assessment will assess the full range of assessment objectives from the course. Students will sit paper 1, paper 2 and paper 3 (paper 3 will be completed in class time). These will form the main basis for grades but the Autumn assessments will also be used as evidence (students sat paper 1 and 2 topics). NEAs include regular past paper practise, walking talking mocks and regular PAG practise.

PHYSICS - A-LEVEL GRADING STATEMENT 2021

PHYSICAL EDUCATION - A-LEVEL GRADING STATEMENT

PRODUCT DESIGN - A-LEVEL GRADING STATEMENT

PSYCHOLOGY - A-LEVEL GRADING STATEMENT 2021

Product Design A-level grades will be based upon the following assessment evidence:


Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding grades. The May Final Grading Assessment will assess the students’ knowledge, understanding and application of key topics from the A-Level specification which have been delivered to students during their time within D&T KS5.

NEA work will be the significant force behind the grades awarded at A-Level. With the assessments that follow we are seeking to justify, and solidify the grade achieved for the NEA, and will moderate grades depending on the application of knowledge and understanding within the other assessment opportunities which are delivered to students.

Psychology A- level grades will be based upon the following assessment evidence:


Following OFQUAL guidance teachers will make a holistic judgement of the students’ performance when awarding grades. The May Final Grading Assessment will assess the students’ knowledge, understanding and application of Year 12 content of the specification (Approaches and Issues and Debates). The Child Psychology module was assessed in the November paper and throughout the Autumn Grading Assessments. The largest Module Clinical Psychology was assessed in a 1 hour March Paper and throughout Spring Grading. Evidence from formal class assessments, homework assignments and the core practical investigation will be used to allow students to demonstrate achievement across the full range of assessment objectives.

Statistics A-level grades will be based upon the following assessment evidence:

EVIDENCE YES/ NOYear 13 Progress Grade entry (February 2021) YAutumn A2 Grading Assessment (November 2020) YSpring AS (in class) Grading Assessment (March 2021) YNon-examined assessment (NEAs) NMay Final Grading Assessment Y


The final assessment, in May 2021, will be based on two 2-hour papers. The first will be Statistics Inference & the second Statistics in Practice.

BTEC Creative Digital Media Production grades will be based upon the following assessment evidence:

EVIDENCE YES/ NOYear 13 Progress Grade entry (February 2021) YAutumn Grading Assessment (November 2020) NNon-examined assessment (NEAs) YMay Final Grading Assessment YUnit 1 external assessment (Summer 2020) Y

Following OFQUAL guidance, teachers will make a holistic judgement of the students’ performance when awarding grades. The May Final Grading Assessment will assess the students’ media pre-production skills in response to a commission from within a media industrial context. The assessment in May will incorporate the full range of Unit 8 assessment objectives and will allow students to apply their understanding of media production processes

BTEC CREATIVE DIGITAL MEDIA PRODUCTION A-LEVEL GRADING STATEMENT 2021

STATISTICS - A-LEVEL GRADING STATEMENT 2021

a-level 2021 · 2021. 4. 20. · students will be sitting a number of final grade assessments in...

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