It is not permitted for centres to direct students to the same sources as this fundamentally undermines the need for the Historical Investigation to be the work of an individual student. The skills and qualities of all three Assessment Objectives must be demonstrated in the Historical Investigation. These are:. AO1: demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
AO3: analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted. The task required of students in responding to AO3 will be different from that in the examined components in that students will be expected to:. Students must base their analysis and evaluation of historical interpretations on the work of academic historians. It is not acceptable that the analysis and evaluation is based on textbook historians or course books.
Lengthy extracts are not required. In developing their response to a chosen issue to investigate, students are expected to consult a range of resources, which may include textbooks, course books and work of academic historians. The Historical Investigation must be written with the qualities of all three objectives integrated within the body of the work.
For example, students will analyse, evaluate and reach judgements about the question chosen AO1 and within this analysis and evaluation, appraise the views of historians AO3 and analyse and evaluate primary source material and the extent to which it is useful in supporting arguments or conclusions AO2. The Investigation should be completed in approximately words, excluding bibliography, footnotes, and appendices, with a limit of words.
Work that exceeds this word limit will incur a five mark penalty. This penalty will be applied by AQA, and should not be applied by the teacher. A word count must be included on the Candidate Record Form. The Investigation must contain an evaluation of three primary sources. At least two different types of primary source should be evaluated.
Other appropriate sources may include artefacts, archaeological or visual sources.
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The Investigation must also demonstrate an understanding of differing interpretations presented by two academic historians about the issue. Students are advised to avoid extensive, verbatim copying from sources and to ensure that the Investigation is written in their own words. Extensive verbatim copying can lead to malpractice. The use of footnotes is strongly advised in order to demonstrate the range of evidence consulted and validate the bibliography.
Additionally, footnotes alleviate concerns about plagiarism, as the source of comments, views, detail or others' judgements is acknowledged. Skill in the use of footnotes is also highly valued by Higher Education. A bibliography should be provided, listing the sources that have been consulted. It is most important that centres establish rigorous internal standardisation to ensure that the rank order of the students is fair, accurate and appropriate.
This is particularly important in larger centres where more than one teacher has prepared and assessed students. The work of students is to be assessed by a levels of response mark scheme which addresses each of the following assessment objectives, with the weighting as indicated:. Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity and significance.
NOTE: An Historical investigation which fails to show an understanding of change and continuity within the context of approximately years cannot be placed above Level 2 in AO1 maximum 8 marks. Level 5: 17—20 The response demonstrates a very good understanding of change and continuity within the context of approximately years and meets the full demands of the chosen question. It is very well organised and effectively delivered. The supporting information is well-selected, specific and precise. It shows a very good understanding of key features, issues and concepts. The answer is fully analytical with a balanced argument and well-substantiated judgement.
Level 4: 13—16 The response demonstrates a good understanding of change and continuity within the context of approximately years and meets the demands of the chosen question. It is well-organised and effectively communicated. There is a range of clear and specific supporting information, showing a good understanding of key features and issues, together with some conceptual awareness.
The response is predominantly analytical in style with a range of direct comment relating to the question.
The response is well-balanced with some judgement, which may, however, be only partially substantiated. Level 3: 9—12 The response demonstrates an understanding of change and continuity within the context of approximately years and shows an understanding of the chosen question. It provides a range of largely accurate information which shows an awareness of some of the key issues. This information may, however, be unspecific or lack precision of detail in parts. The response is effectively organised and shows adequate communication skills.
There is a good deal of comment in relation to the chosen question, although some of this may be generalised. The response demonstrates some analytical qualities and balance of argument. Level 2: 5—8 The response demonstrates some understanding of change and continuity but may have limitations in its coverage of a context of approximately years.
The response may be either descriptive or partial, showing some awareness of the chosen question but a failure to grasp its full demands. There is some attempt to convey material in an organised way although communication skills may be limited. The response contains some appropriate information and shows an understanding of some aspects of the investigation, but there may be some inaccuracy and irrelevance. There is some comment in relation to the question but comments may be unsupported and generalised.
Level 1: 1—4 The response demonstrates limited understanding of change and continuity and makes little reference to a context of approximately years. The chosen question has been imperfectly understood and the response shows limited organisational and communication skills. The information conveyed is extremely limited in scope and parts may be irrelevant.
There may be some unsupported, vague or generalised comment. Level 5: 9—10 Provides a range of relevant and well-supported comments on the value of three sources of two or more different types used in the investigation to provide a balanced and convincing judgement on their merits in relation to the topic under investigation.
Level 4: 7—8 Provides relevant and well-supported comments on the value of three sources of two or more different types used in the investigation, to produce a balanced assessment on their merits in relation to the topic under investigation. Judgements may, however, be partial or limited in substantiation. Level 3: 5—6 Provides some relevant comment on the value of three sources of at least two different types used in the Investigation.
Some of the commentary is, however, of limited scope, not fully convincing or has only limited direction to the topic under investigation. Level 2: 3—4 Either: provides some comment on the value of more than one source used in the investigation but may not address three sources in equal measure or refers to sources of the same 'type'. Or: provides some comment on the value of three sources of at least two types used in the investigation but the comment is excessively generalised and not well directed to the topic of the investigation.
Non-exam assessment (NEA)
For further support and advice please speak to your adviser. Email your subject team at art aqa. You must ensure that you have consistent marking standards for all students. One person must manage this process and they must sign the Centre declaration sheet to confirm that internal standardisation has taken place. Your comments will help the moderator see, as precisely as possible, where you think the students have met the assessment criteria. You must check that the correct marks are written on the Candidate record form and that the total is correct.
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The deadline for submitting the total mark for each student is given at aqa. For advice and guidance about arrangements for any of your students, please email us as early as possible at eos aqa. Occasional absence: you should be able to accept the occasional absence of students by making sure they have the chance to make up what they have missed.
AQA English Language Markscheme
You may organise an alternative supervised session for students who were absent at the time you originally arranged. Lost work: if work is lost you must tell us how and when it was lost and who was responsible, using our special consideration online service at aqa. Special help: where students need special help which goes beyond normal learning support, please use the CRF to tell us so that this help can be taken into account during moderation.
Students who move schools: students who move from one school or college to another during the course sometimes need additional help to meet the requirements.
More about this authority
How you deal with this depends on when the move takes place. If it happens early in the course, the new school or college should be responsible for the work. After the moderation period and the deadline for Enquiries about Results or once any enquiry is resolved you may return the work to students.
The moderator reviews your marking to check whether any changes are needed to bring the marking in line with the agreed standards. In some cases the moderator will ask to see more work. Any changes to marks will normally keep your rank order but, where major inconsistencies are found, we reserve the right to change the rank order.