GCSE EXAMINERS' REPORTS

Transcription

1 GCSE EXAMINERS' REPORTS HUMANITIES SUMMER 2015

2 Grade boundary information for this subject is available on the WJEC public website at: Online results analysis WJEC provides information to examination centres via the WJEC secure website. This is restricted to centre staff only. Access is granted to centre staff by the Examinations Officer at the centre. Annual Statistical Report The annual Statistical Report (issued in the second half of the Autumn Term) gives overall outcomes of all examinations administered by WJEC. Unit Page 4321/ / / / / / / /

3 HUMANITIES General Certificate of Secondary Education Summer /01 PEOPLE AND THE ENVIRONMENT Principal Examiner: G Coleman Question 1 (a) Most candidates identified small holder agriculture as the largest individual cause of rainforest destruction. Relatively few commented on similar sized causes. Candidates who were awarded both marks used the scale on the outside of the pie chart to quote accurate figures. Question 1 (b) Some candidates were unclear of the meaning of the term shifting cultivation. Candidates awarded top marks elaborated on the processes involved such as slash and burn and how they give advantages to farmers or links to sustainability. Question 1 (c) Many candidates simply picked up on the word charity from the source and were only credited with Level 1. Others referred to practices not linked to individuals in the UK and so were not answering the question. Higher ability candidates typically elaborated on a range of ways individuals in the UK could help such as recycling to reduce the demand for tropical rainforest products or buying from sustainably sourced suppliers. Question 1 (d) Some candidates referred broadly to National Parks in general and used vague comments that could apply any to national park around the world and typically weren t awarded more than half marks. Higher performing candidates used case studies or elaborated on specific techniques used in tropical rainforests. Some linked the potential for parks to offer ecotourism and elaborated on education to both locals and tourists as a way to tackle unsustainable practices. Question 1 (e) Most candidates failed to elaborate on the source using their own knowledge and there were a large number who only achieved Level 1 marks because of this. Few candidates achieved top marks but those who did referred to shallow root systems and linked this with the location of the nutrients or described the climate and explained how this led to rapid decomposition. Question 1 (f) Many candidates could give at least one way native people use tropical rainforests but fewer referred to developments such as eco-tourism or selective logging as modern methods. Candidates who received higher marks referred to the sustainability of such methods. Few candidates were awarded the top level but those who were typically referred to the higher productivity of modern methods. 1

4 Question 2 (a) The vast majority of candidates recognised the rise in the sale of organic products. Candidates scoring both marks quoted figures from the graph or described the change after Question 2 (b) Most candidates recognised the purpose of pesticides. Some elaborated on the typical effects of chemical fertilizers on the environment and teachers should ensure candidates can separate these effects. More able candidates referred to the way pesticides travelled beyond fields to affect surrounding environments. Question 2 (c) There was some confusion as to what a custodian of the countryside was. Some responses simply commented that farmers should look after their land but failed to describe ways they could do this such as reducing their use of chemicals, organic farming, diversification and replanting hedgerows. The most able candidates elaborated on how these techniques reduce the impact of farming on the environment. Question 2 (d) Generally candidates understood the dilemma in this question and referred to both benefits and problems of modern farming methods in LEDCs. Few, however, developed their response beyond simple descriptions of modern methods or problems relating to the expense of these methods. Question 3 (a) This was a well answered question with many candidates achieving both marks quoting figures from the graph or elaborating on years of anomaly. Question 3 (b) Most candidates understood what is meant by afforestation. Many used basic language such as trees sucking up water. More able candidates referred to ways water was slowed down or prevented from reaching rivers and often used specific vocabulary such as infiltration, evapotranspiration and interception. Question 3 (c) Some candidates could not describe a large water management scheme. The majority who answered the question gave a dam as an example. Many candidates referred to the reservoir created behind the dam and could describe effects to both people and the environment. Few candidates used specific examples to illustrate these effects which, although not specifically asked for in the question, would have been one way for candidates to create a chain of reasoning with enough depth to reach higher levels. Question 3 (d) Many candidates could describe causes of river pollution but fewer elaborated on the effects of such pollution and so struggled to come to a conclusion as to which was the most serious. 2

5 HUMANITIES General Certificate of Secondary Education Summer /02 PATTERNS AND PLACES Principal Examiner: G Coleman Question1 (a) Most candidates were able to identify that the number of storms rose in the late summer/autumn and that it fell again. Those who got both marks tended to quote a figure, such as 90 storms in September. Question 1 (b) Most candidates were able to identify that a tropical storm happened in warm seas and that it produced heavy wind and rain. Many candidates could identify the correct sea temperature needed. However, very few could name the specific zones of activity or describe the Coriolis Effect. Question 1 (c) Many candidates scored zero on this question because they failed to identify physical features that affected world population (instead, covering human factors). Those that did generally named the weather/climate as a key factor identifying places which were too cold or too hot. Question 1 (d) Most candidates could identify that earthquakes happen in places that are found on a plate boundary. Many could explain why places such as Britain, therefore, have few major earthquakes. Candidates at Level 2 answers tended to describe what happened at the plate boundary with vocabulary such as pressure and friction. Very few candidates gave a full explanation of plate movement matched to a suitable example. Question 1 (e) Most candidates could identify some aspects of what the population pyramids showed. At the lower level candidates could identify MEDC/LEDC factors such as high birth rates or high life expectancy. Candidates at level two could describe a range of information the pyramid showed and linked this to reasons such as poor healthcare. However, only a tiny minority of candidates could link the pyramids to the issues of an ageing population or a very young population. Question 1 (f) Most candidates could identify that prediction enabled preparation to take place such as evacuation and that it would reduce the effects. Many could also suggest that other techniques involved such things as levees, boarding up houses and so on. The higher level candidates were able to give a range of ideas and give a suggestion as to which technique was the most effective. 3

6 Question 2 (a) This was generally a well answered question in that the vast majority of candidates could identify that cyclist numbers had increased although had fluctuated at times. Those scoring both marks often quoted a figure such as the increase from of around 5-6%. Question 2 (b) Candidates generally found it difficult to go beyond the basic success of regeneration schemes such as Jobs and Money brought to the area. Only a very small number of candidates could elaborate on these benefits and the effects on, for example, the local community. Very few candidates gave relevant examples other than the Cardiff Bay source. Question 2 (c) This question was not very well answered with few candidates identifying a range of push and pull factors. Many concentrated solely on increased or high birth rates rather than migration. Some candidates used relevant examples but many candidates confused urban/rural with LEDC/MEDC. Question 2 (d) This should have been an easy question to develop an argument. However, although many could identify the benefits of high-rise flats such as space saved and cheap to build, the disadvantages of the flats were often weak expressed and lacked any real depth. Very few responses weighed up the debate and came to a conclusion on their success or alternative schemes that could be better. Question 3 (a) Generally, this was a well answered question as candidates identified that MEDC s were the biggest users of energy. Those responses that quoted figures for say, Canada and Eritrea, to make a comparison, got both marks. Question 3 (b) Most candidates could identify the key pieces of evidence such as rising temperatures, ice caps melting and floods, although many did not go into any depth with their ideas and thus limited themselves to level one answers. Question 3 (c) Very few candidates produced a range of examples for this response. Many identified Bangladesh as being vulnerable to flooding and a few looked at Tuvalu or desert nations getting hotter. However, the effects of such changes were often poorly described or nonexistent. Many wrongly suggested that MEDC s would not suffer at. Question 3 (d) Most candidates could pick up a few marks to perhaps move into Level 2 as they could identify some renewable energy sources and describe their advantages on a basic level. However many just did not go on and develop a range of alternative ideas. Stronger candidates identified recycling, cutting down on transport, reducing energy use in the home and so on. Very few produced a roughly balanced argument and came to a sound conclusion. 4

7 HUMANITIES General Certificate of Secondary Education Summer /01 UK Principal Examiner: R Quinn Section A Question 1 (a) Many candidates did not score in this question because they just listed general types of food, rather than focussing on the key phrase in the question which was convenience food so bread would not have scored a mark but sliced bread would have been worth one mark. Question 1(b) There was a lot of excellent detail in response to this question although there was some confusion between children and teenagers shown in a number of responses. Question 1(c) Many candidates failed to answer this question directly, talking about fashion rather than musical styles as mentioned in the question. There was also a lack of analysis of what the source does and does not tell us about changing musical styles. This source is evidence of the popularity of one musical act, one musical style. What else was popular in the 1950s and 1960s? How might this being a publicity photograph in a newspaper affect how useful the source is? Question 1(d) Many answers focused on describing the violence in Northern Ireland. There was lots of detail on Bloody Sunday, but there was very little to illustrate that candidates knew why this violence was happening. A significant number of candidates did not attempt this question. Question 1(e) There were many low Level 2 answers to this question as candidates tended to make generic statements e.g. this person was there at the time so they must be biased rather than focussing on why that person had that view at that time. Too much time was taken up with source analysis about which source was right or wrong and not enough consideration given to the details in the source attributions and how they help us to understand why these people have these particular views. Question 1(f) There was very little evidence that many candidates knew what affluence was, despite it being a key word mentioned in the specification. Many answers went straight to other changes which even when done well limited those answers to Level 2=4 marks. A significant number of candidates did not attempt this question. 5

8 Section B A significantly larger number of candidates attempted Question 3 rather than Question 2. Question 2(a) This question was not answered well. Most candidates just listed the 5 Giants. Examiners also did not credit vague and inaccurate statements such as free education, as that already existed. Question 2(b) The general outline was very well understood but not the specifics, particularly the names of those involved apart from Profumo. Question 2(c) There were some very good answers which referred to general reasons for support for nationalisation but very few who made reference to specific industries that were nationalised. Question 2(d) Answers to this question tended to focus too much on the Second World War and not enough on its aftermath. Question 3(a) This question was answered very well. Question 3(b) Responses gave many excellent details about evacuation, although sometimes candidates would write about the reasons for evacuation rather than the process (the how ) as required by the question. Question 3(c) Responses included lots of good generic reasons but these were not always backed up with reference to specific pieces of propaganda or propaganda campaigns. Question 3(d) Many answers lacked specifics about the role that women played, or alternatively only talked about the role women played. There was also a lot of focus on the soldiers dying abroad which is not relevant as the question focussed on the war effort in the UK. 6

9 HUMANITIES General Certificate of Secondary Education Summer /02 USA Principal Examiner: R Quinn Section A Question 1(a) This was a very well answered question. Question 1(b) The responses to this question included many excellent details about the burglary, the cover-up and the Smoking Gun tapes. Some candidates confused Johnson with Nixon. Question 1(c) A minority of candidates correctly focused on the methods used by the women s liberation movement but many just talked in vague terms about what they could see in the photograph. Many tended to be very dismissive of how useful the source could be. Candidates need to comment on what the source does tell us, what it does not tell us about the topic, and how the type or timing of the source may affect what it seems to be telling us. Question 1(d) Some excellent answers were seen by examiners but many candidates did not seem to know what prosperity was even though it is a key word used in the specification. There were a number of irrelevant points made relating to the Vietnam War and civil rights campaigns. Question 1(e) Some candidates focused entirely on the content of the sources, some focused entirely on the attribution of the sources but there were very few answers that did both things for both sources. The heart of this question is about explaining why one person has their view and the other person has a different view. The usefulness or reliability of the sources is not relevant, nor is the point of the question to show which source is right and which is wrong. Question 1(f) Responses included a lot of excellent detail about rebellious teenagers and the counterculture, as well as excellent supporting points about the changing lives of women and black people, although many answers consider young people or the alternatives rather than both which restricts those answers to Level 2=4 marks. A number of candidates did not attempt this question. 7

10 Section B Roughly the same number of candidates attempted Question 2 and Question 3. Question 2(a) This question was answered very well by candidates. Question 2(b) There were many excellent details from the crisis although a number of answers were entirely about the causes of the crisis rather than the events of the crisis themselves. Question 2(c) This question was not well answered. Those who did attempt responses often gave one reason which they elaborated on rather than several which limited them to a Level 2 answer only. Many other answers contained a lot of irrelevant focus on how the war in Vietnam was fought and how the Vietnam crisis was resolved. Question 2(d) Many candidates focused on ideological differences but rarely mentioned any other causes of tension such as the use of propaganda, the arms race, Berlin Airlift/Wall, e.t.c. Question 3(a) This question was not well answered. There was little evidence that candidates knew what the Civil Rights Act of 1964 actually said. In particular many candidates thought that this, rather than the 1965 Voting Rights Act, dealt with the issue of voting. Question 3(b) Many answers focused entirely on the contribution of Martin Luther King but to get to a level 2 answer candidates had to give specific examples. Question 3(c) Responses demonstrated good understanding of the frustration of black Americans in the 1960s but very few specific examples were used. There was good use of quotations from both Malcolm X and Stokely Carmichael and some consideration given to the role of the Nation of Islam. There were a few factual errors that were found in a number of responses Malcolm X was not the leader of the Nation of Islam or the Black Panthers. Fewer candidates than usual confused the non-violent Civil Rights Movement with Black Power. Question 3(d) There was a lot of excellent knowledge about Johnson s role in the passing of the civil rights legislation. Many responses were variations on Kennedy started it, Johnson finished it. Some candidates tended to see this as a straight choice: this person was important whereas the others were not. The most effective conclusions to a to what extent question quantify how important the various factors were relative to each other, rather than just a simple choice. 8

11 HUMANITIES General Certificate of Secondary Education Summer /01 CHRISTIANITY AND CONTEMPORARY LIFESTYLES Principal Examiner: L Taylor Section A Question 1 (b) This question required candidates to describe ways in which one Christian festival is celebrated by Christians in the UK today. The majority of the responses focused on Christmas with a large number also writing about Easter celebrations. In this question there was a tendency for candidates to offer a description of the more social aspects of the celebration with few really getting to grips with the Christian elements of the celebration. This meant that a large number of responses were restricted to the lower level marks. In order to achieve Level 2 in this question candidates needed to refer to those things which are specifically Christian, for example attending an Easter Vigil or a Christmas carol service; or to make an explicit link between a more social aspect of the celebration and religious beliefs e.g. making a link between Easter eggs, new life and the resurrection rather than simply noting that Easter eggs are exchanged. Question 1 (c) The best responses referred to both the source and used the candidates own knowledge to describe what happens during the Eucharist service. There were a large number of responses which focused on explaining the significance of the Eucharist and so did not reach the higher level marks. It is imperative that candidates read the command word in the question, and understand what this means for their response. There were also a number of responses that did not refer to the source, which meant that the marks were restricted to Level 1. Question 1 (d) This question was generally answered well, and many candidates showed good subject knowledge in their responses. Many referred to the Parable of the Good Samaritan and the eye of a needle, as well as other teachings and examples from the life of Jesus. Generally candidates explained how these teachings would influence the behaviour of Christians, and showed a good understanding of religious ideas in their responses. Question 1 (e) The best responses identified that the images showed charismatic and sacramental worship and offered an explanation of what they are, and suggested reasons for Christians choosing to worship in different ways. There were, however, a number of responses that focused on public and private worship even though the sources were both public worship. It is important that candidates look carefully at the sources and use them in their responses, in this way they will avoid this type of confusion. Question 1 (f) There were a large number of responses which identified the controversy and offered some limited debate, although there were relatively few who offered a developed answer to this question. It is important in these questions that the candidates elaborate fully on their points, and use their knowledge and understanding of religious teachings to create a case for and against the statement before reaching a conclusion. 9

12 Section B Question 2 (b) This question required candidates to describe a Christian marriage ceremony. A large number of responses were restricted to the more secular aspects of weddings, discussing the white dress and the rings rather than focusing on the main elements of a Christian wedding. As with question 1 b) many of the responses were limited to a Level 1 mark for this reason. Question 2 (d) The best responses to this question showed knowledge and understanding of Christian teaching on family life and discussed their relevance in the UK today. These responses tended to offer a balanced discussion and a reasoned conclusion. However, there were a large number of responses which discussed Christian teachings in general and did not refer specifically to family life in their responses. It is important that candidates read the question carefully and respond to it rather than giving a generic response regarding any Christian teachings which they know. Question 3 (b) This question was generally well answered with a large number of candidates referring to the teachings of the Roman Catholic Church and the Church of England as well as Bible teachings relating to the sanctity of life. Good subject knowledge was generally seen in these responses. Question 3 (d) There were a number of good responses to this question, where candidates showed knowledge and understanding of religious teachings about contraception and then discussed these in relation to personal choice. There were a large number of responses though which did not engage with religious teachings on the issue and simply discussed the pros and cons of using contraception, and tended to focus only on personal opinions. There was also evidence that many candidates did not know the difference between contraception and abortion, and who tended to inter change the terms throughout their answers. 10

13 HUMANITIES General Certificate of Secondary Education Summer /02 CHRISTIANITY AND JUDAISM Principal Examiner: L Taylor Only 11 candidates were entered for this paper so it is not possible to draw general conclusions from their responses. However, comments have been made about the common questions, such as question 2 d) in the Christianity and Islam report. 11

14 HUMANITIES General Certificate of Secondary Education Summer /03 CHRISTIANITY AND ISLAM Principal Examiner: L Taylor Section A Question 1 (b) This question required candidates to describe the work of the Red Crescent. The best responses gave specific examples of the work of the charity showing specific knowledge. There were, however, a lot of generalised low level responses which made very basic comments about charities in general. Question 1 (d) This question was generally not well answered, as candidates made basic comments about wealth and poverty. On the whole there was little subject knowledge displayed in these responses. In order to gain higher level marks it is important that candidates refer to the teachings for the religion, and not simply make generalised comments about wealth or poverty. The question mentions both wealth and poverty, but many responses only referred to one. Question 1 (e) There has been an improvement in the exam technique which is evident in this question. The majority of responses referred to both sources and the best responses added their own knowledge and suggested reasons. Question 1 (f) The best responses to this question looked specifically at religious teachings about family life and discussed their relevance in the modern world. Many responses though did not refer to family life and offered a discussion of other religious teachings. It is important that candidates read and are aware of the focus of the question and that they respond to it. Section B In this section each of the (a) questions required candidates to offer responses using the source only. On the whole this advice was ignored and many candidates lost a mark as a consequence. Question 2 (c) The best answers referred specifically to the teachings given at the Sermon on the Mount and explained why they were important. A large number of responses, however, did not refer to the Sermon on the Mount, but discussed other teachings or ideas and offered opinions on why they were important. Again, it is crucial that candidates read the question, identify the focus and respond to that. There were very few Level 3 responses to this question. 12

15 Question 2 (d) There were a large number of very good responses to this question, where candidates really grappled with the dilemma and offered interesting and thoughtful discussions. Many candidates explained why holy buildings are important to religious people and to communities in general as well as showing awareness of the declining importance to community life in the UK today. It was pleasing to see the many varied responses to this question which showed that the candidates had really thought about their response. Question 3 (b) This question was generally very well answered, with large numbers of candidates displaying good subject knowledge and using subject specific vocabulary appropriately. Question 3 (c) Most candidates identified that Easter was important because it marked the death and resurrection of Jesus. Large numbers went on to explain why this was, showing good understanding of religious ideas and concepts. There was a tendency, however, for candidates to describe events of Holy Week and/or Easter. In these cases it is important for candidates to be aware of the command words in the question. Question 3 (d) Although there were a large number of one sided responses to this question, there were a number of interesting discussions, which showed that the candidates had thought about the dilemma. It is important that candidates look at both sides of the discussion before reaching a conclusion as this is necessary for the higher level marks. 13

16 HUMANITIES General Certificate of Secondary Education Summer /04 CHRISTIANITY AND HINDUISM Principal Examiner: L Taylor Section A Question 1 (c) The majority of responses did mention the source, and the best responses went on to add their own knowledge to describe Hindu attitudes towards divorce. There were many responses though that mentioned the source and went on to offer their personal opinions on the source rather than responding to the question. Question 1 (d) This question was generally not well answered, as candidates made basic comments about wealth and poverty. On the whole, there was little subject knowledge displayed in these responses. In order to gain higher level marks it is important that candidates refer to the teachings for the religion, and not simply make generalised comments about wealth or poverty. The question mentions both wealth and poverty, but many responses only referred to one. Question 1 (e) There has been an improvement in the exam technique which is evident in responses to this question. The majority of responses referred to both sources and the best responses added their own knowledge and suggested reasons. Question 1 (f) The best responses to this question looked specifically at religious teachings about family life and discussed their relevance in the modern world. Many responses though did not refer to family life and offered a discussion of other religious teachings. It is important that candidates read and are aware of the focus of the question and that they respond to it. Section B In this section each of the (a) questions required candidates to offer responses using the source only. On the whole, this advice was ignored and many candidates lost a mark as a consequence. Question 2 (b) This question was not very well answered, with few responses offering a description of Hindu beliefs about God. Although there was some evidence of subject specific vocabulary it was often spelled incorrectly or used inaccurately. 14

17 Question 2 (c) The best responses referred specifically to the teachings given at the Sermon on the Mount and explained why they were important. A large number of responses, however, did not refer to the Sermon on the Mount but discussed other teachings or ideas and offered opinions on why they were important. Again, it is crucial that candidates read the question, identify the focus and respond to that. There were very few Level 3 responses to this question. Question 2 (d) There were a large number of very good responses to this question, where candidates really grappled with the dilemma and offered interesting and thoughtful discussions. Many candidates explained why holy buildings are important to religious people and to communities in general as well as showing awareness of the declining importance to community life in the UK today. It was pleasing to see the many varied responses to this question which showed that the candidates had really thought about their response. Question 3 (b) This question was generally not very well answered. Although many candidates did refer to the sacred thread ceremony, there was little description of the ceremony. Some candidates explained the significance of the ceremony, and needed to focus on the command word in the question. Question 3 (c) Most candidates identified that Easter was important because it marked the death and resurrection of Jesus. Large numbers went on to explain why this was, showing good understanding of religious ideas and concepts. There was a tendency however for candidates to describe events of Holy Week and/or Easter. In these cases it is important for candidates to be aware of the command words in the question. Question 3 (d) Although there were a large number of one sided responses to this question, there were a number of interesting discussions, which showed that the candidates had thought about the dilemma. It is important that candidates look at both sides of the discussion before reaching a conclusion as this is necessary for the higher level marks. 15

18 HUMANITIES General Certificate of Secondary Education Summer CONTROLLED ASSESSMENT Principal Examiner: G Wright Many centres continue to produce excellent work and provide evidence that the assessment criteria have been fully understood. Centres that have been following this course for a number of years, generally, clearly gain in experience and this is revealed in the finished work. We do, however, have a number of new centres each year and sometimes staff involved experience difficultly in interpreting the requirements of the course. This group are reminded that exemplar work is available on the secure WJEC website and the Subject Officer is able to give support and advice if asked. Administration for the course is usually good and all the paperwork necessary is completed and submitted. Some schools still fail to use the contextualised marking scheme provided by WJEC for recording and commenting on marks awarded. Where this does not happen there tends to be more of a problem with the marking than when it is. Teachers are reminded that some annotation of the work is a requirement of this qualification. Furthermore, it is an extremely helpful stage of the moderation process. In larger centres, where there has been more than one teacher assessor, it is essential that a robust process of internal moderation is set up by the centre. Unfortunately, we have evidence that this hasn t happened in some centres. There is also some concern about the length of the work submitted in some cases i.e. the pieces are very long. Centres are reminded of the word limit and the rules relating to time allowed which are detailed in the specification on page 46. The write up phase should take no longer than six hours and candidates should not exceed the 2,000 word limit in this time. Again the two most popular options chosen were Tourism, Travel and Leisure and Conflict and Co-operation. Very few centres choose to study the World of Work or Rights and Responsibilities. Generally, the outcome between the two most common choices was similar. Overall the interpretation of the assessment criteria is good although the Using Sources and data still continues to present problems in some cases. Teacher assessors are advised to refer to examples of marked work on the WJEC secure website. GCSE Humanities Report Summer

19 WJEC 245 Western Avenue Cardiff CF5 2YX Tel No Fax website: