MODERATION PR2

Yea
r

Subject

Geograph
y

History

Religious
Studies

Moderato
rs

FAh/MMn/
JMr/ AKy
/MSh

Outcomes

Paper to be
restructured to make it
more accessible. Tier
guidance and headers to
be removed from Tier 3
paper. The use of tiered
papers was very effective.
Paley question will be
divided into two parts as
well as the Trimurti
question.
The final stretch and
challenge question needs
to be opinion based with
guidance on how to
structure response.

8
8
8

Geograph
y
History
Religious
Studies

Students struggled to
answer the questions;
paper did not reflect the
change from levels to new
school measures. Paper to
be written using milestones
as the primary focus.
Lessons reflect milestones
but the paper did not
making it extremely
difficult to mark.
The question
regarding ways of reducing
prejudice needs to focus on
one specific way; the

Social
Sciences

choice resulted in half

written answers with little
or no detail.
Both agreed on what
a T1/2/3 submission looks
like and agree that
students had clear success
criteria (which was shared
with them) to which they
had to meet and that was
linked to milestones.
Students generally
gave poor introductions
and conclusions - students
need more guidance on
how to structure and write
a detailed introduction,
perhaps in lesson time with
practice and model
exemplars.
Students also need
more experience on how to
structure a Humanities
response - too many used
bullet points or blocks of
writing instead of formal
continuous prose. Again
this can be achieved with
essay workshops in lesson
time.

9
9
9
9
9
10
10
10
10

Geograph
y
History
Psycholog
y
Religious
Studies
Sociology
Geograph
y
History
Psycholog
y
Religious

Assessment on 27.02.15
Assessment on 23.02.15 /
24.02.15

Assessment due on
23.02.15/24.02.15
Assessment due on

Studies
11
11
11

Geograph
y
History
Psycholog
y

23.02.15/24.02.15

FAh/MMn

Students sat the

2014 paper and many
found the change in the
structure of the paper
confusing. Re teach the
experiments with a focus
on students putting
themselves in the shoes of
the experimenters.
Many are not
providing full sentences for
the evaluation pints and
the mark scheme is very
vague regarding ecological
validity. Students must
qualify their point with the
required detail.
Research methods
continue to prove
problematic with may
students unable to
describe experimental
designs or sampling
methods (including
advantages and
limitations). Needs to be
re-taught with a focus on
using the experiments
already covered in the unit
as examples.

11

Religious
Studies

FAh/MMn

Students correctly
identified all the key terms
and there is substantial
evidence that students are
able to use exam
technique to maximise
marks particularly for Type
B and Type D questions.
Student responses to

Type C (factual questions)

is mixed with many not
providing enough detail in
their answers. The media
questions have proved
difficult to mark because
the mark scheme requires
students to highlight one
issue and students are
highlighting many issues
but with little or no detail.
Too may generic
points in some of the
responses regarding
Christian/Islamic attitudes
to divorce or abortion.
Students need to refresh
their understanding of two
key concepts:
o The
lesser of two evils
o San
ctity of life
The question on UK
laws regarding abortion
was a new question, which
had never appeared in
previous assessments (will
be retaught).