Diplomas, to illustrate how the assessment criteria are applied, and to provide some commentary on what factors…
Time allowed 2 hours 30 minutes Instructions Use black ink or black ball-point pen. Pencil should only be used for drawing. Write the information required on the front of your answer book. The Examining Body for this paper is AQA. The Paper Reference is GEOG3. Answer three options: one from each Section. In Section C, you must not answer the same option as those chosen in Sections A and B. Use sketch maps, diagrams and specific examples, where appropriate. Do all rough work in your answer book. Cross through any work that you do not want to be marked.…
The Final Exam will be divided into 3 sections: map, short answer and essay sections (20:40:40). For the map section, students may be asked to identify any of the locations listed below on the map posted on Blackboard. For the short answer section, students will get to choose from a list of terms taken from those below and write paragraph identifications for each. For the essay section, students will get to select one of the options listed below and write an essay that addresses the prompt—while the essay is written in class students have the opportunity to prepare their answers and so they should contain details and examples from the class readings/discussions.…
Diplomas, to illustrate how the assessment criteria are applied, and to provide some commentary on what factors…
Bibliography: Zuylen Sue Van, Trethewy Glyn, McIsaac (2007) Geography Focus Stage Five 2 Pearson Education Australia, Melbourne…
The exam has been prepared in careful alignment with the core textbook for BC Grade 12…
Diplomas, to illustrate how the assessment criteria are applied, and to provide some commentary on what factors…
Have you heard of Electrical Daisy Carnival? Well, to many people this is an experience that they will never forget, to others they attend annually. You might have heard of it as EDC Vegas. Electrical Daisy Carnival is a three day summer event. You must be eighteen years old to be able to attend this event. There are up to two hundred and fifty-two disc jockeys and artists. This event is not just in Vegas it’s in London, Puerto Rico, Orlando, New York and Chicago.…
Within the book Running on Race the author Jeremy D. Mayer discusses in detail the presidential races from JFK’s campaign in 1960 to George W. Bush’s campaign in 2000. Each time he noticed the difference the black vote has made in each election. Mayer states, “Race and the array of issues surrounding it have been crucial to every presidential election since 1960.” Some of the concepts within the book can relate to our course of study include the civil rights issue, segregation, and reverse discrimination. In the book Mayer discusses the 1960 election where John F. Kennedy dominated the civil rights issue. Kennedy had the dilemma between a while segregated audience and black voters.…
Watching the film clips really made me think of what it must be like to live like they did in the film. But then I go to thinking we kind of do live just the Kawelka people.…
Assessment requirements Candidates must successfully complete all parts of an assessment to a satisfactory and appropriate standard in order to gain a pass for that assessment. The assessments have been designed to assess the ability of candidates to cover a range of issues associated with a given unit. Consequently, it is not appropriate for parts of any assessment to be omitted, submitted incomplete or be of an unsatisfactory standard. Tutors/assessors are reminded of their responsibility to provide written feedback to candidates regarding their assessments and of the fact that candidates should not be encouraged to submit work for final assessment until it is complete and to the appropriate standard for the task. Candidates must have achieved the minimum marks indicated for each task, and the overall assessment. Candidates may retake any particular task. Guidance on this is provided in the Assessment guidance document. Candidates may choose to word process their answers. Assessors may guide candidates in the length of their responses. They should use the marking guidance as a rough indication of what should be covered, and use the space provided in the task box as a guide as to how much should be written. Resubmission Candidates may resubmit their assessment work if tasks were failed on the first submission if centres think that a further assessment opportunity would result in a positive outcome for the candidate. Grading and marking Assessments are marked by the centre and graded Pass/Fail only. The…
Study maps, and diagrams thoroughly before looking at the question. Look at the title and the key. Make sure you understand fully what the examiner is showing you, THEN look at the question.…
In this assignment I intend to reflect upon my use of the ‘Building Learning Power’ (BLP) programme (Appendix 1) in my secondary geography teaching practice. The enquiry is based at *********School - a large, mixed comprehensive school in Dorset, rated ‘outstanding’ by Oftsted. As BLP is a leading whole school approach I have been exposed…
The awarding bodies have prepared new specifications to comply with revised GCSE criteria. The specimen assessment material accompanying new specifications are provided to give centres guidance on the structure and character of the planned assessments in advance of the first assessment. It is intended that the specimen assessment materials contained in this booklet will help teachers and students to understand, as fully as possible, the markers’ expectations of candidates’ responses to the types of tasks and questions set at GCSE level. These specimen assessment materials should be used in conjunction…
(2014) carried out a cross-sectional study, meaning the study is performed at one point or over a short period of time (Levin 2006). Surveys were sent out using closed ended questions for the quantitative data and open-ended questions for the qualitative data. The use of surveys is a convenient, but appropriate, technique to retrieve the data. This is generally the preferred method of data collection for cross-sectional studies, as the purpose of its use is to gather descriptive facts and figures for the population (Levin 2006). Statistical information was salvaged in relation to educational background and value of the rubric in accordance with constructive feedback on the performance of the assessment…