Candidates answer two out of four stimulus response

WJEC GCSE Geography A
Moderating the DME
GCSE Geography ‘strengthening’
New level descriptors for
AO3 were used in 2014
Please check you are using the correct
mark scheme for the DME. You must use
the mark scheme on page 40 of the current
specification and/or the mark grid currently
on the WJEC website to mark work!
So what are the key differences?
Descriptors in AO3 only have been
amended to:
1. Credit candidates who reference
their sources accurately from level 2
(this is a new strand).
2. Comment on the limitations / bias in
sources from level 3 (rather than
level 4).
3. Process (rather than present) data
from level 3).
What referencing is expected at
lower levels?
Level 1: no references
OR web addresses that do not allow the
reader to find the same source quickly eg
‘Google images’.
Level 2: Some accuracy might mean
partial references eg ‘Core Geography,
Hodder text book’.
OR some sources are referenced with
accuracy but others are not.
What is an accurate reference?
Accurate referencing is needed at
levels 3 and 4:
• Sources should have a reference at
the point at which they are used.
• Books need: author (year) title
• Websites need a URL. This could
be of the specific page or the home
What about bibliographies?
Do candidates have to use a
bibliography to get into Level 4?
Recognising limitations in
sources. What are the hurdles
from level 3 to level 4?
Level 3: The candidate recognises some
limitations / bias in the sources.
Level 4: The candidate identifies vested
interests and reflects on the validity of the
Study the two pages in the
delegate pack that provide
student resources on St Lucia.
Identify any potential bias or
limitations in these resources.
An example. For a DME based
on mass tourism in St Lucia
The reviews from a site such as Trip
Advisor are limited because they are
not representative of every tourist’s
opinion and are likely to be
substantially opinion rather than
Candidates who recognise and
comment on this access level 3.
Tourist arrivals data from a government
source is unlikely to be biased. The source
will, however, have limitations. For
example, such sources may not be up to
date, with tourist arrival data missing for the
most recent months or years.
The question students should ask therefore is not ‘is
this representation biased’ but ‘what is its bias?’
They should be
encouraged to be aware
of the origin of source
materials, who produced
it and why.
Study the two pages in the
delegate pack that provide
student resources Happisburgh.
What is its bias?
Coastal erosion at Happisburgh, Norfolk
A selection of views from those against protecting the coast
Vested Interest?
In addition to the debate about bias and vested interest in
geography, the book contains some excellent worksheets for
use when using source materials (chapter 17). The section on
stereotypes in geography is thought provoking (chapter 7).
Has data been presented (lower levels)
or processed (higher levels)?
Level 2: the candidate uses techniques
to present evidence eg tables of data
or photographs are used to support an
Levels 3 and 4: the candidate selects
and uses techniques to process
evidence eg photos are annotated, raw
data is processed and presented as
averages, rank orders or graphs.
The process of best fit
• Remember that matching level
descriptors is a process of best fit.
• Ideally mark grids will be highlighted
to show achievement. The moderator
needs to decide whether or not the
teacher’s award of a level accurately
reflects achievement where a
candidate is working at different levels
within the AO.
• What do you think in each of the
following cases?
Any Questions?
[email protected]

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