Quarry Bank Mill

Generic Level of Response Mark Scheme: Students' version
Quarry Bank Mill

Assignment 2 : Objective 3

Level 1. Simple statements supported by some knowledge taking the sources at face value

This means that you take information from the sources without thinking about the context of the source or who produced it. You simply rewrite the information that the sources give you, without trying to work out anything from the information

It means that you are able to write some sentences to answer the question, but you are not able to develop any of them into a paragraph. To get beyond Level 1 you need some detailed information to help you explain your answer.

If you do write paragraphs, you do not really add anything more to what you have said in the first sentence. You may make generalisations, for example you suggest that everyone was treated the same, without explaining how or why. You may also write something that could be true of other periods of history

A Level 1 will often look like a series of sentences, or a paragraph in which you say the same thing over and over again. So try to think of ways of improving on that.

Level 2. Developed statements supported by relevant knowledge making inferences from the source, pointing out the weaknesses of the source or setting the source in context.

This means that you are able to make inferences from sources, for example you can work out what is going on in the background. You can also spot if a source is unreliable or one sided, but you do not explain how that can be useful. You can cross-reference between sources and work out if they are saying the same thing or sharing the same opinion, but you do not go on to show how this could be useful. You may go through the sources in turn, rather than looking for real similarities.

It means that you are able to back up your answer with knowledge and understanding in paragraph form. You are now showing that you know and understand more about the topic. But, what you put in the paragraph must be relevant to the topic. You cannot just write anything. For example you could back up your answer by providing more detail about an event, a person or a date.

Level 2 answers will usually look like a series of paragraphs that are not linked together in any way. They are often quite long answers because you write everything that you know about the topic, rather than choosing the information that is most important. To improve, you will need to take time to plan your answer and get the paragraphs in the correct order.

Level 3. Developed explanation supported by selected knowledge and making positive use of the Nature, Origin and Purpose of the sources.

This means that you take note of the Nature, Origin and Purpose of the sources and use that in your answers. You explain, for example, how a one-sided source can help you to understand people's motives or ideas. You could explain how propaganda can be useful in helping to understand what people were tying to achieve.

It also means that you have taken the trouble to write a sequence of paragraphs with detailed knowledge and understanding and also to organise the paragraphs 'in a way that makes sense. For example, you can do this by making links between events and putting forward an explanation of why something happened.

The most important feature of a Level 3 answer is that it reads much more fluently and it is obvious that you have planned the answer, rather than just writing it straight away.

Level 3 answers are no longer than Level 2 answers, 'in fact that are often a little shorter. This is because you have taken the trouble to plan and think about your answer before you start.

Level 4. Sustained argument supported by precisely selected knowledge and using the sources as evidence.

Candidates are able to use sources in an historical inquiry or to support an argument. Often this will lead to sources and own knowledge becoming subsumed in extended writing. Sources may be rearranged in chronological order and the main thrust of responses will be upon answering the question set, rather than upon assessing the sources individually. Candidates may pay less attention to the provenance of sources than might be the case in a level 3 answer.

The keynotes of a level 4 answer will be fluency, coherence and a sustained argument.

This means that you have read the sources carefully and taken account of their Nature, Origin and Purpose and that you are able to make use of that information in your answer to the question. Rather than go through the sources in the order they are on the examination paper, you make use of them as appropriate in your work. You may instead refer to the sources in chronological order to help you explain your answer.

It also means that you have read the question very carefully and are then able to organise your answer properly. Your answer should have an introduction, which sets the scene by explaining any names, dates and events mentioned in the question. You should then write a series of linked paragraphs that support the argument that you put forward. Finally, you should write a conclusion that makes the main points over again.

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Generic Level of Response Mark Scheme: Students' version Quarry Bank Mill Assignment 2 : Objective 3

Level 1.	Simple statements supported by some knowledge taking the sources at face value

This means that you take information from the sources without thinking about the context of the source or who produced it. You simply rewrite the information that the sources give you, without trying to work out anything from the information It means that you are able to write some sentences to answer the question, but you are not able to develop any of them into a paragraph. To get beyond Level 1 you need some detailed information to help you explain your answer. If you do write paragraphs, you do not really add anything more to what you have said in the first sentence. You may make generalisations, for example you suggest that everyone was treated the same, without explaining how or why. You may also write something that could be true of other periods of history A Level 1 will often look like a series of sentences, or a paragraph in which you say the same thing over and over again. So try to think of ways of improving on that.

Level 2.	Developed statements supported by relevant knowledge making inferences from the source, pointing out the weaknesses of the source or setting the source in context.

This means that you are able to make inferences from sources, for example you can work out what is going on in the background. You can also spot if a source is unreliable or one sided, but you do not explain how that can be useful. You can cross-reference between sources and work out if they are saying the same thing or sharing the same opinion, but you do not go on to show how this could be useful. You may go through the sources in turn, rather than looking for real similarities. It means that you are able to back up your answer with knowledge and understanding in paragraph form. You are now showing that you know and understand more about the topic. But, what you put in the paragraph must be relevant to the topic. You cannot just write anything. For example you could back up your answer by providing more detail about an event, a person or a date. Level 2 answers will usually look like a series of paragraphs that are not linked together in any way. They are often quite long answers because you write everything that you know about the topic, rather than choosing the information that is most important. To improve, you will need to take time to plan your answer and get the paragraphs in the correct order.

Level 3.	Developed explanation supported by selected knowledge and making positive use of the Nature, Origin and Purpose of the sources.

This means that you take note of the Nature, Origin and Purpose of the sources and use that in your answers. You explain, for example, how a one-sided source can help you to understand people's motives or ideas. You could explain how propaganda can be useful in helping to understand what people were tying to achieve. It also means that you have taken the trouble to write a sequence of paragraphs with detailed knowledge and understanding and also to organise the paragraphs 'in a way that makes sense. For example, you can do this by making links between events and putting forward an explanation of why something happened. The most important feature of a Level 3 answer is that it reads much more fluently and it is obvious that you have planned the answer, rather than just writing it straight away. Level 3 answers are no longer than Level 2 answers, 'in fact that are often a little shorter. This is because you have taken the trouble to plan and think about your answer before you start.

Level 4.	Sustained argument supported by precisely selected knowledge and using the sources as evidence.

Candidates are able to use sources in an historical inquiry or to support an argument. Often this will lead to sources and own knowledge becoming subsumed in extended writing. Sources may be rearranged in chronological order and the main thrust of responses will be upon answering the question set, rather than upon assessing the sources individually. Candidates may pay less attention to the provenance of sources than might be the case in a level 3 answer. The keynotes of a level 4 answer will be fluency, coherence and a sustained argument. This means that you have read the sources carefully and taken account of their Nature, Origin and Purpose and that you are able to make use of that information in your answer to the question. Rather than go through the sources in the order they are on the examination paper, you make use of them as appropriate in your work. You may instead refer to the sources in chronological order to help you explain your answer. It also means that you have read the question very carefully and are then able to organise your answer properly. Your answer should have an introduction, which sets the scene by explaining any names, dates and events mentioned in the question. You should then write a series of linked paragraphs that support the argument that you put forward. Finally, you should write a conclusion that makes the main points over again.