About This Subject
This subject is not mainly a knowledge-based subject like Biology, History or Geography.
A student is not expected to memorise detailed facts about climate change, migration, healthcare, sport, technology and all the other syllabus topics. Cambridge states that the topics provide contexts in which students develop skills, while knowledge of topic content is not assessed. It also says students are not expected to have experience of every topic.
1: Core Concepts And Global Perspectives Skills
2: Research Methods, Evidence And Source Evaluation
3: Written Exam Preparation
4: The Individual Report
5: The Team Project
6: Global Topics 1–8
7: Global Topics 9–15
8: Global Topics 16–22
9: Practice Tasks, Model Responses And Checklists
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Learning Objectives
Use mark schemes as diagnostic tools and improve responses through explanation, support, evaluation, comparison and consistent judgement.
Why Mark Schemes Matter
A mark scheme describes the quality of performance required. It does not provide one compulsory wording. Students should learn the difference between identifying a valid point and developing that point through explanation, evidence, comparison or judgement.
Point-Marked And Level-Marked Questions
Point-Marked Questions
Marks are awarded for specific valid information or explanations. Accuracy and relevance are essential. Repetition does not gain additional credit.
Level-Marked Questions
The whole response is judged against level descriptions. Range, development, support, evaluation, structure and consistency of judgement determine the level.
The Improvement Ladder
- Identify: state a relevant point.
- Explain: show why or how it matters.
- Support: connect it to source material, evidence or a credible example.
- Evaluate: judge its strength, weakness or significance.
- Compare: explain how it differs from an alternative.
- Conclude: reach a judgement that follows from the reasoning.
How To Annotate Your Own Answer
- Circle the command word in the question.
- Underline each distinct point once.
- Put E beside explanations and S beside source support.
- Put EV beside evaluative judgements.
- Draw arrows showing comparisons.
- Box the final judgement.
- Cross out repeated ideas that add no development.
A Weak And Improved Example
Weak
The survey is weak because the sample is small and biased.
Improved
The survey included only 20 customers from one expensive shopping centre. This narrow convenience sample may overrepresent higher-income consumers, so it cannot reliably support a conclusion about all residents in the city.
Using Level Descriptions
Do not ask only, “How many points did I write?” Ask whether the response is descriptive or evaluative, whether points are supported, whether both sides are considered and whether the judgement is consistent. A shorter analytical response can reach a higher level than a long descriptive response.
Self-Assessment Record
After Every Practice
- What skill did the question test?
- What was the strongest developed point?
- Where did I describe instead of explain or evaluate?
- Did I use the correct source?
- Was my conclusion supported by the body?
- What one change will I make in the next attempt?
Lesson Summary
- Mark schemes reward demonstrated skills rather than memorised wording.
- Point-marked and level-marked questions require different approaches.
- Rewriting one weak paragraph is an effective form of improvement.
- Students should judge quality, range and development rather than answer length alone.
