OCR GCSE Humanities Get Started - getting to grips with delivery and assessment

1. OCR GCSE Humanities Get Started -getting to grips with delivery and assessment Unit B033 Humanities Independent Enquiry Structure and Assessment

2. Timing, weighting and syllabus content • The time allowed for Unit B033 is about 15 hours. • It contributes 25% of the marks to the overall grade. • It is the primary method of assessing the enquiry process and the content is selected from 10 annually changed options, two from each of the five content sections. • The assessment is criteria based and these are fixed year on year and follow the best fit method of application.

3. Assessment Objectives - weighting Unit B033 is designed primarily to assess Objective 3 “Communication and Presentation” and be part of the Objective 2 “Analysis, Evaluation and Application” The assessment is weighted 20% to Objective 3 and 5% to Objective 2 (contributing 20% and 5% to final grade)

4. Assessment Objectives - weighting Teacher focus in the marking should be overwhelmingly on how the candidate analyses and evaluates the information, sources, arguments and interpretations contained in the Humanities independent enquiry selected. This is the main part of Objective 3 10 of the 50 marks in objective 3 are given for presentation of findings in the controlled assessment. The ability to write reasoned and valid conclusions which refer to specific evidence is key here.

5. Key vocabulary and trigger words Authenticity control: This will be limited for research/evidence collection but working at home is not allowed. High level control means direct teacher supervision, this is for applying the information and for analysis and evaluation. Feedback control: This means advice can be given on nature of the task, potential resources used, key areas of evaluation and analysis. Written commentary on draft documents or templates is not allowed.

6. Key vocabulary and trigger words Word control: This is a measure of the body of work and does not include footnotes, figures, tables, diagrams including annotated photos, charts and appendices. It is not, however, simply drawing a box around body text. Prior methodology teaching is vital. Collaboration control: In the research stage working with others is to be expected; from data presentation onwards the candidate should work individually.

7. Key vocabulary and trigger words Resource control: The centre should provide any resources needed to complete the unit and access all the marking criteria available to the candidate. Methodology teaching can be before or interspersed between high control sessions. Plagiarism control: It is important to note that this is malpractice, so any proven example could lead to disqualification. The signature of the candidate to signify this has not taken place is taken seriously by the board.

8. Applying marking criteria The marking criteria are specifically designed to level the work completed by the candidate. The “best fit” approach is recommended. Thus “definitely just” means the candidate has adequately met the criteria and gets the lower mark. When “convincingly met” the higher mark is given. In June 2010 a total of 30 marks across the 5 strands was the C boundary. Marking should be positive rewarding achievement not penalising failure or omissions.

9. Methodology table • This can be used with students to work through the methods they have used and evaluate them • It can be included as part of the completed enquiry • As it is a table it does not count within the word limit • An example of a worked table is in the document titled “methodology table” • This can be adapted to your students as required