Specific answer

Least challenging State without detail

A statement/answer

Outline Brief account One sentence.

Two - Three
Describe Detailed account sentences

Detailed account Three - Five

Explain Sentences
with reasons

Give valid Three - Five

Justify reasons Sentences
Three paragraphs
Most challenging
Evaluate Strengths, weaknesses Strengths, weaknesses
and overall judgement and overall judgement
Format of the Mock Exam
Question Number Nature of the Task Criterion Command terms
and number of
marks

One Knowledge based short Criterion A (Knowledge and State, List, Select (1 + 1 marks)
(2 marks) answer question understanding) Outline (2 marks)

Two Knowledge based short Criterion A (Knowledge and Explain, justify (4 marks)
(4 marks) answer question understanding)

Three Creative writing Criterion A and C (Communication) Create or Write…

(18 marks)

Four Source Analysis (OPVL) Criterion D (Critical Thinking) State (Origin and Purpose)
(6 marks) Outline or List (Values and Limitations)
(These sections could be Criterion Nature of the Task Marks Command terms
ordered differently)

Section One Criterion A 1-3 Short answer questions with source. 6 marks State, Outline, Explain,
Knowledge & Justify
Investigating Section Understanding
(26 marks)
Criterion B Plan an investigation. (RQ, Selecting Sources, 12 marks Formulate, Justify,
One focus: such as ‘the key Investigation Research Methods) Outline
concept of global interactions and
the related concept of diversity to Criterion B Evaluate an action plan (Strengths, limitations and 8 marks Evaluate
plan an investigation into overall appraisal)
demographics and migration.’

Section Two Criterion A Creative writing task in response to a prompt with an audience and 6 marks Create, write
purpose, source often there to help form ideas. There will be a
Communicating specified format such as speech, presentation. Could be any
Criterion C format.
12 marks
Communication
One focus: such as ‘the roles and
challenges of UN Peacekeepers in their
mission to maintain global peace and
security. ‘

Section Three Criterion D Source Analysis, OPVL 6 marks Analyse, State, List,
Thinking Critically Critical Thinking Outline

Criterion D Justifying or comparing and contrasting based on 6 marks Justify, Compare

One focus: such as ‘different ways source(s)
to support fairness through various
systems considering the perspectives of
Warfare, peacekeeping and social Criterion A, C and D Writing a balanced essay including PEEL paragraphs 8 marks per Criterion To what extent,
and different perspectives
protests’
 Section 1: Investigating
(These sections could be Criterion Nature of the Task Marks Command terms
ordered differently)

Section One Criterion A 1-3 Short answer questions with source. 6 marks State, Outline, Explain,
Knowledge & Justify
Investigating Section Understanding
(26 marks)
Criterion B Plan an investigation. (RQ, Selecting Sources, 10 marks Formulate, Justify,
One focus: such as ‘the key Investigation Research Methods) Outline
concept of global interactions and
the related concept of diversity to Criterion B Evaluate an action plan (Strengths, limitations and 8 marks Evaluate
plan an investigation into overall appraisal)
demographics and migration.’
Question One and Two: Criterion A (6 marks)

Examples of two mark questions Things to remember

- You will have two - three questions
- One question will be worth 2 marks
- This could be two separate questions
worth 1 mark each
(State, List, Outline or Describe)
- One question will be worth 4 marks
Examples of four mark questions (Explain)
- They could be in any order
- You will be given one-two sources (A and
B)
- You may or may not be asked to refer to a
The sources will help you answer the Qs specific source in your answer
- Sources could be text, images or videos
How are these questions marked? (one or two mark questions)

Why do you think the first answer in the mark scheme gets one mark?
If you are asked to outline how do you get two marks?
If you are asked to state or list why do you think you would need to mention two points?
How are these questions marked? (four mark questions)

What is required to
achieve four marks?
How do the command
terms relate to the
different marks?
Practice questions Source A

1. Using data from Source A, outline one

trend in social media usage by people in
the US.
(2 marks)

2. With reference to Source A and/or your

own knowledge, explain one way that
social media can encourage people to
take action.
(4 marks)
Formulating a focused research question

In the e-assessment, you must formulate a clear and focused research

question that is relevant to a particular argument, topic or scenario.

What makes a research question clear and focused?

The question is easy to understand

Clarity
The question is specific to a particular
Focus aspect such as time/place

The question directly relates to the

Connected argument or topic
Advice for Focusing Your Research Question

1. Choose a specific issue, topic, or theme to focus on (e.g.,

political, social, economic, or environmental).
2. Identify a target group, such as businesses, governments,
consumers, or residents of a specific city or town.
3. Include a clear timeline and/or, if possible, a specific location to
narrow your focus.
4. Use open-ended phrases like To what extent, How, or What
explains to ensure your question allows for exploration from
multiple perspectives, rather than leading to a simple yes or no
answer.
 Past exam question example

Now you must plan your own investigation to address a current problem related to globalization, based on the argument:
“Wealth should be more equally distributed between developed and developing countries.”
Formulate a clear and focused research question to address the argument.

Marks Exemplar Answer Mark scheme

To what extent is fair trade a good way to The student formulates a research question that is either
1 Mark help developing countries? clear or focused and connected to the argument

To what extent is buying fair trade coffee The student formulates a research question that is clear,
2 Marks helping producers in Colombia?
focused and connected to the argument

Attention! To get at least one mark your RQ must be connected to the argument!
Justifying the usefulness of your research question

After formulating your RQ you must now justify the usefulness of your RQ to address the argument.

Justify the usefulness of your research question to address the argument. (4 marks)

Give valid reasons (WHY) or evidence

Justify (HOW) to support an answer.

Helps answer the argument.

Usefulness

RQ: To what extent is buying fair Brainstorm why this RQ or your RQ is useful to
trade coffee helping producers in address the argument…
“Wealth should be more equally distributed between
Colombia?
developed and developing countries.”
Reviewing the markscheme

Like other questions in the e-assessment marks available for this question are based on the command terms.

Marks Mark scheme

1 Mark The student states the usefulness of the RQ

2 Marks The student outlines the usefulness of the RQ

3 marks The student describes the usefulness of the RQ

4 marks The student justifies the usefulness of the RQ

Exemplar answers for 1, 2, 3 and 4 marks

To what extent is buying fair trade coffee helping producers in Colombia?

No detail is required. This is likely to be a single sentence response that My question identifies a specific product and a country.
makes a simple connection between the argument and the RQ.

Likely to be a single sentence with two clauses or two/three short sentences that My question identifies a specific product and a country and looks
provides brief detail (or a single factor) on how the RQ is relevant to the argument.
at how coffee producers could improve their income.

At least one argument/factor should be considered in detail without My question identifies a specific product and a country and looks at
providing reasoning why the RQ is relevant to the argument. More how coffee producers could improve their income through the fair
important than the length of the response, is the quality and depth distribution of one of the country’s largest exports.
provided.

At least one argument/factor should be considered in detail, along with My question identifies a specific product and a country and looks at
reasoning why the RQ is relevant to the argument. Reference to the how coffee producers could improve their income through the fair
argument does not need to be explicit, as in the example above, it could distribution of one of the country’s largest exports. When
be implied. More important than the length of the response, is the quality consumers buy fair trade coffee, they vastly improve the
and depth provided. working and living conditions of families living in developing
countries, that’s a solution to better distribute wealth between
countries.
Evaluating an action plan

Below is an example question, on the next slide is the action plan

that students were asked to evaluate for this question.

Example Question:

As part of an Integrated Humanities school project, your teacher would like you to investigate a current problem related to globalization, based on the following
argument:

“Wealth should be more equally distributed between developed and developing countries.”

A group of students in your class created an action plan to investigate the problem submitted by your teacher. Before going further into the investigation, you need to
evaluate their action plan.

How to Approach This Type of Question: Evaluating an Action Plan

This question asks you to evaluate an action plan related to a topic in globalization. You are expected to:

1. Identify strengths of the plan.

2. Identify limitations of the plan.
3. Provide an overall appraisal (a summary judgment that considers both strengths and weaknesses).

Each part contributes to your total score, and the quality of your explanation determines the marks awarded.
Task
Evaluate this action
plan using the next
slides to guide you

You must come up

with your own ideas
Step One Understanding action plan

Firstly we have to try and understand the action plan, this will help
us identify strengths and weaknesses

Understand the Action Plan

● Carefully read the action plan provided. Look for key

details like:
○ Are tasks clearly outlined?
○ Is the plan realistic and achievable?
○ Does it include useful methods for collecting and
recording information (e.g., interviews, surveys,
research)?
○ Are any important parts missing?
○ Could you consider the PET factors? (Practical,
Ethical and Theoretical)
Step Two Identifying the strengths of an action plan

Next we have to identify a strength and explain it

Identify Strengths

● What to Look For:

○ Is the plan organized well?
○ Are the steps manageable and easy to follow?
○ Are the methods for collecting information effective?
● How to Write It:
○ 1 Mark: Name one strength (e.g., "The plan is divided into
clear steps.")
○ 2 Marks: Add a bit more detail (e.g., "The plan is divided into
clear steps that make it easier to manage each part of the
investigation.")
○ 3 Marks: Explain why the strength helps (e.g., "The plan is
divided into clear steps, making it easier for the team to
manage tasks and ensure nothing is missed.")
Step Three Identifying the weaknesses of an action
plan
Next we have to identify a weakness and explain it

Identify Limitations

● What to Look For:

○ Are there unclear or incomplete parts?
○ Are the methods for collecting information limited?
○ Could the plan be more detailed or realistic?
● How to Write It:
○ 1 Mark: Name one limitation (e.g., "The plan only includes one
interview question.")
○ 2 Marks: Add brief detail (e.g., "The plan only includes one
interview question, which limits the information collected.")
○ 3 Marks: Explain why it is a problem (e.g., "The plan only
includes one interview question, which limits the information
collected because it won’t provide enough depth to understand
the issue fully.")
Step Four Overall appraisal of the action plan

Finally we have to give an overall appraisal of the action plan, this

is similar to a conclusion

Give an appraisal of the action plan

What to Do:

● Summarize your evaluation.

● Weigh the strengths and weaknesses to give a judgment (e.g.,
"Overall, the plan is well-structured, but it needs more detail in its
interview section.")

How to Write It:

● 1 Mark: Brief summary (e.g., "The plan is good overall but could be
improved.")
● 2 Marks: Include both strengths and limitations (e.g., "Overall, the plan
is well-structured, with clear tasks to follow. However, it needs more
detail, especially in the methods for collecting information.")
 Section 2: Communicating
(These sections could be Criterion Nature of the Task Marks Command terms
ordered differently)

Section Two Criterion A Creative writing task in response to a prompt with an audience and 6 marks Create, write
purpose, source often there to help form ideas. There will be a
Communicating specified format such as speech, presentation. Could be any
Criterion C format.
12 marks
Communication
One focus: such as ‘the roles and
challenges of UN Peacekeepers in their
mission to maintain global peace and
security. ‘
Section Two: Communicating (Criterion A (6 marks) and Criterion C (12
marks))
Example of an 18 mark task

Things to remember
For Criterion A, you will be assessed on your knowledge and understanding. To
achieve 6/6 marks you should use accurate and effective examples and appropriate
and relevant terminology. (These be inspired by the source or your own knowledge)

For Criterion C, you will be assessed on communication.

2 marks are for Format (C1)
6 marks are for Communicating for Audience and Purpose (C2)
4 marks are for Organisational structure (C3)

Pay very close attention to the task instructions.

Ensure you include everything mentioned in the task instructions.
That you communicate for the mentioned audience and purpose.
Sometimes you will be given a source to help you, you
That you structure your answer according to the text type
must not copy the source word for word.
Use your writing skills, and pay particular attention to
the format

Year 10 Key Concept: Change Global Context: Fairness and development

Unit One: Global Politics Related Concepts: Power and Equity ATL Skill: Creative Thinking Skills
Examples of text types in past assessments

Text types You will either create a structure or be required to

use a given structure, it can vary

A point of view for a debate

Speech
Persuasive presentation with a
presentation slide
Convincing presentation
Presentation script
Persuasive speech
Leaflet/brochure
Podcast script
Flowchart
Website content
News Report
Visual infographic/poster
Letter
Recommended word count - usually
250-350 words

Year 10 Key Concept: Change Global Context: Fairness and development

Unit One: Global Politics Related Concepts: Power and Equity ATL Skill: Creative Thinking Skills
Posters, brochures, speeches, flow chart
Reports, articles, letters
Criterion A - Overview
- Detailed and clear reasoning
- Comprehensive understanding
- Accurate use of terminology
- Thorough explanation
Criterion C1 - Format

Pay close attention to the instructions, ensure all the

requirements are included!
Criterion C2 - Communicating for
audience (WHO) and purpose (WHY)
Can you find
the audience
and purpose
in the mark
scheme?

How would a
speech for an
audience
differ from an
essay?
Criterion C3 - Structure and
organisation How to transition between
ideas effectively

Use Linking Words: Words like

however, therefore, in addition,
and on the other hand help
connect ideas logically.
Repeat Keywords or Phrases:
Repeating important words or
rephrasing key concepts helps
reinforce connections between
ideas.
Use Questions: Asking a
question between ideas can shift
the focus and introduce new
points naturally.
Summarize Before Moving On:
Briefly summarizing a previous
point before introducing a new
one can clarify relationships.
Refer Back to Previous Points:
Mentioning earlier ideas when
introducing new ones helps
maintain flow and coherence.
A video on this section
 Section 3: Thinking Critically
(These sections could be Criterion Nature of the Task Marks Command terms
ordered differently)

Section Three Criterion D Source Analysis, OPVL 6 marks Analyse, State, List,
Thinking Critically Critical Thinking Outline

Criterion D Justifying or comparing and contrasting based on 6 marks Justify, Compare

One focus: such as ‘different ways source(s)
to support fairness through various
systems considering the perspectives of
Warfare, peacekeeping and social Criterion A, C and D Writing a balanced essay including PEEL paragraphs 8 marks per Criterion To what extent,
and different perspectives
protests’
Criterion D - Source Analysis
Things to remember

- The source could be anything

- It could be a data, a video, an infographic, an
interview etc.
- The total amount of this section will be 6
marks
- You will always be asked to OPVL
- Origin (1 mark) State
- Purpose (1 mark) State
- Value (2 marks) Outline one OR List two
- Limitation (2 marks) Outline one OR List two
 Origin = 1 mark
Origin = Where does this source come from?

State = give specific answer without detail

Look for author, date, publisher, whatever is shown on

the source

No need to specify primary or secondary

Acceptable answers according to
the mark scheme
Purpose = 1 mark
Purpose = What does this source aim to do?

To… about… Content of source

Acceptable answers according to
the mark scheme
 NOTE: The same response cannot be rewarded for

Value(s) = 2 mark
both 6c) and 6d), i.e. something cannot be given as a
value and a limitation. The higher total out of the two
responses should be awarded.
ALSO: Do not repeat information from the
source

Values = How is this source valuable/useful to..

It could look like this: List two values of Source A for an MYP student studying equity in access to health
care systems.

Outline = brief account (a full sentence with some detail, relating to the
source and the prompt - elaborate on the value for the student)

OR

List two = give two specific answers about the source without detail
 NOTE: The same response cannot be rewarded for

Limitation(s) = 2 mark
both 6c) and 6d), i.e. something cannot be given as a
value and a limitation. The higher total out of the two
responses should be awarded.
ALSO: do not just repeat information from the
source

Limitation(s) = How is this source limited/ not reliable for this

student?

It could look like this: List two limitations of Source A for an MYP student studying equity in access to
health care systems.

Outline = brief account (a full sentence with some detail, relating to the
source and the prompt - elaborate on the limitation for the student)

OR

List two = give two specific answers about the source without detail
If you were this student how
would this source be useful
and not useful (limited)?
MORE TIPS: Responses may include content (accuracy/objectivity of information, scope/perspectives included and depth, layout and communication),
origin
(bias, how recent the source is, country or author - experts/reliability of source or studies, citations), purpose (intended audience, platform, facts or
opinions)
MORE TIPS: Responses may include content (accuracy/objectivity of information, scope/perspectives included and depth, layout and communication),
origin
(bias, how recent the source is, country or author - experts/reliability of source or studies, citations), purpose (intended audience, platform, facts or
opinions)
 Helpful resource for values and
limitations
Click here for a resource that is helpful for finding values and
limitations
How could we use these tips for the V and L of Source E?
Activity:
Find your
own
example of
one of the
types and
see if you
can apply
the tips…
Justifying or Comparing/Contrast
(6 marks)
After source analysis, you will then be asked to,
using evidence from a source or two sources:
Justify an argument (usually a reason why…)

OR
Compare and/or contrast features of a source(s)
Justifying (6 marks)
Example question:
Using Source B and your own knowledge, justify why ethics must be considered in
innovation. See what is required for a 6 mark answer:
Comparing and Contrasting
(6 marks)
With specific references to the sources, compare and contrast Source A and Source B in terms of their views on
universal health care. (6 marks)
See the notes from the markscheme below.
Note: If the student only refers to similarities or differences, the maximum mark that can be awarded is (3
marks).
Note: Do not award marks for addressing similarities and differences in how the sources communicate
about healthcare, only for addressing similarities and differences in the sources' actual views of health
care.
Note: If the student only refers to one source, award (0 marks).

If you are asked to compare and contrast make sure you identify one-two similarities and one-two differences.
Use evidence from the source to support your answer.
Make sure you refer to both sources.
Make sure you compare/contrast what the question is asking, so in this case it would be views on universal
healthcare, not how it is communicated.
 To what extent essay (24 marks)
1. Understand the Question
The question asks you to assess the impact of a specific innovation on individuals' well-being. You must consider different perspectives (both positive and negative) and include examples from your
studies or personal knowledge.
2. Choose Your Innovation
○ Select an innovation from one of the four revolutions in Source C.
○ This could be an invention, idea, or movement that had a significant impact on individuals' lives (e.g., the Industrial Revolution, the Digital Revolution).
3. Essay Structure
○ Introduction:
■ Briefly introduce the innovation you are discussing.
■ State your thesis: a summary of your main argument (e.g., the innovation had a mostly positive or negative impact on well-being).
○ Body Paragraphs: (Use PEEL paragraphs for your body paragraphs)
■ First Perspective (e.g., positive impact):
■ Explain how the innovation benefited individuals (e.g., improved quality of life, health, access to resources).
■ Use specific examples to support your points.
■ Second Perspective (e.g., negative impact):
■ Discuss any drawbacks (e.g., inequality, stress, environmental harm).
■ Provide examples to show the downsides.
■ Additional Perspectives
■ If relevant, explore other angles (e.g., impact on different communities or generations).
○ Conclusion:
■ Synthesize the points made in the body paragraphs.
■ Clearly state your judgment: Is the overall impact more positive or negative, or are they balanced? Provide reasoning. Use ‘In conclusion, (...)’
4. Ensure a Clear and Logical Argument
○ Link ideas between paragraphs to build a strong, logical argument.
○ Use transition words (e.g., "In contrast," "On the other hand," "Therefore") to show how ideas are connected.
5. Use Proper Terminology and Examples
○ Use relevant terminology related to the innovation.
○ Provide specific, detailed examples to demonstrate a strong understanding of the topic.
6. Final Check
○ Ensure your essay includes an introduction, body paragraphs with developed arguments, and a conclusion.
○ Maintain a formal and clear writing style, appropriate for an academic essay.