A Level Ethics Predictions 2019

First of all I was very uninspired by yesterday’s Philosophy questions (my feeling was a bit ‘meh’). I think they were deceivingly difficult i.e ‘Analyse Aristotle’s four causes’ appears easy but you would really have to work on developing and formulating strong evaluation with so few words to work with in the question. What is also noticeable is that Teleological and POE both came up in the first year’s exam as well. What this means is that there is no correlation between first year and second year questions. I think the exam board are going out of their way to make the questions as unpredictable as possible and thus repeating a lot of the same areas (Bonhoeffer in DCT has come up three times already -there has only been four exams!). But that is now old news…let’s look ahead towards ethics.

Here are the previous questions from the first and second year’s exams:

ethics Q

All that we can learn from looking at these is how the questions are worded. The obvious gaps in the second year are: Sex ethics, SE and Euthanasia and Util and Business. However the way that the examiners are throwing in a few curve balls, you need to go into that exam ready for anything.

So I think potential question areas could be:

Continue reading “A Level Ethics Predictions 2019”

A Level Philosophy Predictions 2019

Predications are a really tricky business especially since we have very few past exam questions to go on. My advice is to make sure you know all topic areas as well as you can but for some of you knowing what came up in previous years might really help. So here is a table of all the first year questions asked so far and the questions from last year’s full A level. The importance of knowing the first year questions is because, whilst the same topic might come up in both years, it is extremely doubtful that the exact working will be the same.

questions.PNG

What we can see from this is that Plato, Aristotle, Soul, Onto, POE and RL: 20th Century were not asked last year in the A Level exams.

So I think potential question areas could be:

Continue reading “A Level Philosophy Predictions 2019”

Revision Must-Do: Blank Sheet Summary

Last week when attending a conference fea38478898-stock-vector-light-bulb-character-in-moment-of-insight-turing a talk on short and long term memory, I had a lightbulb moment. I realised that the revision I am doing with my students focuses upon developing impressive revision resources such as posters, cards and notes with coveralls and motivating my students to read and memorise the material but then I started to ask ‘how do students actually check that this information is being registered in their memories?’

So for the past few lessons I have trialled a very simple way to test memory recall – the blank sheet summary. After stude59707158_2378210682460170_830716807567376384_nnts completed a ppt or coverall sheet, I gave them 5 minutes to read through, highlight, make notes (whatever it is that students do when revising) and then on a blank sheet of A4 paper they had 5 minutes to write everything they could remember from that topic – no structure necessary just a summary of brain on paper. Once finished, the students then shared with a partner what they had remembered and added in any missing information in a different colour.60258585_2378210719126833_1699873284671143936_n

The students found it extremely useful as a method to consolidate what they could and could not remember. The A4 sheets were filled with information within minutes, demonstrating short term memory was on point. In two days we will do the same test again to see if the information revised is embedded in longer term memory…

This strategy is by no means ground breaking but sometimes the simplest changes can have the biggest impact. An extra ten minutes per topic to consolidate learning and enhance memory recall might make all the difference in the exam. Fingers crossed!

revision1

If you would like your own copy of the Consolidation Packs for first and second years, just click on the image below to add it to your shopping cart.

cons

Premier of Mark With Me

Check out the first Mark with Me video, where I read through and give feedback on an essay from last year’s A2 Philosophy exam. This student achieved an A* overall:

All future videos for Mark with Me can be found under the heading ‘Exam Preparation’ on the blog’s main page .

 

How to cope with Exam Stress

Last week I finished my level three Mental Health Training and it got me thinking about how I support my students with exam stress. The answer was ‘not much’. I do the usual revision planners/ timetables but I spend all of my time supporting revision (and finishing the spec) rather than strategies to actually help cope with exam stress. Students have always expressed that they are stressed when approaching their exams, so I use to work through what they had already achieved and how they were going to stagger their revision over the remaining weeks – thus talking through revision strategies rather than coping mechanisms. But how can students revise if they are not coping?

So I decided to start researching into strategies for supporting students dealing with exam stress. The lists of ideas were pretty repetitive and seemingly obvious – but then isn’t everything obvious when you already know the coping strategies? So I am going to go through this ppt with different strategies and tips to help my A2’s with exam stress. The reason I am going to cover this now, is to tackle the issue before it becomes an issue. Helping students set up strategies to support themselves now, before the serious stress hits, I hope will be more valuable in the long run.

I have also created a Revision Planner:

planner

And Checklist:

check

All the resources can be downloaded for free from TES here.

Messages from Above: OCR Updates

With tight budgets, it is not always possible to attend a lot of conferences, courses and training but I always keep an eye on the OCR CPD feedback sessions, especially when they are more local to Scarbados (e.g. Leeds – London or Manchester make it a very long day!). So I couldn’t wait to attend the session run by Hugh Campbell on ‘Understanding the Assessment’ and really get into the minds of the examiners…until my train was delayed by nearly two hours and my body was finally shutting down with every bug going. I ended up in bed. Worry not though, as a very kind colleague of mine sent me all the information in the post!

The Headlines:

  • Better responses showed a holistic approach – wide ranging knowledge from the whole course (synoptic links are good but make sure they are linked back to the argument/ question).
  • Effort was made to read around the course material and demonstrated assessment of primary sources (I use a few primary sources and often have students take a quote or snippet of information from them but assessment of these or wider reading…who has the time with such a full spec?).
  • Still evidence of ‘Blue Peter’ answers – problem with showing model answers (is there an alternative for demonstrating essay technique?)
  • Prevalence of ‘comparing’ rather than evaluating/ assessing (I think this is a really good point. I think sometimes students think that comparing thinkers such as Plato and Aristotle equates to evaluating, when actually they are just comparing A to B. Assesment needs to take place as to why A is more convincing than B etc).
  • Still issues of asserting rather than assessing – X says this Y says that and therefore X is right with no sense of why X is right (again I think this is a really valid point. Students often state the views of thinkers and if the view of that thinker is negative e.g. Dawkins this means it counts as evaluation. In fact all you are doing is asserting the view of someone else. Assessing means weighing up why their view works or does not work.)
  • Better responses sustained a line of reasoning. Thread the argument from paragraph to paragraph – building from one point to the next.

Overall Tips:

Continue reading “Messages from Above: OCR Updates”