A friend from another school has recently been to an OCR training course (My car was stuck in the snow doing wheel spins in sunny Scarborough!) and the major snippet of information is that on the content table of the spec, if it mentions a Bible passage or a text from the Pope for example, this could be used as part of a specific question.
Whilst I have covered these areas within the unit and students know to make reference to them in their answers, I was not expecting them to be part of the wording of questions. This was quite naïve of me! In my ten years of teaching OCR specs I know that anything mentioned on the spec could be used in the exam questions, I am just pleased I am now able to incorporate it into my exam practice with students.
A possible question for example might then be: Critically assess the view that official Christian teachings, with reference to Ephesians, should resist current secular views on gender. To me this sounds quite a clunky question but the powers-at-be at OCR have made it clear that this sort of question is possible.
Foot note:
I finally made it to an R.S course, well it was more like an intimate get-together in Leeds with about 15 other teachers and author Hugh Campbell (who is always a pleasure and I highly recommend attending anything he is speaking on). Here are some of the highlights and tidbits from the morning – mostly aimed at students:
- Avoid “Blue Peter answers” – here’s one I made earlier. It is obvious to an examiner
- Weave in evaluation – be critical of scholars immediately e.g Hume is right to say….because…
- BUG technique – Box in question, Underline the key words, Glance at the question again
- Always stick to the timings (40mins for A2) never just think ‘oh five more minutes to finish this essay off.’ No!! Why…because you will get more marks writing a second full answer than you would get for completing a conclusion for the 1st answer.
- Never write in the margins, when exam papers are scanned into computers it cuts them off.
- Don’t just stick a link to the question in the last sentence of the paragraph -integrate it throughout.
- Avoid ‘I think’ assertions as this is not academic writing
- If you don’t finish an answer leave half a page gap and start next question – this way an examiner doesn’t have to scroll through pages and pages on a computer to find the remaining piece of your answer at the back if you add more at a later time.
- Introduction: define terms in the questions and if a broad/ general question mention your focus, so the reader knows how you have interpreted the question.
