CCEA Support Events GCE A2 Biology Exemplification of Examination Performance

Programme Introduction: Patricia Quinn (Subject Officer) Exemplification of Examination Performance: –John Campton (Chair of Examiners) –David Reid (Chief Examiner)

GCSE Specification Revision First teaching Sept 2011 Specifications being revised –GCSE Physics –GCSE Chemistry –GCSE Biology –DA Science (Mod. and Non-mod.) –SA Science Second submission sent to Ofqual in Sept 2010 Most up to date versions of specification and specimen assessment materials on CCEA website changes/

Award of A* (June 2010) An A* was awarded to the candidates who attained: an overall grade A in the qualification; and an aggregate of at least 90% of the uniform marks across the A2 units ie 270 UM or above

A2 Grade Boundaries 2010 GradeA21 (Raw marks) A22 (Raw marks) A23 (Raw marks) A B56 72 C48 68 D40 64 E333260

Raw marks to Uniform Marks Example: A2 2 (Max UM = 120) GradeRaw MarkUniform Mark M85120 A6596 B5684 C4872 D4060 E3248

Exemplar Scripts UnitRaw MarksUniform Marks A2 173 (A boundary - 64) 107 A2 273 (A boundary - 65) 106 A* = 270 UM or more

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Exemplification of Examination Performance Biology A2 1 John Campton (Chair of Examiners)

DEMONSTRATE UNDERSTANDING For a top grade clear understanding of most topics must be demonstrated

APPLICATION OF UNDERSTANDING IN FAMILIAR & UNFAMILIAR CONTEXTS There is now a greater emphasis on dealing with unfamiliar contexts This is part of the ‘stretch and challenge’ required in A2 papers There is a need for candidates to read questions carefully –to ensure that they provide an answer for the question asked –to use the information supplied in answering the question A weak candidate tends to ignore the question as written and provide an answer based on something that they had learned

INTERPRETING TRENDS PRESENTED IN TABULAR OR GRAPHICAL FORM Describing trends Explaining trends –candidates must distinguish ‘describe’ and ‘explain’ –answers to ‘explain’ questions should start with ‘Because’ –candidates need to use their understanding to provide a ‘reason’ for the trend See guidance on ‘Command Terms used in Written Examinations – an extension’ in the CCEA website

CARRY OUT CALCULATIONS ACCURATELY Benefit of practising a range of different calculations –designated calculations, for example water potential equation, Hardy-Weinberg equation –magnification, percentages, ratios, percentage change, rate See guidance on ‘Command Terms used in Written Examinations – an extension’ in the CCEA website

USE OF APPROPRIATE BIOLOGICAL TERMINOLOGY Benefit of constructing a glossary of terms for each topic Good candidates use terms appropriately and accurately Part of Quality of Written Communication

USE OF RELEVANT SYNOPTIC KNOWLEDGE Part of the ‘stretch and challenge’ required in A2 papers Occurs naturally as topics are met in the course, for example understanding of water potential (from AS1) when dealing with the topic of osmoregulation (in A21)

PRACTICAL AND INVESTIGATIVE SKILLS At A2 this includes ‘planning exercises’ Ethical and other issues

Mark distributions for individual questions and the paper CANDIDATE PREFORMANCE IN A2-1 SUMMER 2010

Exemplification of Examination Performance Biology A2 2 David Reid (Chief Examiner)

A2 papers Assessment Objective Weightings Assessment Objective descriptions (p73) Percentage / % Marks out of 90 AO13532 AO25045 AO31513

Overall good response

The skills, knowledge and understanding of how biology works include the requirements set out below. These requirements are integrated into the content listed in Section 3. page 74

Consider the applications and implications of biology and appreciate their associated benefits and risks. Consider ethical issues in the treatment of humans, other organisms and the environment. Appreciate the role of the biology community in validating new knowledge and ensuring integrity. Appreciate the ways in which society uses biology to inform decision-making.

Context for a question about limiting factors

Aspects of Planning In A21 this is likely to be either hypothesis development / prediction or planning a procedure In A22 planning for analysis may be required – choice of statistical test and replication required

Statistically Analysis Only in A22 Tests Graphical analysis Planning Null hypothesis / p values

Genetics – two contrasting questions

Extracting information

Contact Us Our contact details are: Subject Officer: Support Officer: Materials available to download from our website: