Cambridge Pre-U Getting Started In-service Training Liberating learning Developing successful students

Paper 2 – Key Points

What candidates have to do Submit independent work Include a bibliography Cite any quotations in footnotes Choose a question different from that of any other candidate Write no more than 1500 words

The Teacher’s Role: Detailed guidance is give on pp 24-5 of the syllabus Make clear what students have to do Help them with selecting a suitable subject Help them to see the issues, problems and research strands involved Ensure that the title is suitable Ensure that they know how to research

Skills Organization of writing – essay skills Academic conventions – footnotes, bibliography Using information/ideas without plagiarising Organization of time (Note these are general study/writing skills)

What Teachers Can’t Do: Give specific information Do candidates’ research for them Correct any part of a candidate’s notes or draft essay Prepare, suggest amendments or comment on any part of a candidate’s essay

Teachers can: Help a lot in the initial selection of topic and title Guide on general research and writing skills Monitor progress and ensure that candidates are keeping to a sensible schedule (Reinforce the idea that they are developing transferable skills and that they are also using skills being developed in other subjects)

Success criteria The essay will be structured and not merely a series of comments There will be arguments made and not merely comments and assertions The reasoning will not be ‘one way’ but there will be an awareness of counter arguments and other views There will be evaluation of views and not just description of views

Success criteria There will be reflection on the topic and judgement on the candidate’s part which will follow from the arguments presented, supported and considered critically The ‘language of reasoning’ will be used – the writing will be clear and effective and demonstrate an ability to express critical evaluation with clarity.

What will not work A series of comments, assertions and prejudices A one way view – a series of reasons showing why the west needs to give more aid to Africa for example A description of views without attempts to synthesise or evaluate. The evidence is presented but not weighed

The title and topic must lead easily to the skills that will be assessed However interesting the title might be in itself, does it lead to the higher level skills of critical evaluation? Are there contrasting points of view about the topic? Can differing arguments be clearly identified and criticised? Does the question lead directly to the skills?

Criteria Is the question appropriate in terms of the abilities of the candidates AND the word limit? Is it capable of being researched from the resources you have? Would it stimulate and challenge? Does it lead easily to higher level skills (NB this does not mean is it an easy question, but is it effective in allowing candidates to show complex and evaluative thinking)?