DTT Booklet
Diagnose, Therapy, Testing
Contents:
1. MCQs on Exam Knowledge
2. Review of Assessment Objectives
3. PEREEL structure
4. Banding and marking criteria
5. Understanding DTT
6. Examples to ‘diagnose’
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it contains a revision task which you can use to practice you will need the CGP book and research the tutor 2u advanced questions with some a level content
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DTT Booklet
Diagnose, Therapy, Testing
Contents:
1. MCQs on Exam Knowledge
2. Review of Assessment Objectives
3. PEREEL structure
4. Banding and marking criteria
5. Understanding DTT
6. Examples to ‘diagnose’
Name:
Class:
Multiple Choice: How Well do you Understand Exam Requirements? Each AO2 essay must have how many paragraphs?
- (^2)
- (^3)
- (^4) You cannot achieve a B5 without…?
- (^) Going beyond the spec
- (^) Depth
- (^) Examples Each AO1 essay must have how many paragraphs?
- (^) 3/
- (^) 2/
- (^4) A line of argument means…?
- (^) The points are unique and new
- (^) The points correlate to the argument being made
- (^) The paragraphs correlate with the thesis One question has…?
- (^) Part a
- (^) Part b
- (^) Part a and b A synoptic link … and must be…?
- (^) Goes beyond the spec, and applied always
- (^) Has a synopsis of the work, and embedded
- (^) Connects between topics, and natural A feature of a question means?
- (^) The command word to test our skills
- (^) Every part and word of the statement
- (^) The way it meets the spec point Examples of evidence include:
- (^) Scholars and articles
- (^) Narrations and holy books
- (^) All of the above Depth means:
- (^) How detailed a point is
- (^) The range of arguments made
- (^) How focussed a point is to the statement Breadth means:
- (^) How detailed a point is
- (^) The range of arguments made
- (^) How focussed a point is to the statement A section A will have:
- (^) Two questions from different themes
- (^) Three questions from different themes
- (^) Two questions from the same theme A section B will have:
- (^) Two questions from different themes
- (^) Three questions from different themes
- (^) Two questions from the same theme What does an incoherent P and R mean?
- (^) The P and R do not match
- (^) The P and R make sense together
- (^) There is no R in the paragraph How long should you spend on an AO1?
- (^) 22m
- (^) 25m
- (^) 20m How long should you spend on an AO2?
- (^) 30m
- (^) 36m
- (^) 35m What is the difference between ‘explain’ and ‘examine’?
- (^) One is why and the other is impact and how
- (^) One is how and why, the other includes impact and detail
- (^) One is how, and the other is what and detail Evaluate means to:
- (^) Assess different argument and make a judgement
- (^) Write a final conclusion
- (^) Give a thesis and always support it How often can you do a REPEEL in an essay?
- (^) Twice
- (^) For all of them
- (^) Once How do you develop a response?
- (^) By giving more detail on what the response is
- (^) Provide examples/evidence and explain how it challenges the point
- (^) Connect it to the point to make it match for Line of Argument How can timing issues in exams be fixed?
- (^) Keep leaving essays incomplete, it will be fine in June
- (^) Tell the teacher and do nothing else about it
- (^) Practice as many as possible in timed conditions What is the biggest exam issue every year?
- (^) Limited points
- (^) Thesis is missing
- (^) No evidence/scholars How many SPaG marks are given?
- (^3)
- (^0)
- (^5) The main difference between a B4 and a B is…?
- (^) Scholarly evidence
- (^) Scriptural evidence
- (^) Wider spec points What is a ping-pong style essay? What is the highest it can get?
- (^) They regurgitate other views
- (^) They have numerous points that do not match
- (^) They copy the GCSE structure of for/against What does ‘nuanced’ thesis mean?
- (^) Giving something beyond the spec
- (^) Provides a unique perspective that is not either/or
- (^) Challenging every part of the AO2 statement Total: /
Essays and PEREEL What does a successful essay look like? What is the structure for an AO1 and an AO2 intro?
- (^) AO1:
- (^) AO2: What is a thesis? Why do we need one?
What does each letter in PEREEL stand for?
- (^) P:
- (^) E:
- (^) R:
- (^) E:
- (^) E:
- (^) L: Why was it changed from PEREL to PEREEL?
What is meant by ‘Line of Argument’?
How does an AO2 essay differ from the writing structure at GCSE?
Marking Bands How do you reach the next band up? Band Assessment Objective AO1 – Part (a) questions Demonstrate knowledge and understanding of religion and belief, including:
- religious, philosophical and/or ethical thought and teaching
- influence of beliefs, teachings and practices on individuals, communities and societies
- cause and significance of similarities and differences in belief, teaching and practice
- approaches to the study of religion and belief. 5 17- 4 13- 3 9- 2 5- 1 1-
Thorough, accurate and relevant knowledge and understanding of religion and belief. An extensive and relevant response which answers the specific demands of the question set. The response demonstrates extensive depth and/or breadth. Excellent use of evidence and examples. Thorough and accurate reference made to sacred texts and sources of wisdom, where appropriate. Insightful connections are made between the various approaches studied. An extensive range of views of scholars/schools of thought used accurately and effectively. Thorough and accurate use of specialist language and vocabulary in context. 4 13- Accurate and relevant knowledge and understanding of religion and belief. A detailed, relevant response which answers the specific demands of the question set. The response demonstrates depth and/or breadth. Good use of evidence and examples. Accurate reference made to sacred texts and sources of wisdom where appropriate. Purposeful connections are made between the various approaches studied. A range of scholarly views/schools of thought used largely accurately and effectively. Accurate use of specialist language and vocabulary in context. 3 9- Mainly accurate and relevant knowledge and understanding of religion and belief. A satisfactory response , which generally answers the main demands of the question set. The response demonstrates depth and/or breadth in some areas. Satisfactory use of evidence and examples. Mainly accurate reference made to sacred texts and sources of wisdom, where appropriate. Sensible connections made between the various approaches studied. A basic range of scholarly views/schools of thought used. Mainly accurate use of specialist and vocabulary in con text. 2 5- Limited knowledge and understanding of religion and belief. Basic level of accuracy and relevance. A basic response, addressing some of the demands of the question set. The response demonstrates limited depth and/or breadth, including limited use of evidence and examples. Some accurate reference made to sacred texts and sources of wisdom, where appropriate. Makes some basic connections between the various approaches studied. A limited range of scholarly views/schools of thought used. Some accurate use of specialist language and vocabulary in context. 1 1- Very limited knowledge and understanding of religion and belief. Low level of accuracy and relevance. A very limited response , with little attempt to address the question. The response demonstrates very limited depth and/or breadth. Very limited use of evidence and examples. Little or no reference made to sacred texts and sources of wisdom, where appropriate. Little or no use of scholarly views/schools of thought. Very few or no connections made between the various approaches studied. Some grasp of basic specialist language and vocabulary.
Confident critical analysis and perceptive evaluation of the issue. A response that
successfully identifies and thoroughly addresses the issues raised by the
question set. Thorough, sustained and clear views are given, supported by
extensive, detailed reasoning and/or evidence. The views of scholars/schools of
thought are used extensively , appropriately and in context. Confident and
perceptive analysis of the nature of connections between the various elements of
the approaches studied. Thorough and accurate use of specialist language and
vocabulary.
Purposeful analysis and effective evaluation of the issue. The main issues raised
by the question are identified successfully and addressed. The views given are
clearly supported by detailed reasoning and/or evidence. Views of
scholars/schools of thought are used appropriately and in context. Purposeful
analysis of the nature of connections between the various elements of the
approaches studied. Accurate use of specialist language and vocabulary in
context.
Satisfactory analysis and relevant evaluation of the issue. Most of the issues
raised by the question are identified successfully and have generally been
addressed. Most of the views given are satisfactorily supported by reasoning
and/or evidence. Views of scholars/schools of thought are generally used
appropriately and in context. Sensible analysis of the nature of connections
between the various elements of the approaches studied. Mainly accurate use of
specialist language and vocabulary in context.
Some valid analysis and inconsistent evaluation of the issue. A limited number
of issues raised by the question set are identified and partially addressed. A
basic attempt to justify the views given , but they are only partially supported
with reason and/or evidence. Basic use of the views of scholars/schools of
thought appropriately and in context. Makes some analysis of the nature of
connections between the various elements of the approaches studied. Some mainly
Critical and confident meaning the words in the statement are
singled out and discussed. Goes beyond the spec. Scholars are
credited and has a range of supporting evidence
Purposeful and consistent; the points are detailed and
relevant to the statement , but the wording itself isn’t
challenged. All specification points are addressed. Limited
scholars/quotes, but has depth AND breadth
Includes depth OR breadth. The student sort of understands what
the examiner wants but cannot evidence their points.
Basic. There is some understanding , however no detail, nor a
range of ideas/arguments. No depth or breadth.
Very limited, hardly any reference to the question, and what can
be credited has no detail.
Extensive , includes depth and breadth. Goes beyond the spec , is
unique and challenges or addresses features of the question.
Identifies a range of scholars
Includes detail and development, sticks to what is on the
specification. Does not demonstrate a range of quotes,
scholars or unique thinking
The student is along the right lines and understands the question
but can’t evidence it. Some issues are raised, but again has
depth OR breadth.
Some engagement but does not address the statement fully.
No depth nor breadth, misses features of the question.
Has either misread or very little engagement with the statement
and no judgement is made, writes points like an AO
Marking Bands Self-Assess your previous task in green pen
DTT: What does it mean to do DTT? Diagnose: Define: Example diagnoses you could have for an essay: Therapy: Define: Example therapy strategies you could have as a target (be specific): Testing: Define: Example assessment strategies you could implement: