year13synoptic

Year 13 - Welcome to the Synoptic Paper

The information below should be helpful in starting of your synoptic paper.

merging your knowledge!

Synoptic Assessment

This is worth 40% of your final mark at the end of Year 13 and therefore is worth 20% of the whole A level. This means that it is worth more than any other part of your whole course and deserves more attention than any other part.

· You will be required to study ONE of the 32 topics listed in the syllabus – to make it easier for you and us – we have picked your option ( yes this is a dictatorship not a democracy!). The topic should be an opportunity to draw together all that you have now learnt over the two years. It is imperative that you know and learn off by heart the aims of the syllabus and that these aims are evident within all of your research.

These assessment objectives are as follows: -

Assessment Objective One

Select and demonstrate clearly relevant knowledge and understanding through the use of evidence, examples and correct language and terminology appropriate for the course of study. Demonstrate knowledge and understanding of the connections between the different units of the course.

Level 1	Examination script presents no accurate or relevant knowledge	0
Level 2	Uncritical presentation of knowledge of the connections between different units. Demonstration of limited ability to identify and select the most relevant/ important information and therefore reflecting little understanding Any knowledge of the connections is presented in simplistic form.	1 – 7
Level 3	Presentation of a selection of relevant material, which reflects some understanding of the important connections between the different units. Some use of specialized religious language in appropriate contexts.	8 – 15
Level 4	Clear and obvious understanding of the connections between the different units, set in appropriate context, for example the religious, cultural, historical and or social background. Topic explored using defined and relevant religious terms, reflecting a fuller understanding.	16 - 23
Level 5	Demonstration of a fill knowledge and understanding of the connections between the different units. Topic explored with the proficient use of religious language.	24 – 30

Assessment Objective Two

Sustain a critical line of argument and justify a point of view. Demonstrate relationship of course of study to its broader context and to specified aspects of human experience.

Level 1	No attempt to develop a line of argument and/ or justify a point of view in the examination script. No significant or relevant reasoning. Incoherent answer.	0
Level 2	Limited awareness of the relationship of the course of study to its broader context and to specified aspects of human experience. Limited attempt to assess and evaluate a point of view. Imprecisely expressed.	1 – 5
Level 3	Some aspect to relate course of study to its broader context and to specified aspects of human experience. Some attempt to assess and evaluate a point of view and justify opinions at a simple level. Sufficient clarity of meaning.	6 - 10
Level 4	Presentation of evidence of knowledge and understanding of the relationship of the course of study to its broader context and to specified aspects of human experience. A satisfactory assessment is presented of a line of argument and a comparison of relative strengths/ weaknesses of points of view. A structured argument, clearly expressed and accurately using some technical terms.	11 – 15
Level 5	Knowledge, understanding and explanation of a full range of views/ responses to the relationship of the course of study and to specified aspects of human experience. Substantiated conclusions drawn with full justification of viewpoint. Expressed accurately, fluently, using a range of technical terms.

· Candidates are expected to spend 40% of their A2 learning time of the synoptic assessment

· Candidates will be expected to answer one question in one and a half hours.

· Thorough preparation is needed – YOU CAN NOT TAKE NOTES INTO THE EXAM – therefore you will have to spend time on preparing copious (look it up in the dictionary) amounts of notes and forming a detailed plan which you will have to learn off by heart.

· The board suggests that you spend time re reading old notes and new ones and asking yourselves the following questions:

What are the potential links and connections in the source with my other elements of my course?
What is the relationship of the material to its broader context?
What is the relationship of the source to specified aspects of human existence?

· Each candidate is expected to build up a portfolio, which should record all notes and work in the build up to making your plan for your synoptic assessment. This is a working document that should be revisited and reworked continually.

· Essay writing skills will also be of great importance here – practice of writing under time conditions will be carried out but it will be worth your while to ensure that you have a sound and clear grasp of what exactly you intend to write in your essay. Remember that you have to write for one and a half hours – some of this time will be spent recalling your plan – it is always worth having memorized a few pointer words and phrases, which will help you, recall your detailed plan. We have no idea what exactly the question will be although we will know the topic area – you will therefore have to spend some time in the exam thinking about the information that you need to SELECT and ADAPT in order to gain a good mark rather than writing down all the information you can recall without a specific reference to the question.

When practicing your essay you can ask yourselves the following questions:

	Does the essay make explicit and systematic reference to the synoptic demands of the question?
	Does their introduction provide evidence of an accurate understanding of the question and indicate how the answer is focused on the synoptic issues?
	What is the function of each paragraph?
	Is there a clear signpost, which indicates the point of each paragraph?
	Are there explicit transitions from one point to another?
	Do the sequence of points cohere in the most effective order for the synoptic assessment?
	Is the structure/plan followed the best one to answer the question or is it prudent to think of an alternative plan or plans?
	Do they discriminate between the relative importance of different arguments and evidence in the essay because not all of these will be of equal importance?
	Can this type of material and its length be readily handled in an exam?

Possible Question Area

Analyze the philosophical principles of at least one ethical theory studied and evaluate its application to a moral dilemma?

What now?