SPECIMEN MATERIAL
Y
GCSE PSYCHOLOG Y
Y8182/2
Y
PAPER 2 SOCIAL CONTEXT AND BEHAVIOUR
Y Y Y Y Y
Mark scheme
Y
SAMs
V1.0
, MARKY SCHEMEY –Y GCSEY PSYCHOLOGYY –Y 8182/2Y –Y SAMS
MarkYschemesYareYpreparedYbyYtheYLeadYAssessmentYWriterYandYconsidered,YtogetherYwithYtheYrelevan
tYquestions,YbyYaYpanelYofYsubjectYteachers.YThisYmarkYschemeYincludesYanyYamendmentsYmadeYatYtheY
standardisationYeventsYwhichYallYassociatesYparticipateYinYandYisYtheYschemeYwhichYwasYusedYbyYthemYi
nYthisYexamination.YTheYstandardisationYprocessYensuresYthatYtheYmarkYschemeYcoversYtheYstudents’Yre
sponsesYtoYquestionsYandYthatYeveryYassociateYunderstandsYandYappliesYitYinYtheYsameYcorrectYway.
AsYpreparationYforYstandardisationYeachYassociateYanalysesYaYnumberYofYstudents’Yscripts.YAlternativeYa
nswersYnotYalreadyYcoveredYbyYtheYmarkYschemeYareYdiscussedYandYlegislatedYfor.YIf,YafterYtheYstandard
isationYprocess,YassociatesYencounterYunusualYanswersYwhichYhaveYnotYbeenYraisedYtheyYareYrequiredYt
oYreferYtheseYtoYtheYLeadYAssessmentYWriter.
ItYmustYbeYstressedYthatYaYmarkYschemeYisYaYworkingYdocument,YinYmanyYcasesYfurtherYdevelopedYand
YexpandedYonYtheYbasisYof Ystudents’YreactionsYtoYaYparticularYpaper.YAssumptionsYaboutYfutureYmarkYsc
hemesYonYtheYbasisYofYoneYyear’sYdocumentYshouldYbeYavoided;YwhilstYtheYguidingYprinciplesYofYasses
smentYremainYconstant,YdetailsYwillYchange,YdependingYonYtheYcontentYofYaYparticularYexaminationYpape
r.
FurtherYcopiesYofYthisYmarkYschemeYareYavailableYfromYaqa.org.uk
2
, MARKY SCHEMEY –Y GCSEY PSYCHOLOGYY –Y 8182/2Y –Y SAMS
Level of response marking instructions
Y Y Y Y
LevelYofYresponseYmarkYschemesYareYbrokenYdownYintoYlevels,YeachYofYwhichYhasYaYdescriptor.YTheYde
scriptorYforYtheYlevelYshowsYtheYaverageYperformanceYforYtheYlevel.YThereYareYmarksYinYeachYlevel.
BeforeYyouYapplyYtheYmarkYschemeYtoYaYstudent’sYanswerYreadYthroughYtheYanswerYandYannotateYitY(a
sYinstructed)YtoYshowYtheYqualitiesYthatYareYbeingYlookedYfor.YYouYcanYthenYapplyYtheYmarkYscheme.
Step 1 Determine a level
Y Y Y Y
StartYatYtheYlowestYlevelYofYtheYmarkYschemeYandYuseYitYasYaYladderYtoYseeYwhetherYtheYanswerYmeetsYth
eYdescriptorYforYthatYlevel.YTheYdescriptorYforYtheYlevelYindicatesYtheYdifferentYqualitiesYthatYmightYbeYseen
theYstudent’sYanswerYforYthatYlevel.YIfYitYmeetsYtheYlowestYlevelYthenYgoYtoYtheYnextYoneYandYdecideYifYit
YinY
YmeetsYthisYlevel,YandYsoYon,YuntilYyouYhaveYaYmatchYbetweenYtheYlevelYdescriptorYandYtheYanswer.YWithY
practiceYandYfamiliarityYyouYwillYfindYthatYforYbetterYanswersYyouYwillYbeYableYtoYquicklyYskipYthroughYtheYl
owerYlevelsYofYtheYmarkYscheme.
WhenYassigningYaYlevelYyouYshouldYlookYatYtheYoverallYqualityYofYtheYanswerYandYnotYlookYtoYpickYholesYin
YsmallYandYspecificYpartsYof YtheYanswerYwhereYtheYstudentYhasYnotYperformedYquiteYasYwellYasYtheYrest.YIf Y
theYanswerYcoversYdifferentYaspectsYofYdifferentYlevelsYofYtheYmarkYschemeYyouYshouldYuseYaYbestYfitYapp
roachYforYdefiningYtheYlevelYandYthenYuseYtheYvariabilityYofYtheYresponseYtoYhelpYdecideYtheYmarkYwithinYth
eYlevel,YieYifYtheYresponseYisYpredominantlyYlevelY3YwithYaYsmallYamountYofYlevelY4YmaterialYitYwouldYbeYpla
cedYinYlevelY3YbutYbeYawardedYaYmarkYnearYtheYtopYofYtheYlevelYbecauseYofYtheYlevelY4Ycontent.
Step 2 Determine a mark
Y Y Y Y
OnceYyouYhaveYassignedYaYlevelYyouYneedYtoYdecideYonYtheYmark.YTheYdescriptorsYonYhowYtoYallocateYm
arksYcanYhelpYwithYthis.YTheYexemplarYmaterialsYusedYduringYstandardisationYwillYhelp.YThereYwillYbeYanYa
nswerYinYtheYstandardisingYmaterialsYwhichYwillYcorrespondYwithYeachYlevelYofYtheYmarkYscheme.YThisYan
swerYwillYhaveYbeenYawardedYaYmarkYbyYtheYLeadYExaminer.YYouYcanYcompareYtheYstudent’sYanswerYwit
hYtheYexampleYtoYdetermineYifYitYisYtheYsameYstandard,YbetterYorYworseYthanYtheYexample.YYouYcanYthenYu
seYthisYtoYallocateYaYmarkYforYtheYanswerYbasedYonYtheYLeadYExaminer’sYmarkYonYtheYexample.
YouYmayYwellYneedYtoYreadYbackYthroughYtheYanswerYasYyouYapplyYtheYmarkYschemeYtoYclarifyYpointsYan
dYassureYyourselfYthatYtheYlevelYandYtheYmarkYareYappropriate.
IndicativeYcontentYinYtheYmarkYschemeYisYprovidedYasYaYguideYforYexaminers.YItYisYnotYintendedYtoYb
eYexhaustiveYandYyouYmustYcreditYotherYvalidYpoints.YStudentsYdoYnotYhaveYtoYcoverYallYofYtheYpoints
YmentionedYinYtheYIndicativeYcontentYtoYreachYtheYhighestYlevelYof YtheYmarkYscheme.
AnYanswerYwhichYcontainsYnothingYofYrelevanceYtoYtheYquestionYmustYbeYawardedYnoYmarks.
ExaminersYareYrequiredYtoYassignYeachYofYtheYstudents'YresponsesYtoYtheYmostYappropriateYlevelYaccordi
ngYtoYitsYoverallYquality,YthenYallocateYaYsingleYmarkYwithinYtheYlevel.YWhenYdecidingYuponYaYmarkYinYaYle
velYexaminersYshouldYbearYinYmindYtheYrelativeYweightingsYofYtheYassessmentYobjectivesY(seeYpageY27)Ya
ndYbeYcarefulYnotYtoYover/underYcreditYaYparticularYskill.YForYexample,YinYquestionY5YmoreYweightYshouldY
beYgivenYtoYAO3YthanYtoYAO2.YThisYwillYbeYexemplifiedYandYreinforcedYasYpartYofYexaminerYtraining.
3
Y
GCSE PSYCHOLOG Y
Y8182/2
Y
PAPER 2 SOCIAL CONTEXT AND BEHAVIOUR
Y Y Y Y Y
Mark scheme
Y
SAMs
V1.0
, MARKY SCHEMEY –Y GCSEY PSYCHOLOGYY –Y 8182/2Y –Y SAMS
MarkYschemesYareYpreparedYbyYtheYLeadYAssessmentYWriterYandYconsidered,YtogetherYwithYtheYrelevan
tYquestions,YbyYaYpanelYofYsubjectYteachers.YThisYmarkYschemeYincludesYanyYamendmentsYmadeYatYtheY
standardisationYeventsYwhichYallYassociatesYparticipateYinYandYisYtheYschemeYwhichYwasYusedYbyYthemYi
nYthisYexamination.YTheYstandardisationYprocessYensuresYthatYtheYmarkYschemeYcoversYtheYstudents’Yre
sponsesYtoYquestionsYandYthatYeveryYassociateYunderstandsYandYappliesYitYinYtheYsameYcorrectYway.
AsYpreparationYforYstandardisationYeachYassociateYanalysesYaYnumberYofYstudents’Yscripts.YAlternativeYa
nswersYnotYalreadyYcoveredYbyYtheYmarkYschemeYareYdiscussedYandYlegislatedYfor.YIf,YafterYtheYstandard
isationYprocess,YassociatesYencounterYunusualYanswersYwhichYhaveYnotYbeenYraisedYtheyYareYrequiredYt
oYreferYtheseYtoYtheYLeadYAssessmentYWriter.
ItYmustYbeYstressedYthatYaYmarkYschemeYisYaYworkingYdocument,YinYmanyYcasesYfurtherYdevelopedYand
YexpandedYonYtheYbasisYof Ystudents’YreactionsYtoYaYparticularYpaper.YAssumptionsYaboutYfutureYmarkYsc
hemesYonYtheYbasisYofYoneYyear’sYdocumentYshouldYbeYavoided;YwhilstYtheYguidingYprinciplesYofYasses
smentYremainYconstant,YdetailsYwillYchange,YdependingYonYtheYcontentYofYaYparticularYexaminationYpape
r.
FurtherYcopiesYofYthisYmarkYschemeYareYavailableYfromYaqa.org.uk
2
, MARKY SCHEMEY –Y GCSEY PSYCHOLOGYY –Y 8182/2Y –Y SAMS
Level of response marking instructions
Y Y Y Y
LevelYofYresponseYmarkYschemesYareYbrokenYdownYintoYlevels,YeachYofYwhichYhasYaYdescriptor.YTheYde
scriptorYforYtheYlevelYshowsYtheYaverageYperformanceYforYtheYlevel.YThereYareYmarksYinYeachYlevel.
BeforeYyouYapplyYtheYmarkYschemeYtoYaYstudent’sYanswerYreadYthroughYtheYanswerYandYannotateYitY(a
sYinstructed)YtoYshowYtheYqualitiesYthatYareYbeingYlookedYfor.YYouYcanYthenYapplyYtheYmarkYscheme.
Step 1 Determine a level
Y Y Y Y
StartYatYtheYlowestYlevelYofYtheYmarkYschemeYandYuseYitYasYaYladderYtoYseeYwhetherYtheYanswerYmeetsYth
eYdescriptorYforYthatYlevel.YTheYdescriptorYforYtheYlevelYindicatesYtheYdifferentYqualitiesYthatYmightYbeYseen
theYstudent’sYanswerYforYthatYlevel.YIfYitYmeetsYtheYlowestYlevelYthenYgoYtoYtheYnextYoneYandYdecideYifYit
YinY
YmeetsYthisYlevel,YandYsoYon,YuntilYyouYhaveYaYmatchYbetweenYtheYlevelYdescriptorYandYtheYanswer.YWithY
practiceYandYfamiliarityYyouYwillYfindYthatYforYbetterYanswersYyouYwillYbeYableYtoYquicklyYskipYthroughYtheYl
owerYlevelsYofYtheYmarkYscheme.
WhenYassigningYaYlevelYyouYshouldYlookYatYtheYoverallYqualityYofYtheYanswerYandYnotYlookYtoYpickYholesYin
YsmallYandYspecificYpartsYof YtheYanswerYwhereYtheYstudentYhasYnotYperformedYquiteYasYwellYasYtheYrest.YIf Y
theYanswerYcoversYdifferentYaspectsYofYdifferentYlevelsYofYtheYmarkYschemeYyouYshouldYuseYaYbestYfitYapp
roachYforYdefiningYtheYlevelYandYthenYuseYtheYvariabilityYofYtheYresponseYtoYhelpYdecideYtheYmarkYwithinYth
eYlevel,YieYifYtheYresponseYisYpredominantlyYlevelY3YwithYaYsmallYamountYofYlevelY4YmaterialYitYwouldYbeYpla
cedYinYlevelY3YbutYbeYawardedYaYmarkYnearYtheYtopYofYtheYlevelYbecauseYofYtheYlevelY4Ycontent.
Step 2 Determine a mark
Y Y Y Y
OnceYyouYhaveYassignedYaYlevelYyouYneedYtoYdecideYonYtheYmark.YTheYdescriptorsYonYhowYtoYallocateYm
arksYcanYhelpYwithYthis.YTheYexemplarYmaterialsYusedYduringYstandardisationYwillYhelp.YThereYwillYbeYanYa
nswerYinYtheYstandardisingYmaterialsYwhichYwillYcorrespondYwithYeachYlevelYofYtheYmarkYscheme.YThisYan
swerYwillYhaveYbeenYawardedYaYmarkYbyYtheYLeadYExaminer.YYouYcanYcompareYtheYstudent’sYanswerYwit
hYtheYexampleYtoYdetermineYifYitYisYtheYsameYstandard,YbetterYorYworseYthanYtheYexample.YYouYcanYthenYu
seYthisYtoYallocateYaYmarkYforYtheYanswerYbasedYonYtheYLeadYExaminer’sYmarkYonYtheYexample.
YouYmayYwellYneedYtoYreadYbackYthroughYtheYanswerYasYyouYapplyYtheYmarkYschemeYtoYclarifyYpointsYan
dYassureYyourselfYthatYtheYlevelYandYtheYmarkYareYappropriate.
IndicativeYcontentYinYtheYmarkYschemeYisYprovidedYasYaYguideYforYexaminers.YItYisYnotYintendedYtoYb
eYexhaustiveYandYyouYmustYcreditYotherYvalidYpoints.YStudentsYdoYnotYhaveYtoYcoverYallYofYtheYpoints
YmentionedYinYtheYIndicativeYcontentYtoYreachYtheYhighestYlevelYof YtheYmarkYscheme.
AnYanswerYwhichYcontainsYnothingYofYrelevanceYtoYtheYquestionYmustYbeYawardedYnoYmarks.
ExaminersYareYrequiredYtoYassignYeachYofYtheYstudents'YresponsesYtoYtheYmostYappropriateYlevelYaccordi
ngYtoYitsYoverallYquality,YthenYallocateYaYsingleYmarkYwithinYtheYlevel.YWhenYdecidingYuponYaYmarkYinYaYle
velYexaminersYshouldYbearYinYmindYtheYrelativeYweightingsYofYtheYassessmentYobjectivesY(seeYpageY27)Ya
ndYbeYcarefulYnotYtoYover/underYcreditYaYparticularYskill.YForYexample,YinYquestionY5YmoreYweightYshouldY
beYgivenYtoYAO3YthanYtoYAO2.YThisYwillYbeYexemplifiedYandYreinforcedYasYpartYofYexaminerYtraining.
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