Lesson video

Hi, I'm Miss Speakman.

We're on lesson 13 of 14.

And in today's lesson, in the human rights unit, we'll be looking at exam practise.

I think this is such a useful lesson, just 'cause I know so many people find exam questions quite tricky or avoid doing them 'cause they don't like doing them.

It's a super good practise to do as many as you can.

And we're going to do so many today that we can talk through, do together.

We'll be absolutely fine.

So in our lesson today, we'll be specifically focusing on answering examination question from the unit and we will be trying to be inclusive as of different exam boards as much as possible.

Though I'll make you aware where some bits fit with one exam board or another.

Let's make sure that we are ready for our lesson and please we need a pen or a pencil, a piece of paper and exercise book, and a different coloured pen ready for corrections.

Please also make sure you've got nice, clear, quiet working space.

So making sure TV and music off.

Phone to one side if not using for the lesson and a nice quiet desk space that you can concentrate, especially doing exam style questions.

You really want to be able to make sure that you're able to concentrate on what we are doing.

So if you need to pause the video and get yourself sorted, please do that now.

And then unpause when you are ready to start.

Okay, amazing.

Let's get started then.

So we're going to start off what we call low value questions and I sort of they are called low value questions because they aren't worth as many marks than the other questions but they're just as important as the other questions.

Getting these low value questions, correct gives you a really good starting point.

And I also say to my students getting a low value question wrong, can sometimes being the difference between one grade or another, because one grade or two grades could be the difference between like a seven and eight or five and a six, et cetera.

So all exam boards specifications have low value questions.

AQA has one mark and two mark questions.

The one mark question in AQA is multiple choice.

Eduqas and WJEC have two mark questions and Edexel and OCR have three mark questions.

All of them of course worth small amount of marks but are very, very important.

They often test you on things like key words, definitions, key concepts.

So it's really good also way of stepping them into the longer questions too.

So what we're going to do is get started ourselves with practising some low value questions.

We're going to practise some sort of like one mark definition questions.

So there'll be good for the multiple choice AQA questions but also useful for the Eduqas/WJEC, Edexcel and OCR questions, which are to define things.

So we'd be practising skills for all of those examples.

It might be really good idea when you can't ask a teacher, which exam board you're sitting, if you don't already know so that you know how this fits in with what we're doing today.

So with the multiple choice questions, first of all, I'm going to give you a definition and then you need to choose which key word is out of the four options.

I'm going to read out to you that I'm going to count down from three once I get to one, I want to point out point at the screen or say out loud, which one you think is the correct answer.

And then we'll go through it each of them.

I'll explain where I need to.

Then we're going to do some other low value questions which might be things like, give me the names of two of these or two of these, et cetera, et cetera.

Just sort of test on knowledge of stuff through that the unit.

So shall we get started? Which keyword is this the definition for? The basic entitlements of all human beings, afforded to them simply because they're human.

Is it human rights, prejudice discrimination, rights of the people? Three, two, one.

Good it is human rights.

Which key word is this the definition for? Fixing the injustice of the society and ensuring human rights.

Is it human rights, social justice, discrimination, prejudice? Three, two, one.

Good, it's social justice.

Which key word is this the definition for? Prejudging, unfairly judging someone before you know them.

Is it human rights, social justice, discrimination, prejudice? Three, two, one.

Good, it's prejudice.

Prejudging, judging before you know someone.

Which key words is this the definition for? Actions or behaviour, which originate from prejudice.

Human rights, social justice, discrimination, prejudice.

Three, two, one.

Good, it's discrimination.

Is the actions which are based on a prejudice.

Which key word is this the definition for? The systematic mistreatment of an individual or group.

Prejudice, reconciliation, discrimination, persecution.

Three, two, one.

Good, it's persecution.

The idea that you are continually mistreating an individual or a group.

Which key words is this the definition for? The suppression of words, images and ideas are deemed to be offensive.

Is it prejudice, censorship, discrimination, persecution? Three, two, one.

Good, it's censorship.

So we've looked at quite a few different examples of censorship essentially where perhaps maybe a country might suppress or essentially remove something that you might find offensive or a threat to security.

Which key word is this the definition for? Not having enough material possessions or money for the basic needs.

Poverty, poor, discrimination, persecution.

Three, two, one.

Good, it's poverty.

Well done if you've got all of those, correct.

If you didn't, that's absolutely fine.

It just means you need to go over a couple more of those definitions in your own time.

Let's move on to some other low value questions now, which are a little bit longer, but of course, test key knowledge and understanding.

So I'm going to appear up on the screen.

It will take a little while, it always does.

There we go.

So what I'd like you to do, we're going to do some two mark questions.

I would like you to spend two minutes on each of those because usually an exam you get a minute per mark.

First one is name two human rights, according to the United Nations declaration of human rights.

So pause the video two minutes, two human rights please.

Pause now, unpause when you're ready.

Okay, amazing.

Thank you for writing this down.

Let's have a look at some answers.

You could have had a right to an education.

A right to life.

A right to be free and not enslaved.

A right to freedom of religion or none.

Right not to be discriminated against on the grounds of age, gender, race, ability, sexuality, and freedom of expression.

Those are just some of them, there are 30 articles, within United Nations declaration of human rights.

So you may have had others that you know yourself, which we haven't looked at in our lesson, which is absolutely fine.

So you can give yourself two marks if you've got two, one, if you've got one, zero if you've got zero.

But it is most important, it doesn't matter which mark you got and how many you are as long as you make corrections.

So please pause the video, make corrections, unpause and ready for the next question.

Okay, lets have a look at the next one then.

Spend two minutes telling me two types of prejudice or discrimination.

So what might someone be prejudice against or discriminate against? So pause the video.

Two types of prejudice or discrimination.

Unpause when you are ready.

Okay, so let's have a look at the answers.

So you can have prejudice and discrimination based on race, which is called racism.

Age, which is called ageism.

Sexual orientation which is called homophobia.

Gender, which is called sexism.

Religion, you might have, for example, prejudice or discrimination against Islam being Islamophobia.

Prejudice discrimination against Judaism being antisemitism.

If you got two, you can give yourself two marks.

If you got one you can have one mark.

If you got zero you can have zero marks.

But of course the most important thing is corrections.

Not really how many we've got correct, but if we need to make corrections, let's make them.

So can you please pause the video now, make your corrections and unpause and we'll look at the next question.

Okay amazing, let's have a look, let's go for the next one.

Two causes of poverty please.

So this time I want you to spend two minutes, naming two causes of poverty.

Anything which we say can cause poverty.

So two minutes, pause now unpause when you're ready.

Okay, amazing.

Let's have a look at the answers then.

So you could have had lack of food and clean drinking water.

Many people think that this is an effect of poverty, it can be of course.

But it also can be a cause of poverty.

Lack of food means lack of energy for someone to go out and work.

Lack of clean drinking water often leads to disease, which means someone cannot work, but also can be the fact that people might be travelling long distances to be able to go and collect water and therefore cannot attend school or attend work.

Greed.

Lack of infrastructure.

So facilities as well, buildings, hospitals, et cetera, is building perhaps maybe might not be safe if there was a natural disaster.

Countries borrowing money at a high interest rates.

Corrupt government leaders.

LEDC's where people often work for little pay.

War, natural disasters, unemployment.

There are lots of other different causes of poverty too.

And as we've looked at before, it's really complicated to say, this is exactly a cause of poverty, et cetera.

But if, again, if you have got anything, that's not on my list, which we know is of cause of poverty, and that's fine, but you need to give up two marks for two, one for one, zero for zero.

And if we need to make any corrections we're going to pause now, make the corrections and then we're going to move on.

Okay, brilliant.

Let's move on then.

So name two charities who look to deal with poverty.

So we looked at two within my lesson.

There may be a vast number of charities.

So I don't mind what you write down as long as you know that there's a charity that deals with poverty.

So pause now, two minutes, two charities.

Unpause when you're ready.

Okay, brilliant.

Thank you.

Let's have a look at some answers then.

I've written down, Christian aid and Muslim hands.

As they're the two that I've looked at in my lessons for Oak National Academy.

There may be a number of others.

So it's absolutely fine if you've got some different ones.

So thank you very much for doing that.

Let's make some corrections if we need to.

Then after that, we're going to have a look at the different views of the status of women and have a look at some exam questions based on that.

So as I said, now, we're going to move on to looking at explain question.

And I've got here, explain two religious teachings about the status of women.

So your explain questions will be slightly different, for each exam board.

That's why it's really important to ask your teacher, which exam board you are sitting.

The question above best fits with the AQA and Edexcel specification.

It will be helpful to do this lesson if you're doing Eduqas and WJEC too because this will be helpful to be part of a longer explained question.

And the question style might look a bit different for OCR, but the content will still be very important and useful for what we're doing.

So you will need to make sure to answer this question that you include a Christian view and an Islamic view.

You could have two Christian views, but I think we've done enough in this unit to talk about Christianity and Islam.

An explanation of why they have this view about the status of women and around four sentences will probably be enough to answer this question really well.

So I'm going to help you with this.

So don't feel like, "Oh, I'm going to struggle with this.

I don't really know what to write." We'll do this together.

We'll think about the structure.

I'll help you, you'll be absolutely fine.

So I'm going to disappear.

I'd like you to pause the video on the next slide to complete your task.

So we'll go through what you need to include, the structure.

And I'll then leave you to have a go at doing the answer and then I'll give you a model answer.

So with this, you need to include a Christian view and an Islamic view.

An explanation of why they have this view about the status of women.

Around full sentences would probably be enough.

I have got for you a structure of some sentence starters.

So in Islam, the traditional role of a woman, then you need to explain what it is and then say this is because, So why Islam has this view.

Then in Christianity, a more modern view on women is, this is because then give the answer for it as well.

So I want you to pause here, have a go at writing your answer, using those sentences as a structure.

And then what we'll do is we'll have a look at correction together.

We'll have a look at a model answer.

So pause now, give it your best go.

Okay if you can see this slide, I'm assuming then that you are ready for corrections, please have a different colour pen out ready for corrections.

If you're not quite done, that's absolutely fine.

Just returned back to the last slide, keep going, and then come back to us when you're ready for corrections.

So here was my model answer.

In Islam the traditional role of a woman is to look after the home, to prepare food and teach the children the basics of Islam.

This is because Muslims believe that Allah created male and female equal in value but with different physical characteristics and purposes.

In Christianity a more modern view on women is that men and women are of equal value and have interchangeable roles.

This is because they believe in the Bible it teaches that both men and women are made in God's image.

So if you need to make any corrections, please pause the video and do so now.

You don't need to have it word for word like mine, but obviously some key things are in there that you'll need to include.

So you pause now unpause when you're ready to move on to the next question.

Okay, brilliant.

So I'm going to appear again and we're going to do a longer explain question.

Where am I? There I am.

Okay, good.

So a longer explain question now.

Is explain two beliefs about discrimination based on gender, refer to scripture or sacred writings in your answer.

So again, explaining questions would be slightly different for each exam board.

It's good to ask your teacher which exam board you are sitting personally.

So you know where it fits with your own exam structure.

However, anything we did though, be helpful 'cause revising content as well.

This question above best fits with AQA and Edexcel and for Eduqas and WJEC again you'd maybe be expected to write longer explain questions than what we will be doing today.

And the question style might look a little bit different for OCR.

With this sort of question, because it specifically says refer to scripture or sacred writings in your answer, you have to state what Christians and Muslims believe are discrimination based on gender, include a scripture verse or a teaching or a quotation.

Explain how that verse then shows that belief.

And then for the second paragraph, explain in detail without the verse, a belief about discrimination based on gender, you could include two quotations.

So one in each paragraph just to be safe so that if parts maybe one was incorrect or you didn't use it correctly, you sort of covered yourself.

But technically I'd need one.

So let's have a go at this question together.

You'll be absolutely fine.

Just like before we can do it.

I'm going to disappear again.

So I want you to pause the video on the next slide to complete this task.

As I said, we'll give you a structure.

You'll be absolutely fine.

We can do this.

So explain two beliefs about discrimination based on gender, refer to script from sacred writings in your answer.

What I've done for you is I've given you a structure right here on the board and you'll see that I've given you the quotation I'd like you to use as well.

So we've got many Christians believe the Bible supports this when it says, "So there's no difference between Jews and Gentiles, between slaves and free people, between men and women.

You were all one in union with Christ Jesus." And then you tell me what that shows.

And then you tell what many Muslims believe about discrimination based on gender and explain why.

What I'd like you to do is to pause here.

Use these sentence starters to help you to build a really good answer and then unpause when we're ready to go through corrections together.

Okay, sorry.

Please have different colour pen out ready for corrections.

And we'll go through a model answer just like we did before.

I'm sure your answers are fantastic.

So many Christians believe that it's never right to discriminate based on gender.

The Bible supports this when it says, "There's no difference between Jews and Gentiles, between slaves and free people, between men and women.

You are all one in union with Christ Jesus." This shows that to God, there is no difference between people as God loves all.

They are all equal in the eyes of God.

Many Muslims believe that men and women are equal in value.

So it should not be discriminated against based on gender.

This is because many Muslims believe that the only thing that will set men and women apart are their good deeds.

Again, if you need to make corrections, please make sure you do that now for me then when you unpause the video, we're going to start looking at a longer question to discuss or evaluate question.

We're now going to look at a discuss, evaluate question.

The title of this is those in poverty, have responsibility to solve it.

So for the longer questions, the 12 or the 15 marks, will either have the command word evaluate or discuss, you should always ask your teacher again, what exam board you're sitting just to make sure that you understand which one's going to fit best with.

The question above actually I've said here best fits AQA and Edexcel but I haven't put the word evaluate if I did, it would be.

Or if you saw the discuss command, it would work best for Eduqas, WJEC and OCR.

To be honest, because I've just given you the title of the discuss statement or the evaluate question, it fits with any of the exam boards.

So we need to have arguments for and against the statement.

We need to make sure that we have got a number of different arguments for and against statement.

Those who believe it is, and those who believe it isn't the responsibility of the poor to solve it.

Before I actually I do this.

I've moved on.

But that's maybe quicker than I should have done.

I'd like you to write down the statement please.

I want you to pause the video and to write down, those in poverty have a responsibility to solve it.

So pause now, write that down unpause when you're ready.

Okay, brilliant.

Thank you.

Now I'll move on.

Is moving pretty quickly.

I would like you to write some bullet points as to why people might agree with the statement and to try and include as many religious teachings as possible.

Spend about four minutes on this.

Don't spend a long time on it 'cause we'll also discuss it together as well.

I'm going to bullet point as many reasons as someone might agree with the statement then unpause when you're ready to have a look with me.

Okay, thank you for breaking down your thoughts.

I'm sure they're great.

Let's discuss mine then and you can add mine to your list.

So I'm going to disappear.

So in Christianity, people might say in within Christianity, people should try hard to break out of poverty, find work or improve skills.

"Whoever refuses to work is not allowed to eat." Is from Thessalonians.

Those who have addictions or in poverty because of debt should seek help to solve this problem such as "Drunkards and gluttons will be reduced to poverty.

If all you do is eat and sleep, you'll soon be wearing rags." So you can refer to both of those teachings.

In Islam they might say people should budget carefully and to seek help if poverty is due to gluttony.

And it says in the Quran, "Take your adornment at every masjid." Which means mosque, "Eat and drink, but be not excessive.

Indeed he likes not those who commit excess." You may have gotten great number of other different reasons why some people might agree, which is absolutely fine.

What I'd like you to do to is to pause and add some of these to your list.

So you've got a nice record of them.

So pause now and add to your table, your bullet point list, and then unpause when you're ready.

Okay, what I'd like you now to do is to do the same, but for the disagree side of the argument.

So I'd like you to jot down bullet point as many reasons why you think someone might disagree with this statement then unpause when you're ready to go through my table too.

Okay let's have a look then.

So I've said in Christianity, many teachings encourage giving.

So it says, "You should not each give, then, as you've decided, not with regret or out of a sense of duty for God loves the one who gives gladly." From Corinthians.

We've also got the parable of the sheep and the goats, and we've got love your neighbour.

In Islam we've got after providing financially for your own family Islam practises giving, it says, "To parents, do good and to the relatives, orphans, the needy, the near neighbour, the neighbour farther away, the companion at your side, the traveller." Which of course encourages giving.

And that Muslims have a duty to give Zakah where they are able to and they can afford to.

That Shia Muslims also expected to give to Khums on top of that and also encouraged to give sadaqah which is additional charity.

What I'd like you to do is to just pause here and to jot down some of these thoughts if you haven't got them on your list, add them to what you've got.

So you've got a nice big table or big loads of bullet points with loads of different views on.

Then unpause when you already please.

Okay, let's have a look.

Let's move on then.

What I'd like you to do next then is to pause the video on the next slide to complete your task.

And what we're going to do is get started on writing some paragraphs based on this.

Don't worry you'd be absolutely fine.

You've got all the details they have.

You've got everything you need to start writing a great answer.

So I've got the agree side that I had got down.

You've obviously got your own thoughts down too.

I'd like you to use these ideas on your own to write some paragraphs for this side of the argument, there isn't really set structure for this, different teachers will give different advice for how you might want to structure it.

But the most important thing is that you use logical chains of reasoning.

So you're writing a full sentences, explaining fully, including quotations and teachings, but also considering how strong or weak a point is that you're making.

So bear that in mind, as you're writing out your paragraphs, you don't need to have a paragraph for every single one of these teachings you've got done in your table.

Perhaps maybe choose two or three to write about.

I want to pause now, have a go.

Then I'm going to give you an example, agree paragraph to sort of show you the sort of structure I would use when I'm doing this question.

Okay, let's have a look at my example, agree paragraph.

So I've got some Christians may agree that those in poverty have a responsibility to solve it, but only if they're able to, for example, some Christians believe poverty is a result of an addiction or debt that they should seek help to solve this.

In the Bible it says, "Drunkards and gluttons will be reduced to poverty.

If all you do is eat and sleep, you'll soon be wearing rags." Some Christians may believe that they should seek this help themselves.

Whereas other Christians may believe this is help the Church or a counsellor can provide.

So you might find this very useful in showing you sort of how you go into enough depth of an explanation.

We're now going to move onto looking at a disagree and making and writing your own disagree paragraphs.

So I want you to pause video in the next slide and we're going to do some disagree paragraphs.

Now, are you ready? So I put my disagree paragraph ideas there.

You've got your own as well.

Again, you're going to use that sort of structure.

You're going to use these thoughts that you could include, quotations.

Explain it fully, write in full sentences.

Pause now, please.

Write a couple of disagree paragraphs.

And again, I'll give you a model one of mine in a moment.

Okay, here's my example, disagree paragraph.

So some Muslims may disagree that those in poverty have a responsibility to solve it.

As they acknowledge that many living in poverty cannot get out of poverty on their own.

Islam teaches that, "Zakah expenditures are only for the poor and the needy." In Islam the husband has a responsibility to provide financially for the family, but once this is done, the responsibility to provide for the Ummah.

Giving Zakah payments 2.

5% of idle wealthy yearly, gives those in poverty money in order to assist them.

So again, hopefully you found this useful in showing sort of what the structure should look like and how you include quotations, how you explain them.

What we're now going to consider is how we write a really good conclusion for the end of our answer.

So for writing a good conclusion, you need to make sure you've got a clear judgement on the statement and at least two reasons to support this judgement.

You can't really be in the middle 'cause that's not a clear judgement.

And many of the exam board expect you to have a clear judgement and explain the reasons behind it.

Don't worry though I'm going to give you a good structure to help you with this.

So we need to pause video on the next slide, because there'll be a structure for then writing a conclusion, which will then finish off your answer really, really nicely.

So I want to use this structure, start off by saying overall, the strongest argument is, and you tell me which of the two is the strongest of the two arguments.

This is because, and then give two reasons for this.

Write those reasons out in full and it's best not to use the word I, because it sounds better.

It sounds more evaluative if you say that the strongest argument is and then explain it that way.

So pause the video now, please.

Write down your conclusion, have a good go.

And then I'm going to give you a model example of it.

Okay so here is my model.

This overall the strongest argument is that those living in poverty do not have full responsibility to solve it.

While there may be some cases where people can help themselves such as completing training courses or volunteer work.

The majority of those in poverty need other help.

Both Christians and Muslims believe there is a duty to help others and both religions encourage giving.

As well as this, even non-religious people would believe it's important to help those living in poverty as they are all part of the human race.

So you can see that that paragraph is actually quite big.

It should be of a sizable length so that you've been able to evaluate in full.

If you find this useful, you might want to pause the video just for a moment and make some notes on it.

And then unpause when you are done.

I want to say a huge thank you for working so hard today.

We've looked at quite a few exam questions.

You have done really, really well.

I'm really proud of you.

I hope you feel more confident with exam questions now, and I hope you feel more confident to tackle more of these, the more that you go through your revision, the more you go through your GCSE because you absolutely can do them.

I know that as well.

I personally love receiving exam questions to mark from students because I just really love reading people's work and seeing people really improve.

Do make sure that you ask your teacher, if they're happy for you to give them exam questions to mark, I'm sure they'll say, "Yes." Because they want you to do really well too.

So yes, do as many as you can, the practise will really, really help you to improve more and more, and to secure those really, really good grades.

So thank you again so much.

I hope to see you again soon.

Thank you.

Goodbye.