Sanitise question_text: strip page footers, answer-space, end-matter, credit URLs

extracted-json/jc/business_studies.json

@@ -6940,7 +6940,7 @@
     "parent_question": "18",
     "marks": 4,
     "marks_confidence": "derived",
-    "question_text": "The figures below were presented on budget day for a country as projections for the\nfollowing year.\nNATIONAL BUDGET PLANNED EXPENDITURE\nDebt Servicing Health €24 Billion\n& EU Payments\n€14 Billion\nTransport €4 Billion\nJustice €3 Billion\nEducation Other €17 Billion\n€10Billion\nSocial Protection\n€23 Billion\nThe Central Statistics Office (CSO) conducts inflation measurement in Ireland.\nIdentify one example of capital expenditure and one example of current expenditure for\nthe Department of Education.\nCapital expenditure:\nCurrent expenditure:\nAdditional answer space.\nAdditional answer space.\nAdditional answer space.\nAdditional answer space.",
+    "question_text": "The figures below were presented on budget day for a country as projections for the\nfollowing year.\nNATIONAL BUDGET PLANNED EXPENDITURE\nDebt Servicing Health €24 Billion\n& EU Payments\n€14 Billion\nTransport €4 Billion\nJustice €3 Billion\nEducation Other €17 Billion\n€10Billion\nSocial Protection\n€23 Billion\nThe Central Statistics Office (CSO) conducts inflation measurement in Ireland.\nIdentify one example of capital expenditure and one example of current expenditure for\nthe Department of Education.\nCapital expenditure:\nCurrent expenditure:",
     "has_images": false,
     "image_notes": null,
     "topic": null,

extracted-json/jc/classics.json

@@ -7840,7 +7840,7 @@
     "parent_question": "6",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "On this page, Image A shows a diagram of a Roman domus.\nOn the following page, Image B shows a diagram of a Greek oikos.\nAnswer part (i) or part (ii).\nWrite the name and a description of room 1 and room 2 which are labelled in Image B.\nName of room 1:\nDescription:\nName of room 2:\nDescription:\nImage B: oikos\nCandidates must answer one of the following sections:\nSection B: The World of Achilles,Rome – Classical Studies (page 18)\nOR\nSection C: Latin – Classical Language (page 27)\nOR\nSection D: Ancient Greek – Classical Language (page 38)\nDo not write on this page.\nSection B The World of Achilles, Rome 180 marks",
+    "question_text": "On this page, Image A shows a diagram of a Roman domus.\nOn the following page, Image B shows a diagram of a Greek oikos.\nAnswer part (i) or part (ii).\nWrite the name and a description of room 1 and room 2 which are labelled in Image B.\nName of room 1:\nDescription:\nName of room 2:\nDescription:\nImage B: oikos\nCandidates must answer one of the following sections:\nSection B: The World of Achilles,Rome – Classical Studies (page 18)\nOR\nSection C: Latin – Classical Language (page 27)\nOR\nSection D: Ancient Greek – Classical Language (page 38)\nSection B The World of Achilles, Rome 180 marks",
     "has_images": true,
     "image_notes": "image(s) detected on page 15, 16, 18",
     "topic": null,
@@ -11890,7 +11890,7 @@
     "parent_question": "6",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "How has learning about ancient Greece and Rome helped you to understand the world we\nlive in today? In your answer, you may discuss your study of myth and/or daily life.\nDo not write on this page.\nCandidates must answer one of the following sections:\nSection B: The World of Achilles,Rome – Classical Studies (page 16)\nOR\nSection C: Latin – Classical Language (page 28)\nOR\nSection D: Ancient Greek – Classical Language (page 37)\nSection B The World of Achilles, Rome - 180 marks\nClassical Studies",
+    "question_text": "How has learning about ancient Greece and Rome helped you to understand the world we\nlive in today? In your answer, you may discuss your study of myth and/or daily life.\nCandidates must answer one of the following sections:\nSection B: The World of Achilles,Rome – Classical Studies (page 16)\nOR\nSection C: Latin – Classical Language (page 28)\nOR\nSection D: Ancient Greek – Classical Language (page 37)\nSection B The World of Achilles, Rome - 180 marks\nClassical Studies",
     "has_images": true,
     "image_notes": "image(s) detected on page 16",
     "topic": null,
@@ -11962,7 +11962,7 @@
     "parent_question": "8",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Imagine that you are attending an event or participating in an activity at a public location in\nancient Rome, and answer the questions below.\nDescribe the event / activity, including details about the points below.\nYou may support your answer with a diagram in the space on the next page.\n• who is present\n• what is happening\n• your personal experience of attending or participating\n• layout of the building, structure or public space where it takes place.\nName of event / activity:\nName of building, structure or public space:\nDescription:\nSpace for optional diagram:",
+    "question_text": "Imagine that you are attending an event or participating in an activity at a public location in\nancient Rome, and answer the questions below.\nDescribe the event / activity, including details about the points below.\nYou may support your answer with a diagram in the space on the next page.\n• who is present\n• what is happening\n• your personal experience of attending or participating\n• layout of the building, structure or public space where it takes place.\nName of event / activity:\nName of building, structure or public space:\nDescription:",
     "has_images": false,
     "image_notes": null,
     "topic": null,

extracted-json/jc/english.json

@@ -1000,7 +1000,7 @@
     "parent_question": "4",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "(20 marks)\nRead parts (a) and (b) carefully before writing your answers in the appropriate spaces below.\nYou may not use the poem printed on this paper when answering this question.\nDo you think the poet uses language effectively in your chosen poem? Explain your answer,\nsupporting your response with suitable quotation from the poem.\n*2019J002A1EL0628*\nTitle of poem:\nName of poet:\nAnswer space for part (a).\n*2019J002A1EL0728*\nAnswer space for part (b).\n*2019J002A1EL0828*\n*2019J002A1EL0928*\n*2019J002A1EL1028*\nSection B Reading and Responding to Texts 50 marks\nStudy the following text and answer question five. The text is an infographic that aims to convey\nadvice about how to become more creative.",
+    "question_text": "(20 marks)\nRead parts (a) and (b) carefully before writing your answers in the appropriate spaces below.\nYou may not use the poem printed on this paper when answering this question.\nDo you think the poet uses language effectively in your chosen poem? Explain your answer,\nsupporting your response with suitable quotation from the poem.\n*2019J002A1EL0628*\nTitle of poem:\nName of poet:\n*2019J002A1EL0728*\n*2019J002A1EL0828*\n*2019J002A1EL0928*\n*2019J002A1EL1028*\nSection B Reading and Responding to Texts 50 marks\nStudy the following text and answer question five. The text is an infographic that aims to convey\nadvice about how to become more creative.",
     "has_images": true,
     "image_notes": "image(s) detected on page 6, 11",
     "topic": null,
@@ -1108,7 +1108,7 @@
     "parent_question": "8",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "(40 marks)\nBy creating characters that express strong views, playwrights can heighten the drama in plays.\nIf you were to stage the key moment you have chosen, explain two things you would do in\norder to heighten the dramatic experience for the audience. You may refer to aspects of\nperformance and / or stagecraft.\nTitle of play:\nName of playwright:\nAnswer space for part (a).\n*2019J002A1EL1828*\n*2019J002A1EL1928*\nAnswer space for part (b).\n*2019J002A1EL2028*\n*2019J002A1EL2128*\nSection D Using a Personal Voice 40 marks\nThe ‘Sound Off’ series of articles in The Irish Times, gives people an opportunity to air their own\nviews, in their own unique way, on an issue that annoys them. Read the article below by Aoife\nDooley and respond to the tasks that follow it.\nIs there anything worse than the idiots you share the bus with in rush‐hour traffic? No matter how\nmany times you travel on public transport you never get used to it.\nThere’s always that one person who sits beside you and opens a fresh pack of Mega Meanies\npickled‐onion crisps at half‐seven in the morning and doesn’t give a damn. Then there are the\npeople who bring on hot food from the deli and the absolute bang stench of sausage rolls (they\ndon’t even smell like sausage rolls, they smell like some aul lad’s feet.)\nThen there’s the ones who talk really loud on the phone when you’re on the way home, it’s dark\nout, the window is steamed up and you’re trying to get a little nap in before you get home to\nwatch a double Coronation Street, but no, “Oh it was great! You should have seen Saoirse last\nnight she was sooo funny, OMG. Did you watch Stranger Things yet actually?” and then they\nproceed to spoil the series for every single poor unfortunate who forgot to bring their earphones\nto work that day.\nDon’t even get me started on the idiots who sit on the edge of their seat on a packed bus so you\ncan’t sit beside them – that wrecks my head. You can usually tell. They look at the ground or out\nthe window and pretend that they have no idea that there are people getting on the bus. People\nhave no consideration, I tell you, none at all.",
+    "question_text": "(40 marks)\nBy creating characters that express strong views, playwrights can heighten the drama in plays.\nIf you were to stage the key moment you have chosen, explain two things you would do in\norder to heighten the dramatic experience for the audience. You may refer to aspects of\nperformance and / or stagecraft.\nTitle of play:\nName of playwright:\n*2019J002A1EL1828*\n*2019J002A1EL1928*\n*2019J002A1EL2028*\n*2019J002A1EL2128*\nSection D Using a Personal Voice 40 marks\nThe ‘Sound Off’ series of articles in The Irish Times, gives people an opportunity to air their own\nviews, in their own unique way, on an issue that annoys them. Read the article below by Aoife\nDooley and respond to the tasks that follow it.\nIs there anything worse than the idiots you share the bus with in rush‐hour traffic? No matter how\nmany times you travel on public transport you never get used to it.\nThere’s always that one person who sits beside you and opens a fresh pack of Mega Meanies\npickled‐onion crisps at half‐seven in the morning and doesn’t give a damn. Then there are the\npeople who bring on hot food from the deli and the absolute bang stench of sausage rolls (they\ndon’t even smell like sausage rolls, they smell like some aul lad’s feet.)\nThen there’s the ones who talk really loud on the phone when you’re on the way home, it’s dark\nout, the window is steamed up and you’re trying to get a little nap in before you get home to\nwatch a double Coronation Street, but no, “Oh it was great! You should have seen Saoirse last\nnight she was sooo funny, OMG. Did you watch Stranger Things yet actually?” and then they\nproceed to spoil the series for every single poor unfortunate who forgot to bring their earphones\nto work that day.\nDon’t even get me started on the idiots who sit on the edge of their seat on a packed bus so you\ncan’t sit beside them – that wrecks my head. You can usually tell. They look at the ground or out\nthe window and pretend that they have no idea that there are people getting on the bus. People\nhave no consideration, I tell you, none at all.",
     "has_images": true,
     "image_notes": "image(s) detected on page 22",
     "topic": null,
@@ -2566,7 +2566,7 @@
     "parent_question": "5",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "(25 marks)\nRead all parts of this question carefully before writing your answers in the appropriate spaces\nbelow.\nYou may not use the poem printed on this paper when answering this question.\nNarrative poems often tell interesting personal stories.\nChoose a poem you have studied that tells a personal story.\nTitle of poem:\nName of poet:\nIn your view, does the poet use imagery effectively to tell the personal story? Explain your\nanswer using suitable quotation from the poem.\nAnswer space for part (a)\nAnswer space for part (b)\nSection C Appreciating Story 55 marks\nRead the following extract from Shakespeare’s play, Hamlet. The old king, Hamlet’s father, has\ndied and has been replaced by Claudius, Hamlet’s uncle. In this scene, the ghost of the old king\ntells Hamlet the story of how he died. Answer the questions that follow.\nGhost: I am thy father’s spirit,\nDoomed for a certain term to walk the night…\nI am forbid\nTo tell the secrets of my prison house,\nI could a tale unfold whose lightest word\nWould harrow up thy soul, freeze thy young blood,\nMake thy two eyes, like stars, start from their spheres,\nThy knotted and combined locks to part\nAnd each particular hair to stand on end…\nBut this eternal blazon must not be 10\nTo ears of flesh and blood. List, List, O, listen!\nIf thou didst ever thy dear father love –\nHamlet: O God!\nGhost: Revenge his foul and most unnatural murder.\nHamlet: Murder?\nGhost: Murder most foul, as in the best it is.\nBut this most foul, strange and unnatural.\nHamlet: Haste me to know’t, that I, with wings as swift\nAs meditation or the thoughts of love,\nMay sweep to my revenge. 20\nGhost: I find thee apt…\nNow, Hamlet, hear.\n‘Tis given out that, sleeping in my orchard,\nA serpent stung me. So the whole ear of Denmark\nIs by a forged process of my death\nRankly abused. But know, thou noble youth,\nThe serpent that did sting thy father’s life\nNow wears his crown.\nHamlet: O my prophetic soul! My uncle?",
+    "question_text": "(25 marks)\nRead all parts of this question carefully before writing your answers in the appropriate spaces\nbelow.\nYou may not use the poem printed on this paper when answering this question.\nNarrative poems often tell interesting personal stories.\nChoose a poem you have studied that tells a personal story.\nTitle of poem:\nName of poet:\nIn your view, does the poet use imagery effectively to tell the personal story? Explain your\nanswer using suitable quotation from the poem.\nSection C Appreciating Story 55 marks\nRead the following extract from Shakespeare’s play, Hamlet. The old king, Hamlet’s father, has\ndied and has been replaced by Claudius, Hamlet’s uncle. In this scene, the ghost of the old king\ntells Hamlet the story of how he died. Answer the questions that follow.\nGhost: I am thy father’s spirit,\nDoomed for a certain term to walk the night…\nI am forbid\nTo tell the secrets of my prison house,\nI could a tale unfold whose lightest word\nWould harrow up thy soul, freeze thy young blood,\nMake thy two eyes, like stars, start from their spheres,\nThy knotted and combined locks to part\nAnd each particular hair to stand on end…\nBut this eternal blazon must not be 10\nTo ears of flesh and blood. List, List, O, listen!\nIf thou didst ever thy dear father love –\nHamlet: O God!\nGhost: Revenge his foul and most unnatural murder.\nHamlet: Murder?\nGhost: Murder most foul, as in the best it is.\nBut this most foul, strange and unnatural.\nHamlet: Haste me to know’t, that I, with wings as swift\nAs meditation or the thoughts of love,\nMay sweep to my revenge. 20\nGhost: I find thee apt…\nNow, Hamlet, hear.\n‘Tis given out that, sleeping in my orchard,\nA serpent stung me. So the whole ear of Denmark\nIs by a forged process of my death\nRankly abused. But know, thou noble youth,\nThe serpent that did sting thy father’s life\nNow wears his crown.\nHamlet: O my prophetic soul! My uncle?",
     "has_images": true,
     "image_notes": ": www.selfpublishbooks.ie",
     "topic": null,

extracted-json/jc/geography.json

@@ -4672,7 +4672,7 @@
     "parent_question": "3",
     "marks": 9,
     "marks_confidence": "derived",
-    "question_text": "Examine the photograph of a coastal area shown below and answer each of the following\nquestions.\nExplain how longshore drift transports material along the coast.\nYou may also draw a diagram if you wish.\nSpace for diagram (optional)",
+    "question_text": "Examine the photograph of a coastal area shown below and answer each of the following\nquestions.\nExplain how longshore drift transports material along the coast.\nYou may also draw a diagram if you wish.\n (optional)",
     "has_images": true,
     "image_notes": "image(s) detected on page 9",
     "topic": null,
@@ -4852,7 +4852,7 @@
     "parent_question": "4",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Study the table below which shows data relating to birth and death rates, education and\nincome for Ireland, Sudan and Sierra Leone and answer each of the following questions.\nMean years of Gross National Income\nBirth and death rates 2016\nschooling per capita (US$)\nBirth rate Death rate\nFemale Male Female Male\n(per 1,000) (per 1,000)\nIreland 13.4 6.4 13 12 44,921 66,583\nSudan 32.9 7.3 3 4 1,759 6,168\nSierra Leone 34.5 12.3 3 4 1,238 1,525\nsetar\nhtaed\ndna\nhtriB\n)raey\nrep\nelpoep\n000,1\nrep(\nDemographic Transition Model\nBirth rate\nDeath rate\nNatural\nincrease\nTotal population\nNatural decrease\nStage One Stage Two Stage Three Stage Four Stage Five\nTime\nCalculate the natural increase in population (per 1,000) in Sudan for 2016.\nOptional rough work:\nAnswer:",
+    "question_text": "Study the table below which shows data relating to birth and death rates, education and\nincome for Ireland, Sudan and Sierra Leone and answer each of the following questions.\nMean years of Gross National Income\nBirth and death rates 2016\nschooling per capita (US$)\nBirth rate Death rate\nFemale Male Female Male\n(per 1,000) (per 1,000)\nIreland 13.4 6.4 13 12 44,921 66,583\nSudan 32.9 7.3 3 4 1,759 6,168\nSierra Leone 34.5 12.3 3 4 1,238 1,525\nsetar\nhtaed\ndna\nhtriB\n)raey\nrep\nelpoep\n000,1\nrep(\nDemographic Transition Model\nBirth rate\nDeath rate\nNatural\nincrease\nTotal population\nNatural decrease\nStage One Stage Two Stage Three Stage Four Stage Five\nTime\nCalculate the natural increase in population (per 1,000) in Sudan for 2016.\nAnswer:",
     "has_images": true,
     "image_notes": "image(s) detected on page 12",
     "topic": null,
@@ -5518,7 +5518,7 @@
     "parent_question": "9",
     "marks": 8,
     "marks_confidence": "derived",
-    "question_text": "Natural disasters can force people to move away from their homes.\nA donor region is the place that a person moves away from when they migrate.\nDiscuss one impact of outward migration on donor regions.\nAdditional answer space.\nSpace for diagram(s)\nprevious page running\nAdditional answer space.\nSpace for diagram(s)",
+    "question_text": "Natural disasters can force people to move away from their homes.\nA donor region is the place that a person moves away from when they migrate.\nDiscuss one impact of outward migration on donor regions.\n (s)\nprevious page running\n (s)",
     "has_images": true,
     "image_notes": "image(s) detected on page 32",
     "topic": null,
@@ -6832,7 +6832,7 @@
     "parent_question": "2",
     "marks": 12,
     "marks_confidence": "derived",
-    "question_text": "(i) Name one river that you have studied.\nExplain how the process of deposition forms one river feature that you have studied.\nUse a labelled diagram(s) in your answer.\nSpace for diagram",
+    "question_text": "(i) Name one river that you have studied.\nExplain how the process of deposition forms one river feature that you have studied.\nUse a labelled diagram(s) in your answer.",
     "has_images": true,
     "image_notes": "image(s) detected on page 6",
     "topic": null,
@@ -7372,7 +7372,7 @@
     "parent_question": "7",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "(i) Which of the following terms best describes a volcano that has not erupted in a long\ntime but may erupt again?\nTick () the correct box.\nActive volcano\nDormant volcano\nExtinct volcano\nUsing the terms in the box below, explain how a volcano is formed. Use a labelled\ndiagram(s) to support your answer.\nVent Magma chamber Crater\nLayers of ash and rock Lava\nSpace for diagram",
+    "question_text": "(i) Which of the following terms best describes a volcano that has not erupted in a long\ntime but may erupt again?\nTick () the correct box.\nActive volcano\nDormant volcano\nExtinct volcano\nUsing the terms in the box below, explain how a volcano is formed. Use a labelled\ndiagram(s) to support your answer.\nVent Magma chamber Crater\nLayers of ash and rock Lava",
     "has_images": true,
     "image_notes": "image(s) detected on page 19",
     "topic": null,
@@ -7750,7 +7750,7 @@
     "parent_question": "10",
     "marks": 6,
     "marks_confidence": "derived",
-    "question_text": "Read the article below about forestry in the Dublin Mountains and answer each of the\nfollowing questions.\nDublin Mountains Makeover to Positively Transform\nForests for Generations to Come\nA long term project has been announced\nthat will see nine forests in the Dublin\nMountains converted from commercial\nforestry to recreational use.\nIt is estimated that 600,000 people visit\nthe Dublin Mountains forest parks each\nyear. These forests are among the most\nimportant recreational sites for a growing\nurban population.\nExplain one way that tourists can have a negative impact on the areas they visit.\nAdditional answer space.\nAdditional answer space.",
+    "question_text": "Read the article below about forestry in the Dublin Mountains and answer each of the\nfollowing questions.\nDublin Mountains Makeover to Positively Transform\nForests for Generations to Come\nA long term project has been announced\nthat will see nine forests in the Dublin\nMountains converted from commercial\nforestry to recreational use.\nIt is estimated that 600,000 people visit\nthe Dublin Mountains forest parks each\nyear. These forests are among the most\nimportant recreational sites for a growing\nurban population.\nExplain one way that tourists can have a negative impact on the areas they visit.",
     "has_images": true,
     "image_notes": "image(s) detected on page 28, 29, 30",
     "topic": null,
@@ -9298,7 +9298,7 @@
     "parent_question": "3",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "(i) Name one type of slow mass movement.\nDraw a labelled diagram showing two effects of a type of slow mass movement. Label\neach effect on your diagram.\nSpace for labelled diagram:",
+    "question_text": "(i) Name one type of slow mass movement.\nDraw a labelled diagram showing two effects of a type of slow mass movement. Label\neach effect on your diagram.",
     "has_images": true,
     "image_notes": "image(s) detected on page 9",
     "topic": null,
@@ -10126,7 +10126,7 @@
     "parent_question": "9",
     "marks": 2,
     "marks_confidence": "derived",
-    "question_text": "Explain two factors that impact birth rates in a developed country that you have studied.\nName the developed country in your answer.\nAdditional answer space.\nSpace for diagram(s)\nAdditional answer space.\nSpace for diagram(s)\nAcknowledgements – please see PPT on USB",
+    "question_text": "Explain two factors that impact birth rates in a developed country that you have studied.\nName the developed country in your answer.\n (s)\n (s)",
     "has_images": true,
     "image_notes": "image(s) detected on page 30",
     "topic": null,
@@ -11494,7 +11494,7 @@
     "parent_question": "1",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Examine the table below showing the weight of fish landed (in tonnes) at selected Irish ports\nin 2019, 2020 and 2021 and answer the questions which follow.\nWeight of Fish Landed (in tonnes) at Selected Irish Ports\nin 2019, 2020 and 2021\nPorts 2019 2020 2021\nCastletownbere 34,540 34,290 31,590\nDingle 7,380 10,320 10,080\nKillybegs 197,760 229,870 203,330\nCalculate the total weight of fish landed at Dingle Port for the years 2019, 2020 and\n2021. Use the correct unit of measurement in your answer.\nOptional rough work:\nAnswer:",
+    "question_text": "Examine the table below showing the weight of fish landed (in tonnes) at selected Irish ports\nin 2019, 2020 and 2021 and answer the questions which follow.\nWeight of Fish Landed (in tonnes) at Selected Irish Ports\nin 2019, 2020 and 2021\nPorts 2019 2020 2021\nCastletownbere 34,540 34,290 31,590\nDingle 7,380 10,320 10,080\nKillybegs 197,760 229,870 203,330\nCalculate the total weight of fish landed at Dingle Port for the years 2019, 2020 and\n2021. Use the correct unit of measurement in your answer.\nAnswer:",
     "has_images": true,
     "image_notes": "image(s) detected on page 4",
     "topic": null,
@@ -12016,7 +12016,7 @@
     "parent_question": "4",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Examine the pie charts below which show the percentage of people employed in different\neconomic activities in Country A and Country B and answer each of the following questions.\nPrimary Country B\nCountry A\nX\nSecondary\nTertiary\n3%\n18%\nSecondary\n21%\nTertiary Primary\n75% 79%\nExamine the report below from when Donncha O’Callaghan visited a refugee camp in Syria with\nthe charity UNICEF.\nWhen Donncha O’Callaghan became a UNICEF Ireland\nAmbassador he witnessed first-hand the aid offered to\npeople from Syria who were forced to flee their home\ndue to natural disasters and war.\nDuring his visit he said “The thing that shocks me is\nseeing these little children – the same age as my two\ndaughters – with tiny little wrists and tiny little bones\nand you’d do anything you could. These children badly\nneed our help.”\nCalculate X the percentage of people employed in primary economic activities in\nCountry A.\nOptional rough work:\nAnswer:",
+    "question_text": "Examine the pie charts below which show the percentage of people employed in different\neconomic activities in Country A and Country B and answer each of the following questions.\nPrimary Country B\nCountry A\nX\nSecondary\nTertiary\n3%\n18%\nSecondary\n21%\nTertiary Primary\n75% 79%\nExamine the report below from when Donncha O’Callaghan visited a refugee camp in Syria with\nthe charity UNICEF.\nWhen Donncha O’Callaghan became a UNICEF Ireland\nAmbassador he witnessed first-hand the aid offered to\npeople from Syria who were forced to flee their home\ndue to natural disasters and war.\nDuring his visit he said “The thing that shocks me is\nseeing these little children – the same age as my two\ndaughters – with tiny little wrists and tiny little bones\nand you’d do anything you could. These children badly\nneed our help.”\nCalculate X the percentage of people employed in primary economic activities in\nCountry A.\nAnswer:",
     "has_images": true,
     "image_notes": "image(s) detected on page 12, 13",
     "topic": null,
@@ -12070,7 +12070,7 @@
     "parent_question": "5",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Name one feature of glacial erosion and explain, with the aid of a labelled diagram, how it\nwas formed.\nSpace for labelled diagram:",
+    "question_text": "Name one feature of glacial erosion and explain, with the aid of a labelled diagram, how it\nwas formed.",
     "has_images": false,
     "image_notes": null,
     "topic": null,
@@ -12394,7 +12394,7 @@
     "parent_question": "7",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "(i) Name one example of a significant weather event that you have studied.\nExplain how the weather event named in part (i) was formed. Use at least one\ndiagram in your answer.\nSpace for diagram:",
+    "question_text": "(i) Name one example of a significant weather event that you have studied.\nExplain how the weather event named in part (i) was formed. Use at least one\ndiagram in your answer.",
     "has_images": false,
     "image_notes": null,
     "topic": null,
@@ -12646,7 +12646,7 @@
     "parent_question": "9",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Discuss how the physical geography of an area helps to attract tourists.\nAdditional answer space.\nSpace for diagram(s)",
+    "question_text": "Discuss how the physical geography of an area helps to attract tourists.\n (s)",
     "has_images": true,
     "image_notes": "image(s) detected on page 25",
     "topic": null,
@@ -14158,7 +14158,7 @@
     "parent_question": "2",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Explain how the processes of erosion form one coastal feature that you have studied.\nUse a labelled diagram(s) in your answer.\nSpace for diagram",
+    "question_text": "Explain how the processes of erosion form one coastal feature that you have studied.\nUse a labelled diagram(s) in your answer.",
     "has_images": false,
     "image_notes": null,
     "topic": null,
@@ -15346,7 +15346,7 @@
     "parent_question": "10",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Explain the formation of one underground feature found in a karst landscape. Use a\nlabelled diagram to support your answer.\nSpace for diagram\nAdditional answer space.\nAdditional answer space.",
+    "question_text": "Explain the formation of one underground feature found in a karst landscape. Use a\nlabelled diagram to support your answer.",
     "has_images": true,
     "image_notes": "image(s) detected on page 29, 30",
     "topic": null,

extracted-json/jc/german.json

@@ -8830,7 +8830,7 @@
     "parent_question": "18",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Was machst du gern am Wochenende?\nYou want to write a blog about yourself for your Student Language Portfolio.\nWrite this blog, in German, giving detailed answers to the following:\nWas hast du letzten Sommer gemacht?\n(j) Was findest du an Deutschland/Österreich/an der Schweiz interessant?\n(Write approximately 200 words)\nMein Blog\n 20\n 21\nThis is space for extra work. Label any such extra work clearly with the question number and part.\n 22\nThere is no examination material on this page",
+    "question_text": "Was machst du gern am Wochenende?\nYou want to write a blog about yourself for your Student Language Portfolio.\nWrite this blog, in German, giving detailed answers to the following:\nWas hast du letzten Sommer gemacht?\n(j) Was findest du an Deutschland/Österreich/an der Schweiz interessant?\n(Write approximately 200 words)\nMein Blog\n 20\n 21\nThis is\n 22\nThere is no examination material on this page",
     "has_images": false,
     "image_notes": null,
     "topic": null,
@@ -11512,7 +11512,7 @@
     "parent_question": "22",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Wie hilfst du zu Hause?\nYou want to write a blog about yourself for an upcoming exchange programme with a school in\nGermany. Write this blog in German, giving detailed answers to the following:\nWas hast du letztes Wochenende mit deinen Freunden gemacht?\n(j) Was findest du an Deutschland interessant?\n(Write approximately 200 words)\nMein Blog\nThis is space for extra work. Label any such extra work clearly with the question number and part.",
+    "question_text": "Wie hilfst du zu Hause?\nYou want to write a blog about yourself for an upcoming exchange programme with a school in\nGermany. Write this blog in German, giving detailed answers to the following:\nWas hast du letztes Wochenende mit deinen Freunden gemacht?\n(j) Was findest du an Deutschland interessant?\n(Write approximately 200 words)\nMein Blog\nThis is",
     "has_images": false,
     "image_notes": null,
     "topic": null,
@@ -14266,7 +14266,7 @@
     "parent_question": "21",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Wohin willst du mit deiner Klasse fahren?\nYou want to write a blog about yourself for an upcoming exchange programme with a school in\nGermany. Write this blog in German, giving detailed answers to the following:\nWelche Sprachen sprichst du?\n(j) Was hast du in deinen letzten Weihnachtsferien gemacht?\n(Write approximately 200 words)\nMein Blog\nThis is space for extra work. Label any such extra work clearly with the question number and part.",
+    "question_text": "Wohin willst du mit deiner Klasse fahren?\nYou want to write a blog about yourself for an upcoming exchange programme with a school in\nGermany. Write this blog in German, giving detailed answers to the following:\nWelche Sprachen sprichst du?\n(j) Was hast du in deinen letzten Weihnachtsferien gemacht?\n(Write approximately 200 words)\nMein Blog\nThis is",
     "has_images": false,
     "image_notes": null,
     "topic": null,
@@ -17038,7 +17038,7 @@
     "parent_question": "20",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Was planst du für deine nächste Geburtstagsparty?\nYou want to write a blog about yourself for your Student Language Portfolio.\nWrite this blog, in German, giving detailed answers to the following.\nUm wie viel Uhr gehst du am Wochenende ins Bett?\n(j) Was hast du gestern nach der Schule gemacht?\n(Write approximately 200 words)\nMein Blog\nThis is space for extra work. Label any such extra work clearly with the question number and part.",
+    "question_text": "Was planst du für deine nächste Geburtstagsparty?\nYou want to write a blog about yourself for your Student Language Portfolio.\nWrite this blog, in German, giving detailed answers to the following.\nUm wie viel Uhr gehst du am Wochenende ins Bett?\n(j) Was hast du gestern nach der Schule gemacht?\n(Write approximately 200 words)\nMein Blog\nThis is",
     "has_images": false,
     "image_notes": null,
     "topic": null,

extracted-json/jc/history.json

@@ -8866,7 +8866,7 @@
     "parent_question": "8",
     "marks": 6,
     "marks_confidence": "derived",
-    "question_text": "Look at this advertisement and answer the questions which follow.\n(Continued):\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.\nOptional planning or rough work:",
+    "question_text": "Look at this advertisement and answer the questions which follow.\n(Continued):\nOptional writing space:\nOptional writing space:\nOptional writing space:",
     "has_images": true,
     "image_notes": "image(s) detected on page 21",
     "topic": null,
@@ -10450,7 +10450,7 @@
     "parent_question": "8",
     "marks": 6,
     "marks_confidence": "derived",
-    "question_text": "The GAA is an example of a sporting, cultural or social movement that impacted on Irish life.\nExamine the two photographs below and answer the questions which follow.\nPhotograph 1: Camogie match played at Victoria Cross, Cork, in 1915.\nPhotograph 2: Camogie match played at Croke Park, Dublin, in 2019.\nIdentify two different sources you would use to find out about this event.\nExplain how each source could help your research.\nFirst source:\nHow this source could help your research:\nSecond source:\nHow this source could help your research:\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.",
+    "question_text": "The GAA is an example of a sporting, cultural or social movement that impacted on Irish life.\nExamine the two photographs below and answer the questions which follow.\nPhotograph 1: Camogie match played at Victoria Cross, Cork, in 1915.\nPhotograph 2: Camogie match played at Croke Park, Dublin, in 2019.\nIdentify two different sources you would use to find out about this event.\nExplain how each source could help your research.\nFirst source:\nHow this source could help your research:\nSecond source:\nHow this source could help your research:\nOptional writing space:\nOptional writing space:\nOptional writing space:\nOptional writing space:\nOptional writing space:",
     "has_images": true,
     "image_notes": "image(s) detected on page 22, 25, 26, 27, 28, 29, 30",
     "topic": null,
@@ -12088,7 +12088,7 @@
     "parent_question": "8",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "The 1960s was an important decade in Ireland, Europe and the wider world. Bob Dylan, an\nAmerican singer and songwriter, born in 1941, became a major figure in popular culture during the\n1960s. Examine the sources below and answer the questions which follow.\nSource 1: Vinyl album cover for The Times They Are A-Changin’, released on January 13, 1964.\nSource 2: Extract from the lyrics of The Times They Are A-Changin’ recorded in Columbia Studio,\n7th Avenue, New York City, August 6 – October 31, 1963.\nCome mothers and fathers\nThroughout the land\nAnd don’t criticize\nWhat you can’t understand\nYour sons and your daughters\nAre beyond your command\nYour old road is rapidly agin’ [ageing]\nPlease get out of the new one if you can’t lend your hand\nFor the times they are a-changin’\nDoes this personality, issue or event show that the 1960s was a time of change?\nTick (√) one of the following.\nYes\nNo\nExplain your answer, using information about the personality, issue or event you studied.\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.\nOptional planning or rough work:",
+    "question_text": "The 1960s was an important decade in Ireland, Europe and the wider world. Bob Dylan, an\nAmerican singer and songwriter, born in 1941, became a major figure in popular culture during the\n1960s. Examine the sources below and answer the questions which follow.\nSource 1: Vinyl album cover for The Times They Are A-Changin’, released on January 13, 1964.\nSource 2: Extract from the lyrics of The Times They Are A-Changin’ recorded in Columbia Studio,\n7th Avenue, New York City, August 6 – October 31, 1963.\nCome mothers and fathers\nThroughout the land\nAnd don’t criticize\nWhat you can’t understand\nYour sons and your daughters\nAre beyond your command\nYour old road is rapidly agin’ [ageing]\nPlease get out of the new one if you can’t lend your hand\nFor the times they are a-changin’\nDoes this personality, issue or event show that the 1960s was a time of change?\nTick (√) one of the following.\nYes\nNo\nExplain your answer, using information about the personality, issue or event you studied.\nOptional writing space:\nOptional writing space:\nOptional writing space:\nOptional writing space:",
     "has_images": true,
     "image_notes": "image(s) detected on page 23, 26, 27, 28, 29, 30",
     "topic": null,
@@ -13762,7 +13762,7 @@
     "parent_question": "8",
     "marks": 6,
     "marks_confidence": "derived",
-    "question_text": "Answer the following questions which deal with a pattern of change across different time periods\nrelating to life and society.\nWhich of the changes you described in part (c) do you think made the most significant\ndifference to people’s lives? Give reasons for your answer.\nChange:\nReasons:\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.",
+    "question_text": "Answer the following questions which deal with a pattern of change across different time periods\nrelating to life and society.\nWhich of the changes you described in part (c) do you think made the most significant\ndifference to people’s lives? Give reasons for your answer.\nChange:\nReasons:\nOptional writing space:\nOptional writing space:\nOptional writing space:\nOptional writing space:\nOptional writing space:",
     "has_images": true,
     "image_notes": "image(s) detected on page 24, 25, 26, 27, 28, 29, 30",
     "topic": null,
@@ -15364,7 +15364,7 @@
     "parent_question": "8",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "This question deals with the impact of sporting, cultural and social movements on Irish life.\nIn 1931, people in Gweedore, Co. Donegal, set up a drama society to perform plays in Irish.\nSource 1: The front cover and an extract from Aisteoirí Ghaoth Dobhair 1931‐1981 / The\nGweedore Players 1931‐1981 by historian Noel Ó Gallchóir.\nThe Gweedore Players were founded by the light of an oil lamp during the winter of 1931.\nA small group of local people came together to put on a play to pass the long winter\nevenings and to provide recreation for their community.\nThis book contains an account of the society's history from 1931 to 1981, the plays they\nproduced, the challenges they overcame, the prizes they won and their other achievements\nover the years.\nIt also provides an insight into the history of Gweedore in the twentieth century and into\nthe people who were most involved in the Players, including Áine Nic Giolla Bhríde, who\nwas the leader and backbone of the society.\nExplain how the movement you studied had an impact on Irish life at local and/or national\nlevel.\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.\nOptional writing space: label all work clearly with the question number and part.",
+    "question_text": "This question deals with the impact of sporting, cultural and social movements on Irish life.\nIn 1931, people in Gweedore, Co. Donegal, set up a drama society to perform plays in Irish.\nSource 1: The front cover and an extract from Aisteoirí Ghaoth Dobhair 1931‐1981 / The\nGweedore Players 1931‐1981 by historian Noel Ó Gallchóir.\nThe Gweedore Players were founded by the light of an oil lamp during the winter of 1931.\nA small group of local people came together to put on a play to pass the long winter\nevenings and to provide recreation for their community.\nThis book contains an account of the society's history from 1931 to 1981, the plays they\nproduced, the challenges they overcame, the prizes they won and their other achievements\nover the years.\nIt also provides an insight into the history of Gweedore in the twentieth century and into\nthe people who were most involved in the Players, including Áine Nic Giolla Bhríde, who\nwas the leader and backbone of the society.\nExplain how the movement you studied had an impact on Irish life at local and/or national\nlevel.\nOptional writing space:\nOptional writing space:\nOptional writing space:\nOptional writing space:",
     "has_images": true,
     "image_notes": "image(s) detected on page 24, 26, 27, 28, 29, 30",
     "topic": null,

extracted-json/jc/home-economics.json

@@ -12160,7 +12160,7 @@
     "parent_question": "13",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "‘Cycling has become a popular family holiday activity.’\n(The Irish Times, August 2020)\nIdentify four different ways the family could make regular savings in\norder pay for a family holiday.\n1.\n2.\n3.\n4.\nAdditional space for Section B.",
+    "question_text": "‘Cycling has become a popular family holiday activity.’\n(The Irish Times, August 2020)\nIdentify four different ways the family could make regular savings in\norder pay for a family holiday.\n1.\n2.\n3.\n4.\nAdditional",
     "has_images": true,
     "image_notes": "carlingfordandcooleypeninsula.ie; presentermedia.com",
     "topic": null,
@@ -13330,7 +13330,7 @@
     "parent_question": "13",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "You and your friends are going on a hill walk.\n(ii) Sketch, label and describe your upcycled top.\nInclude reference to the colour(s) and stitches in your answer.\nSketch\nDescription\nAdditional space for Section B.",
+    "question_text": "You and your friends are going on a hill walk.\n(ii) Sketch, label and describe your upcycled top.\nInclude reference to the colour(s) and stitches in your answer.\nSketch\nDescription\nAdditional",
     "has_images": true,
     "image_notes": "image(s) detected on page 16, 19",
     "topic": null,
@@ -14482,7 +14482,7 @@
     "parent_question": "13",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Your school community is organising a fun run for Diabetes Ireland.\nDiabetes Ireland\nFun Run\nYou have been asked to make a banner for the fun run by upcycling an old textile item.\nSketch, label and describe how you would upcycle the item to make the banner.\nInclude reference to colour and sewing techniques/stitches you would use.\nSketch\nDescription\nAdditional space for Section B.",
+    "question_text": "Your school community is organising a fun run for Diabetes Ireland.\nDiabetes Ireland\nFun Run\nYou have been asked to make a banner for the fun run by upcycling an old textile item.\nSketch, label and describe how you would upcycle the item to make the banner.\nInclude reference to colour and sewing techniques/stitches you would use.\nSketch\nDescription\nAdditional",
     "has_images": true,
     "image_notes": "image(s) detected on page 17, 21",
     "topic": null,
@@ -15670,7 +15670,7 @@
     "parent_question": "13",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Explain the term fast fashion.\nAdditional space for Section B.",
+    "question_text": "Explain the term fast fashion.\nAdditional",
     "has_images": true,
     "image_notes": "image(s) detected on page 19",
     "topic": null,
@@ -16804,7 +16804,7 @@
     "parent_question": "13",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Sketch two different fabric embellishment techniques that could be used to design this\njacket.\nDescribe how you would apply each of the fabric embellishments sketched.\nDescription\n1.\n2.\nAdditional space for Section B.",
+    "question_text": "Sketch two different fabric embellishment techniques that could be used to design this\njacket.\nDescribe how you would apply each of the fabric embellishments sketched.\nDescription\n1.\n2.\nAdditional",
     "has_images": true,
     "image_notes": "image(s) detected on page 19",
     "topic": null,

extracted-json/jc/jewish-studies.json

@@ -478,11 +478,11 @@
     "parent_question": "5",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "The boy and girl pictured opposite\nbelong to communities where people\nhave experienced suffering because of\ntheir race or religious beliefs.\nDescribe an example of how people, from non-Jewish communities, have been discriminated\nagainst because of their race or religious beliefs.\nprevious page running\nOptional writing space for Section A.\nprevious page running\nOptional writing space for Section A.\nprevious page running\nSection B 120 marks",
+    "question_text": "The boy and girl pictured opposite\nbelong to communities where people\nhave experienced suffering because of\ntheir race or religious beliefs.\nDescribe an example of how people, from non-Jewish communities, have been discriminated\nagainst because of their race or religious beliefs.\nprevious page running\nOptional writing\nprevious page running\nOptional writing\nprevious page running\nSection B 120 marks",
     "has_images": true,
     "image_notes": "image(s) detected on page 8, 11",
     "topic": null,
-    "marking_scheme_answer": "16 Marks\nbelong to communities where people have experienced\nsuffering because of their race or religious beliefs.\nDescribe an example of how people, from non-Jewish communities, have been\ndiscriminated against because of their race or religious beliefs.\nMarking criteria and points of reference\nAn excellent answer will show knowledge of genocide in the modern world by giving an\naccurate account of an example of one way in which people have been persecuted because\nof their ethnic identity or religious beliefs e.g.\n• The Burmese army burning the villages of the Rohingya people etc.\n• The torture of prisoners in camps built in the Uyghur territory of Xinjiang; people not\nallowed to give their children names considered too Islamic etc.\n• Etc.\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nQ 5 (b) EXCELLENT VERY GOOD GOOD FAIR WEAK\nEvidence of\nknowledge of substantial very good good adequate inadequate very little/no\ngenocide in the evidence evidence evidence evidence evidence evidence\nmodern world\ncompletely & generally limited\nRelevance clearly relevant little relevance Not relevant\nclearly relevant relevant relevance\nUse of skill(s) - good very little/\nExcellent giving very good giving some giving little giving an\ngiving an giving an giving an\nan accurate an accurate an accurate accurate\naccurate accurate accurate\naccount account account account\naccount account account\nlittle\nFactual no major very little some major many major substantial\nmajor\nAccuracy errors(s) errors(s) errors(s) errors(s) errors(s)\nerrors(s)\n16 Marks 16 - 14 13 - 12 11 - 9 8 - 7 6 - 3 2 - 0\nSection B Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section B in the booklet.",
+    "marking_scheme_answer": "16 Marks\nbelong to communities where people have experienced\nsuffering because of their race or religious beliefs.\nDescribe an example of how people, from non-Jewish communities, have been\ndiscriminated against because of their race or religious beliefs.\nMarking criteria and points of reference\nAn excellent answer will show knowledge of genocide in the modern world by giving an\naccurate account of an example of one way in which people have been persecuted because\nof their ethnic identity or religious beliefs e.g.\n• The Burmese army burning the villages of the Rohingya people etc.\n• The torture of prisoners in camps built in the Uyghur territory of Xinjiang; people not\nallowed to give their children names considered too Islamic etc.\n• Etc.\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nQ 5 (b) EXCELLENT VERY GOOD GOOD FAIR WEAK\nEvidence of\nknowledge of substantial very good good adequate inadequate very little/no\ngenocide in the evidence evidence evidence evidence evidence evidence\nmodern world\ncompletely & generally limited\nRelevance clearly relevant little relevance Not relevant\nclearly relevant relevant relevance\nUse of skill(s) - good very little/\nExcellent giving very good giving some giving little giving an\ngiving an giving an giving an\nan accurate an accurate an accurate accurate\naccurate accurate accurate\naccount account account account\naccount account account\nlittle\nFactual no major very little some major many major substantial\nmajor\nAccuracy errors(s) errors(s) errors(s) errors(s) errors(s)\nerrors(s)\n16 Marks 16 - 14 13 - 12 11 - 9 8 - 7 6 - 3 2 - 0\nSection B Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section B in the booklet.",
     "source_pdf": "2022 - Jewish Studies - Common Level - Exam Paper.pdf"
   },
   {
@@ -712,11 +712,11 @@
     "parent_question": "10",
     "marks": 16,
     "marks_confidence": "derived",
-    "question_text": "On the day that marks the first year after the death of\na Jewish person, their family and friends express their\nsadness in what is called the Yahrzeit ceremony.\nThis involves the mourners fasting from all food and\ndrink for the day, visiting their synagogue and praying\nthe Kaddish prayer together with the congregation.\nThey also light a candle, in memory of the person who has died, which they allow to burn\nfor the entire day.\nFrom your reading of the above account, complete the following sentences using the words\nfrom the box below. One sentence has been completed as an example for you.\nCandle Day Kaddish Sadness Yahrzeit\nThe name of the ceremony that marks the first year after the death of a\nJewish person is … Yahrzeit\nThis ceremony is an expression of …\nThe mourners fast from all food and drink for the …\nThe prayer the mourners pray in the synagogue is called …\nIn memory of the person the mourners light a …\nprevious page running\nOptional writing space for Section B.\nprevious page running\nOptional writing space for Section B.\nprevious page running\nSection C 120 marks",
+    "question_text": "On the day that marks the first year after the death of\na Jewish person, their family and friends express their\nsadness in what is called the Yahrzeit ceremony.\nThis involves the mourners fasting from all food and\ndrink for the day, visiting their synagogue and praying\nthe Kaddish prayer together with the congregation.\nThey also light a candle, in memory of the person who has died, which they allow to burn\nfor the entire day.\nFrom your reading of the above account, complete the following sentences using the words\nfrom the box below. One sentence has been completed as an example for you.\nCandle Day Kaddish Sadness Yahrzeit\nThe name of the ceremony that marks the first year after the death of a\nJewish person is … Yahrzeit\nThis ceremony is an expression of …\nThe mourners fast from all food and drink for the …\nThe prayer the mourners pray in the synagogue is called …\nIn memory of the person the mourners light a …\nprevious page running\nOptional writing\nprevious page running\nOptional writing\nprevious page running\nSection C 120 marks",
     "has_images": true,
     "image_notes": "image(s) detected on page 16, 19",
     "topic": null,
-    "marking_scheme_answer": "4 Marks x 4\na Jewish person, their family\nand friends express their sadness in what is called the Yahrzeit ceremony. This\ninvolves the mourners fasting from all food and drink for the day, visiting their\nsynagogue and praying the Kaddish prayer together with the congregation. They\nalso light a candle, in memory of the person who has died, which they allow to burn\nFrom your reading of the above account, complete the following sentences using the\nwords from the box below. One sentence has been completed as an example for you.\nMarking criteria and points of reference\nAn excellent answer will show knowledge of the Jewish mourning customs by accurately\ncompleting four sentences with the words listed in the question describing a Yahrzeit\nceremony e.g.\nsadness.\nday.\nKaddish.\ncandle.\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section C in the booklet.",
+    "marking_scheme_answer": "4 Marks x 4\na Jewish person, their family\nand friends express their sadness in what is called the Yahrzeit ceremony. This\ninvolves the mourners fasting from all food and drink for the day, visiting their\nsynagogue and praying the Kaddish prayer together with the congregation. They\nalso light a candle, in memory of the person who has died, which they allow to burn\nFrom your reading of the above account, complete the following sentences using the\nwords from the box below. One sentence has been completed as an example for you.\nMarking criteria and points of reference\nAn excellent answer will show knowledge of the Jewish mourning customs by accurately\ncompleting four sentences with the words listed in the question describing a Yahrzeit\nceremony e.g.\nsadness.\nday.\nKaddish.\ncandle.\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section C in the booklet.",
     "source_pdf": "2022 - Jewish Studies - Common Level - Exam Paper.pdf"
   },
   {
@@ -928,7 +928,7 @@
     "parent_question": "15",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "On a cold day in November 2021 while shopping in New York,\nRabbi Benayon, saw a man with no shoes or socks sitting opposite\nhim on a train. The Rabbi had just bought a new pair of shoes\nso he took off his own shoes and gave them to the man, later\nexplaining: ‘When I saw this man, I asked myself: why do I have\ntwo pairs of shoes and he has none?'\nAnimal welfare Care for the environment\nKashrut Sacredness of human life\nDescribe another example of how an instruction from a Jewish sacred text\non one of the above issues could influence the behaviour of a Jewish person today.\nIssue:\nprevious page running\nOptional writing space for Section C.\nprevious page running\nOptional writing space for Section C.\nprevious page running",
+    "question_text": "On a cold day in November 2021 while shopping in New York,\nRabbi Benayon, saw a man with no shoes or socks sitting opposite\nhim on a train. The Rabbi had just bought a new pair of shoes\nso he took off his own shoes and gave them to the man, later\nexplaining: ‘When I saw this man, I asked myself: why do I have\ntwo pairs of shoes and he has none?'\nAnimal welfare Care for the environment\nKashrut Sacredness of human life\nDescribe another example of how an instruction from a Jewish sacred text\non one of the above issues could influence the behaviour of a Jewish person today.\nIssue:\nprevious page running\nOptional writing\nprevious page running\nOptional writing\nprevious page running",
     "has_images": true,
     "image_notes": "image(s) detected on page 24, 28",
     "topic": null,
@@ -1144,11 +1144,11 @@
     "parent_question": "5",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Read the postcard below and answer the questions that follow.\nDear Pat,\nI’m getting on great here with Sarah, Noah and all my cousins. Living here in this\nOrthodox Jewish home is very different to the way we live in our own home! The\nSabbath rules are taken very seriously. For example, before the Sabbath starts on\nFriday evening Sarah tears kitchen towel into pieces because she can’t do that on\nthe Sabbath — cutting is work! Following the commandment to rest means that I\nhave plenty of time to reflect and be thankful for all that I have in life. Looking\nforward to seeing you soon. Sam \nOutline another difference between the way the Sabbath Day is marked in Orthodox and\nnon-Orthodox Jewish homes.\nprevious page running\nOptional writing space for Section A.\nprevious page running\nOptional writing space for Section A.\nprevious page running\nSection B 120 marks",
+    "question_text": "Read the postcard below and answer the questions that follow.\nDear Pat,\nI’m getting on great here with Sarah, Noah and all my cousins. Living here in this\nOrthodox Jewish home is very different to the way we live in our own home! The\nSabbath rules are taken very seriously. For example, before the Sabbath starts on\nFriday evening Sarah tears kitchen towel into pieces because she can’t do that on\nthe Sabbath — cutting is work! Following the commandment to rest means that I\nhave plenty of time to reflect and be thankful for all that I have in life. Looking\nforward to seeing you soon. Sam \nOutline another difference between the way the Sabbath Day is marked in Orthodox and\nnon-Orthodox Jewish homes.\nprevious page running\nOptional writing\nprevious page running\nOptional writing\nprevious page running\nSection B 120 marks",
     "has_images": true,
     "image_notes": "image(s) detected on page 7, 8, 11",
     "topic": null,
-    "marking_scheme_answer": "10 Marks\nMarking criteria and points of reference\nAn excellent answer will show knowledge of the differences between Orthodox and non-\nOrthodox practice by setting out accurate information on one difference between the way\nthe Sabbath Day is marked in Orthodox and non-Orthodox Jewish homes e.g.\n Orthodox Judaism: under the category of prohibited work which is prohibited are\n``activities including turning electrical switches on or off, cutting, cooking, cleaning etc.\nIn non-Orthodox Judaism: ‘work’ may only refer to the work associated with one’s\noccupation, etc.\n A non-Orthodox Jewish home: may begin Sabbath any time on Friday evening, whereas\nOrthodox Jewish homes will begin Sabbath strictly at sunset on Friday evening, etc.\n Etc.\nCode MC  in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nQ 5 (c) EXCELLENT VERY GOOD GOOD FAIR WEAK\nEvidence of\nknowledge of\nthe differences\nsubstantial very good adequate inadequate very little/no\nbetween good evidence\nevidence evidence evidence evidence evidence\nOrthodox and\nnon-Orthodox\npractice\ncompletely & clearly generally limited\nRelevance little relevance Not relevant\nclearly relevant relevant relevant relevance\nUse of skill(s) -\nsetting out Excellent good some little\nvery good very little/ no\naccurate\ninformation\nFactual no major very little little major some major many major substantial\nAccuracy errors(s) errors(s) errors(s) errors(s) errors(s) errors(s)\n10 Marks 10 - 9 8 -7 6 - 5 4 3 2 - 0\nSection B Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section A in the booklet.",
+    "marking_scheme_answer": "10 Marks\nMarking criteria and points of reference\nAn excellent answer will show knowledge of the differences between Orthodox and non-\nOrthodox practice by setting out accurate information on one difference between the way\nthe Sabbath Day is marked in Orthodox and non-Orthodox Jewish homes e.g.\n Orthodox Judaism: under the category of prohibited work which is prohibited are\n``activities including turning electrical switches on or off, cutting, cooking, cleaning etc.\nIn non-Orthodox Judaism: ‘work’ may only refer to the work associated with one’s\noccupation, etc.\n A non-Orthodox Jewish home: may begin Sabbath any time on Friday evening, whereas\nOrthodox Jewish homes will begin Sabbath strictly at sunset on Friday evening, etc.\n Etc.\nCode MC  in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nQ 5 (c) EXCELLENT VERY GOOD GOOD FAIR WEAK\nEvidence of\nknowledge of\nthe differences\nsubstantial very good adequate inadequate very little/no\nbetween good evidence\nevidence evidence evidence evidence evidence\nOrthodox and\nnon-Orthodox\npractice\ncompletely & clearly generally limited\nRelevance little relevance Not relevant\nclearly relevant relevant relevant relevance\nUse of skill(s) -\nsetting out Excellent good some little\nvery good very little/ no\naccurate\ninformation\nFactual no major very little little major some major many major substantial\nAccuracy errors(s) errors(s) errors(s) errors(s) errors(s) errors(s)\n10 Marks 10 - 9 8 -7 6 - 5 4 3 2 - 0\nSection B Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section A in the booklet.",
     "source_pdf": "2023 - Jewish Studies - Common Level - Exam Paper.pdf"
   },
   {
@@ -1396,11 +1396,11 @@
     "parent_question": "10",
     "marks": 8,
     "marks_confidence": "derived",
-    "question_text": "Give two reasons why the Temple in Jerusalem was rebuilt after its destruction in 586 BCE.\nReason 1.\nReason 2.\nprevious page running\nOptional writing space for Section B.\nprevious page running\nOptional writing space for Section B.\nprevious page running\nSection C 120 marks",
+    "question_text": "Give two reasons why the Temple in Jerusalem was rebuilt after its destruction in 586 BCE.\nReason 1.\nReason 2.\nprevious page running\nOptional writing\nprevious page running\nOptional writing\nprevious page running\nSection C 120 marks",
     "has_images": true,
     "image_notes": "image(s) detected on page 16, 19",
     "topic": null,
-    "marking_scheme_answer": "4 Marks x2\nGive two reasons why the Temple in Jerusalem was rebuilt after its destruction in 586\nBCE.\nMarking criteria and points of reference\nAn excellent answer will show knowledge and understanding of the importance of the\nTemple in Jerusalem by providing two accurate reasons why the Temple was rebuilt after its\ndestruction in 586 BCE e.g.\n King Cyrus of Persia was tolerant of Judaism and paid toward the rebuilding, etc.\n The Persians allowed exiles to return to Judah, etc.\n It made Judah loyal to the Persian empire, etc.\n Returning exiles such as Ezra and Nehemiah motivated the Judeans to rebuild, etc.\n Rebuilding the Temple allowed full sacrificial services to restart, etc.\n Etc.\nCode MC  in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nQ 10 (d) EXCELLENT VERY GOOD GOOD FAIR WEAK\nEvidence of\nknowledge of\nsubstantial very good adequate inadequate very little/no\nthe history of good evidence\nevidence evidence evidence evidence evidence\nthe Second\nTemple\ncompletely & clearly generally limited\nRelevance little relevance Not relevant\nclearly relevant relevant relevant relevance\nUse of skill(s)\n– providing\nExcellent very good good some little very little/ no\ntwo accurate\nreasons\nFactual very little little major some major many major substantial\nno major errors(s)\nAccuracy errors(s) errors(s) errors(s) errors(s) errors(s)\n4 Marks x2 4 3 - 2 1 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section A in the booklet.",
+    "marking_scheme_answer": "4 Marks x2\nGive two reasons why the Temple in Jerusalem was rebuilt after its destruction in 586\nBCE.\nMarking criteria and points of reference\nAn excellent answer will show knowledge and understanding of the importance of the\nTemple in Jerusalem by providing two accurate reasons why the Temple was rebuilt after its\ndestruction in 586 BCE e.g.\n King Cyrus of Persia was tolerant of Judaism and paid toward the rebuilding, etc.\n The Persians allowed exiles to return to Judah, etc.\n It made Judah loyal to the Persian empire, etc.\n Returning exiles such as Ezra and Nehemiah motivated the Judeans to rebuild, etc.\n Rebuilding the Temple allowed full sacrificial services to restart, etc.\n Etc.\nCode MC  in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nQ 10 (d) EXCELLENT VERY GOOD GOOD FAIR WEAK\nEvidence of\nknowledge of\nsubstantial very good adequate inadequate very little/no\nthe history of good evidence\nevidence evidence evidence evidence evidence\nthe Second\nTemple\ncompletely & clearly generally limited\nRelevance little relevance Not relevant\nclearly relevant relevant relevant relevance\nUse of skill(s)\n– providing\nExcellent very good good some little very little/ no\ntwo accurate\nreasons\nFactual very little little major some major many major substantial\nno major errors(s)\nAccuracy errors(s) errors(s) errors(s) errors(s) errors(s)\n4 Marks x2 4 3 - 2 1 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section A in the booklet.",
     "source_pdf": "2023 - Jewish Studies - Common Level - Exam Paper.pdf"
   },
   {
@@ -1666,7 +1666,7 @@
     "parent_question": "15",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Providing shelter for Jewish children is one way that people resisted Nazi anti-Jewish policies\nduring the Holocaust (Shoah).\nOutline another way that people resisted Nazi anti-Jewish policies during the Holocaust\n(Shoah).\nprevious page running\nOptional writing space for Section C.\nprevious page running\nOptional writing space for Section C.\nprevious page running",
+    "question_text": "Providing shelter for Jewish children is one way that people resisted Nazi anti-Jewish policies\nduring the Holocaust (Shoah).\nOutline another way that people resisted Nazi anti-Jewish policies during the Holocaust\n(Shoah).\nprevious page running\nOptional writing\nprevious page running\nOptional writing\nprevious page running",
     "has_images": true,
     "image_notes": "image(s) detected on page 28",
     "topic": null,

extracted-json/jc/religious-education.json

@@ -1954,11 +1954,11 @@
     "parent_question": "5",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Describe an example of the way people of faith today mark an event\nfrom the founding story of one of the following religions:\n\n\n\nBuddhism Christianity Hinduism Islam Judaism\nReligion:\nprevious page running\nOptional writing space for Section A.\nprevious page running\nOptional writing space for Section A.\nprevious page running\nSection B 120 marks",
+    "question_text": "Describe an example of the way people of faith today mark an event\nfrom the founding story of one of the following religions:\n\n\n\nBuddhism Christianity Hinduism Islam Judaism\nReligion:\nprevious page running\nOptional writing\nprevious page running\nOptional writing\nprevious page running\nSection B 120 marks",
     "has_images": true,
     "image_notes": "image(s) detected on page 7, 10",
     "topic": null,
-    "marking_scheme_answer": "22 marks\nfrom the founding\nstory of one of the following religions:\n Buddhism  Christianity  Hinduism  Islam  Judaism\nMarking Criteria and points of reference\nAn excellent answer will show an understanding of religious rituals by giving an accurate\naccount of a way that people of faith today recall the founding story of one of the religions\nlisted in the question e.g.\n• Buddhism – bathing the Buddha at Vesak recalls the life and enlightenment of the\nBuddha etc.\n• Christianity –Easter processions mark the death and resurrection of Jesus etc.\n• Hinduism – throwing colourful paint during Holi, recalls the story of Krishna who threw\ncoloured water at people etc.\n• Islam – during Eid–ul-Adha eating meat that has been sacrificed marks Ibrahim’s\nobedience to Allah when asked to sacrifice his son etc.\n• Judaism – Jewish people recall the Exodus story during the Passover meal etc.\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s answer.\nEvidence of EXCELLENT VERY GOOD GOOD FAIR WEAK − VERY WEAK\none way that substantial very good good adequate inadequate little very\npeople of faith evidence evidence evidence evidence evidence evidence little/no\ntoday recall an evidence\nevent from the\nfounding story\nof one religion\ncompletely clearly generally limited little very little Not\nRelevance & clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of skill(s) – Excellent very good good some little very little very little/\ngiving an account of account of account account account of account of no\naccurate of of account of\naccount of\nno major very little little some many substantial Many\nFactual errors(s) evidence evidence evidence major error(s) substantial\nAccuracy of of major of major errors(s) errors(s)\nerrors(s) errors(s) errors(s)\n22 marks 22 - 18 17 - 15 14 - 12 11 - 8 7 - 5 4 - 3 2 - 0\nSection B Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section B in the booklet.",
+    "marking_scheme_answer": "22 marks\nfrom the founding\nstory of one of the following religions:\n Buddhism  Christianity  Hinduism  Islam  Judaism\nMarking Criteria and points of reference\nAn excellent answer will show an understanding of religious rituals by giving an accurate\naccount of a way that people of faith today recall the founding story of one of the religions\nlisted in the question e.g.\n• Buddhism – bathing the Buddha at Vesak recalls the life and enlightenment of the\nBuddha etc.\n• Christianity –Easter processions mark the death and resurrection of Jesus etc.\n• Hinduism – throwing colourful paint during Holi, recalls the story of Krishna who threw\ncoloured water at people etc.\n• Islam – during Eid–ul-Adha eating meat that has been sacrificed marks Ibrahim’s\nobedience to Allah when asked to sacrifice his son etc.\n• Judaism – Jewish people recall the Exodus story during the Passover meal etc.\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s answer.\nEvidence of EXCELLENT VERY GOOD GOOD FAIR WEAK − VERY WEAK\none way that substantial very good good adequate inadequate little very\npeople of faith evidence evidence evidence evidence evidence evidence little/no\ntoday recall an evidence\nevent from the\nfounding story\nof one religion\ncompletely clearly generally limited little very little Not\nRelevance & clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of skill(s) – Excellent very good good some little very little very little/\ngiving an account of account of account account account of account of no\naccurate of of account of\naccount of\nno major very little little some many substantial Many\nFactual errors(s) evidence evidence evidence major error(s) substantial\nAccuracy of of major of major errors(s) errors(s)\nerrors(s) errors(s) errors(s)\n22 marks 22 - 18 17 - 15 14 - 12 11 - 8 7 - 5 4 - 3 2 - 0\nSection B Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section B in the booklet.",
     "source_pdf": "2022 - Religious Education - Common Level - Exam Paper.pdf"
   },
   {
@@ -2116,11 +2116,11 @@
     "parent_question": "10",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "A Our Father/ Lord's Prayer B Puja C Refuge Prayer\nD Salat E Shema\nMatch one of the above examples of prayer to the religion with which it is most associated\nfrom the following list: Buddhism, Christianity, Hinduism, Islam or Judaism.\nPrayer Religion\n(Write the letter below for an example of prayer given above)\nprevious page running\nOptional writing space for Section B.\nprevious page running\nOptional writing space for Section B.\nprevious page running\nSection C 120 marks",
+    "question_text": "A Our Father/ Lord's Prayer B Puja C Refuge Prayer\nD Salat E Shema\nMatch one of the above examples of prayer to the religion with which it is most associated\nfrom the following list: Buddhism, Christianity, Hinduism, Islam or Judaism.\nPrayer Religion\n(Write the letter below for an example of prayer given above)\nprevious page running\nOptional writing\nprevious page running\nOptional writing\nprevious page running\nSection C 120 marks",
     "has_images": true,
     "image_notes": "image(s) detected on page 14, 17",
     "topic": null,
-    "marking_scheme_answer": "10 marks\nA B C\nOur Father/Lord’s Prayer Puja Refuge Prayer\nD E\nSalat Shema\nMatch one of the above examples of prayer to the religion with which it is most\nassociated from the following list: Buddhism, Christianity, Hinduism, Islam or Judaism.\nMarking Criteria and points of reference\nAn excellent answer will show knowledge of prayer by accurately linking one of the\nexamples of prayer listed in the question to the major world religion with which it is most\nassociated −\nA Our Father/Lord’s Prayer – Christianity\nB Puja – Hinduism\nC Refuge Prayer – Buddhism\nD Salat – Islam\nE Shema – Judaism\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s answer.\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section C in the booklet.",
+    "marking_scheme_answer": "10 marks\nA B C\nOur Father/Lord’s Prayer Puja Refuge Prayer\nD E\nSalat Shema\nMatch one of the above examples of prayer to the religion with which it is most\nassociated from the following list: Buddhism, Christianity, Hinduism, Islam or Judaism.\nMarking Criteria and points of reference\nAn excellent answer will show knowledge of prayer by accurately linking one of the\nexamples of prayer listed in the question to the major world religion with which it is most\nassociated −\nA Our Father/Lord’s Prayer – Christianity\nB Puja – Hinduism\nC Refuge Prayer – Buddhism\nD Salat – Islam\nE Shema – Judaism\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s answer.\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section C in the booklet.",
     "source_pdf": "2022 - Religious Education - Common Level - Exam Paper.pdf"
   },
   {
@@ -2260,7 +2260,7 @@
     "parent_question": "15",
     "marks": 26,
     "marks_confidence": "derived",
-    "question_text": "Describe two other examples of the work being done by groups/\norganisations to promote peace and reconciliation in the world today.\n1.\n2.\nprevious page running\nOptional writing space for Section C.\nprevious page running\nOptional writing space for Section C.\nprevious page running",
+    "question_text": "Describe two other examples of the work being done by groups/\norganisations to promote peace and reconciliation in the world today.\n1.\n2.\nprevious page running\nOptional writing\nprevious page running\nOptional writing\nprevious page running",
     "has_images": true,
     "image_notes": "image(s) detected on page 21",
     "topic": null,
@@ -2836,11 +2836,11 @@
     "parent_question": "5",
     "marks": 20,
     "marks_confidence": "derived",
-    "question_text": " Family  Friends\nExamine how each of the above can influence a person's religious faith.\nFamily:\nFriends:\nOptional writing space for Section A.\nOptional writing space for Section A.\nSection B 120 marks",
+    "question_text": " Family  Friends\nExamine how each of the above can influence a person's religious faith.\nFamily:\nFriends:\nOptional writing\nOptional writing\nSection B 120 marks",
     "has_images": true,
     "image_notes": "image(s) detected on page 7, 10",
     "topic": null,
-    "marking_scheme_answer": "20 marks (10 marks x2)\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of faith development by looking closely at\nthe influence of family and friends on religious faith e.g.\n Family – share/introduce religious faith to a child; a child may imitate or hold similar\nbeliefs to older family members etc.\n Friends – introduce a person to different viewpoints, questions, religious traditions;\npeer pressure may influence a person to imitate or hold similar beliefs to their friends\netc.\nCode MCx2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Good Fair Weak − Very Weak\nhow family substantial very good good adequate inadequate little very\nand friends evidence evidence evidence evidence evidence evidence little/no\ninfluence evidence\nreligious faith\ncompletely clearly generally limited little very little Not\nRelevance & clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of skill(s) – Excellent very good good some little very little very little/\nlooking closely looking looking looking looking looking looking no looking\nclosely closely closely closely closely closely closely\nno major very little little some many substantial Many\nFactual errors(s) evidence evidence evidence major error(s) substantial\nAccuracy of of major of major errors(s) errors(s)\nerrors(s) errors(s) errors(s)\n10 marks 10 - 9 8 - 7 6 5 - 4 3 2 1 - 0\nSection B Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section B in the booklet.",
+    "marking_scheme_answer": "20 marks (10 marks x2)\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of faith development by looking closely at\nthe influence of family and friends on religious faith e.g.\n Family – share/introduce religious faith to a child; a child may imitate or hold similar\nbeliefs to older family members etc.\n Friends – introduce a person to different viewpoints, questions, religious traditions;\npeer pressure may influence a person to imitate or hold similar beliefs to their friends\netc.\nCode MCx2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Good Fair Weak − Very Weak\nhow family substantial very good good adequate inadequate little very\nand friends evidence evidence evidence evidence evidence evidence little/no\ninfluence evidence\nreligious faith\ncompletely clearly generally limited little very little Not\nRelevance & clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of skill(s) – Excellent very good good some little very little very little/\nlooking closely looking looking looking looking looking looking no looking\nclosely closely closely closely closely closely closely\nno major very little little some many substantial Many\nFactual errors(s) evidence evidence evidence major error(s) substantial\nAccuracy of of major of major errors(s) errors(s)\nerrors(s) errors(s) errors(s)\n10 marks 10 - 9 8 - 7 6 5 - 4 3 2 1 - 0\nSection B Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section B in the booklet.",
     "source_pdf": "2023 - Religious Education - Common Level - Exam Paper.pdf"
   },
   {
@@ -3016,11 +3016,11 @@
     "parent_question": "10",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Thinking about the consequences of different actions\nis one stage in the process a person goes through\nwhen deciding what is right and wrong in a situation.\nOutline what is involved in another stage of the process a person goes through in deciding\nwhat is right and wrong in a situation.\nOptional writing space for Section B.\nOptional writing space for Section B.\nSection C 120 marks",
+    "question_text": "Thinking about the consequences of different actions\nis one stage in the process a person goes through\nwhen deciding what is right and wrong in a situation.\nOutline what is involved in another stage of the process a person goes through in deciding\nwhat is right and wrong in a situation.\nOptional writing\nOptional writing\nSection C 120 marks",
     "has_images": true,
     "image_notes": "image(s) detected on page 14, 17",
     "topic": null,
-    "marking_scheme_answer": "14 marks\nis one stage in the process a person\ngoes through when deciding what is right and wrong in a situation.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of the moral decision-making process by\nsetting out accurate information on a stage involved in deciding what is right and wrong in a\nsituation other than thinking about the consequences e.g.\n Conduct research to inform decision-making etc.\n Consider alternative etc.\n Seek advice, guidance from others to support decision-making etc.\n Etc.\nCode MC  in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Good Fair Weak − Very Weak\na stage in\ndeciding what substantial very good good adequate inadequate little very little/no\nis right and evidence evidence evidence evidence evidence evidence evidence\nwrong\ncompletely & clearly generally limited little very little\nRelevance Not relevant\nclearly relevant relevant relevant relevance relevance relevance\nUse of skill(s) very little very little/\nExcellent very good good some little\n– set out setting out no setting\nsetting out setting out setting out setting out setting out\naccurate information out\ninformation information information information information\ninformation information\nlittle some\nvery little Many\nFactual no major evidence of evidence of many major substantial\nevidence of substantial\nAccuracy errors(s) major major errors(s) error(s)\nerrors(s) errors(s)\nerrors(s) errors(s)\n14 marks 14 - 13 12 - 11 10 - 8 7 6 - 4 3 2 - 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section C in the booklet.",
+    "marking_scheme_answer": "14 marks\nis one stage in the process a person\ngoes through when deciding what is right and wrong in a situation.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of the moral decision-making process by\nsetting out accurate information on a stage involved in deciding what is right and wrong in a\nsituation other than thinking about the consequences e.g.\n Conduct research to inform decision-making etc.\n Consider alternative etc.\n Seek advice, guidance from others to support decision-making etc.\n Etc.\nCode MC  in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Good Fair Weak − Very Weak\na stage in\ndeciding what substantial very good good adequate inadequate little very little/no\nis right and evidence evidence evidence evidence evidence evidence evidence\nwrong\ncompletely & clearly generally limited little very little\nRelevance Not relevant\nclearly relevant relevant relevant relevance relevance relevance\nUse of skill(s) very little very little/\nExcellent very good good some little\n– set out setting out no setting\nsetting out setting out setting out setting out setting out\naccurate information out\ninformation information information information information\ninformation information\nlittle some\nvery little Many\nFactual no major evidence of evidence of many major substantial\nevidence of substantial\nAccuracy errors(s) major major errors(s) error(s)\nerrors(s) errors(s)\nerrors(s) errors(s)\n14 marks 14 - 13 12 - 11 10 - 8 7 6 - 4 3 2 - 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section C in the booklet.",
     "source_pdf": "2023 - Religious Education - Common Level - Exam Paper.pdf"
   },
   {
@@ -3196,7 +3196,7 @@
     "parent_question": "15",
     "marks": 18,
     "marks_confidence": "derived",
-    "question_text": "Explain two reasons why the religious festival that you \nnamed in part (b) above is marked each year by members\n\nof a religion.\n1.\n2.\nOptional writing space for Section C.\nOptional writing space for Section C.",
+    "question_text": "Explain two reasons why the religious festival that you \nnamed in part (b) above is marked each year by members\n\nof a religion.\n1.\n2.\nOptional writing\nOptional writing",
     "has_images": true,
     "image_notes": "image(s) detected on page 21",
     "topic": null,
@@ -3916,11 +3916,11 @@
     "parent_question": "5",
     "marks": 12,
     "marks_confidence": "derived",
-    "question_text": "Imagine that you have been asked to give a talk to a 1st year class about the importance of\nrespecting the beliefs of others. Explain two reasons for respecting the beliefs of others\nthat you would emphasise in your talk.\n1.\n2.\nOptional writing space for Section A.\nOptional writing space for Section A.\nSection B 120 marks",
+    "question_text": "Imagine that you have been asked to give a talk to a 1st year class about the importance of\nrespecting the beliefs of others. Explain two reasons for respecting the beliefs of others\nthat you would emphasise in your talk.\n1.\n2.\nOptional writing\nOptional writing\nSection B 120 marks",
     "has_images": true,
     "image_notes": "image(s) detected on page 8, 11",
     "topic": null,
-    "marking_scheme_answer": "6 marks x 2\nImagine that you have been asked to give a talk to a 1st year class about the importance\nof respecting the beliefs of others. Explain two reasons for respecting the beliefs of others\nMarking criteria and points of reference:\nAn excellent answer will show an understanding of the importance of dialogue between\ndifferent faiths in promoting peace and reconciliation by giving an accurate account of two\nreasons for respecting the beliefs of others e.g.\n To develop good relationships between different traditions, etc.\n To promote an understanding of different religious beliefs and interpretations of life,\netc.\n Etc.\nCode MC x 2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nQ EXCELLENT VERY GOOD GOOD FAIR WEAK\nEvidence of two reasons for substantial very good good adequate inadequate very little/no\nrespecting the beliefs of others evidence evidence evidence evidence evidence evidence\ncompletely & clearly generally limited little\nRelevance not relevant\nclearly relevant relevant relevant relevance relevance\nUse of skill(s) - very very little/\nexcellent good some little\naccount of two reasons good no skill\nno major very little little major some major many major substantial\nFactual accuracy\nerrors(s) errors(s) errors(s) errors(s) errors(s) errors(s)\n6 marks x 2 6 - 5 4 3 2 1 - 0\nSection B Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section B in the booklet.",
+    "marking_scheme_answer": "6 marks x 2\nImagine that you have been asked to give a talk to a 1st year class about the importance\nof respecting the beliefs of others. Explain two reasons for respecting the beliefs of others\nMarking criteria and points of reference:\nAn excellent answer will show an understanding of the importance of dialogue between\ndifferent faiths in promoting peace and reconciliation by giving an accurate account of two\nreasons for respecting the beliefs of others e.g.\n To develop good relationships between different traditions, etc.\n To promote an understanding of different religious beliefs and interpretations of life,\netc.\n Etc.\nCode MC x 2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nQ EXCELLENT VERY GOOD GOOD FAIR WEAK\nEvidence of two reasons for substantial very good good adequate inadequate very little/no\nrespecting the beliefs of others evidence evidence evidence evidence evidence evidence\ncompletely & clearly generally limited little\nRelevance not relevant\nclearly relevant relevant relevant relevance relevance\nUse of skill(s) - very very little/\nexcellent good some little\naccount of two reasons good no skill\nno major very little little major some major many major substantial\nFactual accuracy\nerrors(s) errors(s) errors(s) errors(s) errors(s) errors(s)\n6 marks x 2 6 - 5 4 3 2 1 - 0\nSection B Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section B in the booklet.",
     "source_pdf": "2024 - Religious Education - Common Level - Exam Paper.pdf"
   },
   {
@@ -4114,11 +4114,11 @@
     "parent_question": "10",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Outline what believers are saying about the meaning of life by the way they pray\nwithin one of the following religions: Buddhism, Christianity, Hinduism, Islam or Judaism\nReligion:\nOptional writing space for Section B.\nOptional writing space for Section B.\nSection C 120 marks",
+    "question_text": "Outline what believers are saying about the meaning of life by the way they pray\nwithin one of the following religions: Buddhism, Christianity, Hinduism, Islam or Judaism\nReligion:\nOptional writing\nOptional writing\nSection C 120 marks",
     "has_images": true,
     "image_notes": "image(s) detected on page 16, 19",
     "topic": null,
-    "marking_scheme_answer": "15 marks\nwithin\none of the following religions: Buddhism, Christianity, Hinduism, Islam or Judaism\nMarking criteria and points of reference:\nAn excellent answer will show an understanding of worship by setting out accurate\ninformation on how the way believers pray, within one religion listed in the question,\nreflects their understanding of the meaning of life e.g.\n Buddhism - meditation to rid the minds of unnecessary distractions and help empty the\nmind in order to achieve enlightenment, etc.\n Christianity - celebrate the sacraments and the community gathering together to\ncelebrate the Eucharist, reflects how a relationship with God gives meaning in the lives\nof believers; the image of God as a father in the Lords’ Prayer/Our Father, shows how\nrelating with God as caring, protector, guide had meaning for believers, etc.\n Hinduism - daily worship at a shrine in a Hindu home reflects the importance of\nparticular gods in the life of individual Hindus, etc.\n Islam - praying five times a day shows how following the will of Allah as stated in the\nFive Pillars of Islam gives meaning in life, etc.\n Judaism - praying on the Sabbath in the Jewish home and synagogue services reflects\nhow the Covenant commitment to keep holy the Sabbath gives meaning in life, etc.\nCode MC  in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nQ EXCELLENT VERY GOOD GOOD FAIR WEAK\nEvidence of\nwhat prayer\nsubstantial very good adequate inadequate very little/no\nexpresses about good evidence\nevidence evidence evidence evidence evidence\nthe meaning of\nlife\ncompletely & generally limited\nRelevance clearly relevant little relevance not relevant\nclearly relevant relevant relevance\nUse of skill(s) –\nvery little/\nsetting out Excellent very good good some little\nno skill\ninformation\nno major very little little major some major many major substantial\nFactual accuracy\nerrors(s) errors(s) errors(s) errors(s) errors(s) errors(s)\n15 marks 15 - 13 12 - 11 10 - 8 7 - 6 5 - 3 2 - 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section C in the booklet.",
+    "marking_scheme_answer": "15 marks\nwithin\none of the following religions: Buddhism, Christianity, Hinduism, Islam or Judaism\nMarking criteria and points of reference:\nAn excellent answer will show an understanding of worship by setting out accurate\ninformation on how the way believers pray, within one religion listed in the question,\nreflects their understanding of the meaning of life e.g.\n Buddhism - meditation to rid the minds of unnecessary distractions and help empty the\nmind in order to achieve enlightenment, etc.\n Christianity - celebrate the sacraments and the community gathering together to\ncelebrate the Eucharist, reflects how a relationship with God gives meaning in the lives\nof believers; the image of God as a father in the Lords’ Prayer/Our Father, shows how\nrelating with God as caring, protector, guide had meaning for believers, etc.\n Hinduism - daily worship at a shrine in a Hindu home reflects the importance of\nparticular gods in the life of individual Hindus, etc.\n Islam - praying five times a day shows how following the will of Allah as stated in the\nFive Pillars of Islam gives meaning in life, etc.\n Judaism - praying on the Sabbath in the Jewish home and synagogue services reflects\nhow the Covenant commitment to keep holy the Sabbath gives meaning in life, etc.\nCode MC  in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nQ EXCELLENT VERY GOOD GOOD FAIR WEAK\nEvidence of\nwhat prayer\nsubstantial very good adequate inadequate very little/no\nexpresses about good evidence\nevidence evidence evidence evidence evidence\nthe meaning of\nlife\ncompletely & generally limited\nRelevance clearly relevant little relevance not relevant\nclearly relevant relevant relevance\nUse of skill(s) –\nvery little/\nsetting out Excellent very good good some little\nno skill\ninformation\nno major very little little major some major many major substantial\nFactual accuracy\nerrors(s) errors(s) errors(s) errors(s) errors(s) errors(s)\n15 marks 15 - 13 12 - 11 10 - 8 7 - 6 5 - 3 2 - 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section C in the booklet.",
     "source_pdf": "2024 - Religious Education - Common Level - Exam Paper.pdf"
   },
   {
@@ -4276,7 +4276,7 @@
     "parent_question": "15",
     "marks": 20,
     "marks_confidence": "derived",
-    "question_text": "The men and women associated with the growth of Christianity in Ireland during past\ncenturies include –\nSaint Brigid Saint Colmcille Saint Patrick\nDescribe two examples of the part one such person played in spreading Christian beliefs\namong the Irish people centuries ago.\nName:\n1.\n2.\nOptional writing space for Section C.\nOptional writing space for Section C.",
+    "question_text": "The men and women associated with the growth of Christianity in Ireland during past\ncenturies include –\nSaint Brigid Saint Colmcille Saint Patrick\nDescribe two examples of the part one such person played in spreading Christian beliefs\namong the Irish people centuries ago.\nName:\n1.\n2.\nOptional writing\nOptional writing",
     "has_images": true,
     "image_notes": "image(s) detected on page 24",
     "topic": null,
@@ -5050,11 +5050,11 @@
     "parent_question": "5",
     "marks": 18,
     "marks_confidence": "derived",
-    "question_text": "Outline two ways that commitment to their religious beliefs can be seen in the life story\nof the founder or early followers of one of the following religions: Buddhism, Christianity,\nHinduism, Islam or Judaism.\nReligion:\nName of founder/early followers:\n1.\n2.\nOptional writing space for Section A.\nOptional writing space for Section A.\nSection B 120 marks",
+    "question_text": "Outline two ways that commitment to their religious beliefs can be seen in the life story\nof the founder or early followers of one of the following religions: Buddhism, Christianity,\nHinduism, Islam or Judaism.\nReligion:\nName of founder/early followers:\n1.\n2.\nOptional writing\nOptional writing\nSection B 120 marks",
     "has_images": true,
     "image_notes": "image(s) detected on page 8, 11",
     "topic": null,
-    "marking_scheme_answer": "18 Marks 9M x2\nof\nthe founder or early followers of one of the following religions: Buddhism, Christianity,\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of a founder or early followers by setting\nout accurate information on two ways in which the founder or early followers showed a\ncommitment to living out their religious beliefs in their life story e.g.\n• Buddhism – Siddartha Guatama – Rejected a life of riches and sin to end his suffering\nand replaced it with compassion towards others and meditation etc.\n• Christianity – Jesus Christ – Crucified on the cross to free people from sin and reunite\nthe relationship between God and humankind etc.\n• Hinduism – The Seven Rishis – Created by Brahma to guide the human race to stay on\nthe right path with their wisdom etc.\n• Islam – Muhammad – Continued preaching about Allah after he fled persecution in\nMecca and travelled to Medina (Hijra) to spread the word of Allah etc.\n• Judaism – Abraham – Willing to sacrifice his son Isaac to show his commitment to God\netc.\nNote: Allow answers that refer to both founders and early followers of one of the religions\nlisted.\nCode MC x2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Good Fair Weak - Very Weak\nhow the substantial very good good adequate inadequate little very\nfounder or evidence evidence evidence evidence evidence evidence little/no\nearly evidence\nfollowers\nshowed a\ncommitment\nto living out\ntheir beliefs\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – account of account of account of account of account of account of little/no\nAccurate setting out setting out setting out setting out setting out setting out account of\naccount of information information information information information information setting out\nsetting out information\ninformation\nFactual no major very little little some many substantial many\nAccuracy error(s) evidence of evidence of evidence of major error(s) substantial\nerror(s) major major error(s) error(s)\nerror(s) error(s)\n9 marks x 2 9 - 8 7 - 6 5 4 3 - 2 1 0\nSection B Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section B in the booklet.",
+    "marking_scheme_answer": "18 Marks 9M x2\nof\nthe founder or early followers of one of the following religions: Buddhism, Christianity,\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of a founder or early followers by setting\nout accurate information on two ways in which the founder or early followers showed a\ncommitment to living out their religious beliefs in their life story e.g.\n• Buddhism – Siddartha Guatama – Rejected a life of riches and sin to end his suffering\nand replaced it with compassion towards others and meditation etc.\n• Christianity – Jesus Christ – Crucified on the cross to free people from sin and reunite\nthe relationship between God and humankind etc.\n• Hinduism – The Seven Rishis – Created by Brahma to guide the human race to stay on\nthe right path with their wisdom etc.\n• Islam – Muhammad – Continued preaching about Allah after he fled persecution in\nMecca and travelled to Medina (Hijra) to spread the word of Allah etc.\n• Judaism – Abraham – Willing to sacrifice his son Isaac to show his commitment to God\netc.\nNote: Allow answers that refer to both founders and early followers of one of the religions\nlisted.\nCode MC x2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Good Fair Weak - Very Weak\nhow the substantial very good good adequate inadequate little very\nfounder or evidence evidence evidence evidence evidence evidence little/no\nearly evidence\nfollowers\nshowed a\ncommitment\nto living out\ntheir beliefs\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – account of account of account of account of account of account of little/no\nAccurate setting out setting out setting out setting out setting out setting out account of\naccount of information information information information information information setting out\nsetting out information\ninformation\nFactual no major very little little some many substantial many\nAccuracy error(s) evidence of evidence of evidence of major error(s) substantial\nerror(s) major major error(s) error(s)\nerror(s) error(s)\n9 marks x 2 9 - 8 7 - 6 5 4 3 - 2 1 0\nSection B Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section B in the booklet.",
     "source_pdf": "2025 - Religious Education - Common Level - Exam Paper.pdf"
   },
   {
@@ -5306,7 +5306,7 @@
     "has_images": true,
     "image_notes": "image(s) detected on page 15, 16",
     "topic": null,
-    "marking_scheme_answer": "9 marks\n3Mx3\nRead the reports below from people describing their reasons for visiting Lough Derg in\nCounty Donegal and answer the question that follows.\n…\nFrom your reading of the above reports complete the following sentences using the words\nfrom the box below. One sentence has been completed as an example for you.\nChurch Life Pilgrimage Pray\nI. Spending time on the island made me realise and appreciate what really matters in\n… life.\nII. The island is a place of … pilgrimage.\nIII. Visit the Penitential Beds and … pray.\nIV. In the evening people gathered together in the … Church.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately finishing the\nsentences from the report using the words given in the question –\n��� The island is a place of … pilgrimage.\n• Visit the Penitential Beds and … pray.\n• In the evening people gathered together in the … Church.\nCode MC x3 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\n5 marks\nName a place in Ireland, other than Lough Derg, County Donegal, that has importance for\na community of faith since times long past.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately naming one\nplace in Ireland of importance for members of a community of faith other than Lough Derg,\nCo. Donegal, e.g.\n• Croagh Patrick\n• Glendalough\n• Clonmacnoise\n• Skellig Michael\n• Etc.\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Good Fair Weak - Very Weak\nnaming a substantial very good good adequate inadequate little very\nplace of evidence evidence evidence evidence evidence evidence little/no\nimportance evidence\nin Ireland for\na\ncommunity\nof faith\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – naming / naming / naming / naming / naming / naming / little/no\nnaming/ identifying identifying identifying identifying identifying identifying naming /\nIdentifying identifying\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n5 marks 5 4 3 2 1 - 0\n12 marks\n6Mx2\nState two reasons why the place named in part (b) above has importance for a community\nof faith in Ireland today.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by providing two concise\nstatements why the place in Ireland, named in part (a), has importance for members in a\ncommunity of faith e.g.\n• Croagh Patrick – Saint Patrick is thought to have spent forty days fasting on the summit\n& is climbed by pilgrims each year on Reek Sunday to honour Saint Patrick etc.\n• Glendalough – An early Christian monastic settlement founded by St. Kevin in the 6th\ncentury, monks have written and created sacred documents here etc.\n• Etc.\nNote: Avoid consequential penalties\nCode MC x2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Fair Weak - Very Weak\nwhy the Good\nplace named substantial very good good adequate inadequate little very\nin 10 b) evidence evidence evidence evidence evidence evidence little/no\nholds evidence\nimportance\nfor a\ncommunity\nof faith in\nIreland\ntoday\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – providing providing providing in providing in providing in providing little/no\nAccurate in a in a a concise a concise a concise in a providing in\nproviding in concise concise statement statement statement concise a concise\na concise statement statement statement statement\nstatement\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n6 marks x 2 6 5 4 3 2 1 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section C in the booklet.",
+    "marking_scheme_answer": "9 marks\n3Mx3\nRead the reports below from people describing their reasons for visiting Lough Derg in\nCounty Donegal and answer the question that follows.\n…\nFrom your reading of the above reports complete the following sentences using the words\nfrom the box below. One sentence has been completed as an example for you.\nChurch Life Pilgrimage Pray\nI. Spending time on the island made me realise and appreciate what really matters in\n… life.\nII. The island is a place of … pilgrimage.\nIII. Visit the Penitential Beds and … pray.\nIV. In the evening people gathered together in the … Church.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately finishing the\nsentences from the report using the words given in the question –\n• The island is a place of … pilgrimage.\n• Visit the Penitential Beds and … pray.\n• In the evening people gathered together in the … Church.\nCode MC x3 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\n5 marks\nName a place in Ireland, other than Lough Derg, County Donegal, that has importance for\na community of faith since times long past.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately naming one\nplace in Ireland of importance for members of a community of faith other than Lough Derg,\nCo. Donegal, e.g.\n• Croagh Patrick\n• Glendalough\n• Clonmacnoise\n• Skellig Michael\n• Etc.\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Good Fair Weak - Very Weak\nnaming a substantial very good good adequate inadequate little very\nplace of evidence evidence evidence evidence evidence evidence little/no\nimportance evidence\nin Ireland for\na\ncommunity\nof faith\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – naming / naming / naming / naming / naming / naming / little/no\nnaming/ identifying identifying identifying identifying identifying identifying naming /\nIdentifying identifying\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n5 marks 5 4 3 2 1 - 0\n12 marks\n6Mx2\nState two reasons why the place named in part (b) above has importance for a community\nof faith in Ireland today.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by providing two concise\nstatements why the place in Ireland, named in part (a), has importance for members in a\ncommunity of faith e.g.\n• Croagh Patrick – Saint Patrick is thought to have spent forty days fasting on the summit\n& is climbed by pilgrims each year on Reek Sunday to honour Saint Patrick etc.\n• Glendalough – An early Christian monastic settlement founded by St. Kevin in the 6th\ncentury, monks have written and created sacred documents here etc.\n• Etc.\nNote: Avoid consequential penalties\nCode MC x2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Fair Weak - Very Weak\nwhy the Good\nplace named substantial very good good adequate inadequate little very\nin 10 b) evidence evidence evidence evidence evidence evidence little/no\nholds evidence\nimportance\nfor a\ncommunity\nof faith in\nIreland\ntoday\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – providing providing providing in providing in providing in providing little/no\nAccurate in a in a a concise a concise a concise in a providing in\nproviding in concise concise statement statement statement concise a concise\na concise statement statement statement statement\nstatement\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n6 marks x 2 6 5 4 3 2 1 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section C in the booklet.",
     "source_pdf": "2025 - Religious Education - Common Level - Exam Paper.pdf"
   },
   {
@@ -5324,7 +5324,7 @@
     "has_images": true,
     "image_notes": "image(s) detected on page 15, 16",
     "topic": null,
-    "marking_scheme_answer": "9 marks\n3Mx3\nRead the reports below from people describing their reasons for visiting Lough Derg in\nCounty Donegal and answer the question that follows.\n…\nFrom your reading of the above reports complete the following sentences using the words\nfrom the box below. One sentence has been completed as an example for you.\nChurch Life Pilgrimage Pray\nI. Spending time on the island made me realise and appreciate what really matters in\n… life.\nII. The island is a place of … pilgrimage.\nIII. Visit the Penitential Beds and … pray.\nIV. In the evening people gathered together in the … Church.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately finishing the\nsentences from the report using the words given in the question –\n• The island is a place of … pilgrimage.\n• Visit the Penitential Beds and … pray.\n• In the evening people gathered together in the … Church.\nCode MC x3 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\n5 marks\nName a place in Ireland, other than Lough Derg, County Donegal, that has importance for\na community of faith since times long past.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately naming one\nplace in Ireland of importance for members of a community of faith other than Lough Derg,\nCo. Donegal, e.g.\n• Croagh Patrick\n• Glendalough\n• Clonmacnoise\n• Skellig Michael\n• Etc.\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Good Fair Weak - Very Weak\nnaming a substantial very good good adequate inadequate little very\nplace of evidence evidence evidence evidence evidence evidence little/no\nimportance evidence\nin Ireland for\na\ncommunity\nof faith\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – naming / naming / naming / naming / naming / naming / little/no\nnaming/ identifying identifying identifying identifying identifying identifying naming /\nIdentifying identifying\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n5 marks 5 4 3 2 1 - 0\n12 marks\n6Mx2\nState two reasons why the place named in part (b) above has importance for a community\nof faith in Ireland today.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by providing two concise\nstatements why the place in Ireland, named in part (a), has importance for members in a\ncommunity of faith e.g.\n• Croagh Patrick – Saint Patrick is thought to have spent forty days fasting on the summit\n& is climbed by pilgrims each year on Reek Sunday to honour Saint Patrick etc.\n• Glendalough – An early Christian monastic settlement founded by St. Kevin in the 6th\ncentury, monks have written and created sacred documents here etc.\n• Etc.\nNote: Avoid consequential penalties\nCode MC x2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Fair Weak - Very Weak\nwhy the Good\nplace named substantial very good good adequate inadequate little very\nin 10 b) evidence evidence evidence evidence evidence evidence little/no\nholds evidence\nimportance\nfor a\ncommunity\nof faith in\nIreland\ntoday\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – providing providing providing in providing in providing in providing little/no\nAccurate in a in a a concise a concise a concise in a providing in\nproviding in concise concise statement statement statement concise a concise\na concise statement statement statement statement\nstatement\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n6 marks x 2 6 5 4 3 2 1 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section C in the booklet.",
+    "marking_scheme_answer": "9 marks\n3Mx3\nRead the reports below from people describing their reasons for visiting Lough Derg in\nCounty Donegal and answer the question that follows.\n…\nFrom your reading of the above reports complete the following sentences using the words\nfrom the box below. One sentence has been completed as an example for you.\nChurch Life Pilgrimage Pray\nI. Spending time on the island made me realise and appreciate what really matters in\n… life.\nII. The island is a place of … pilgrimage.\nIII. Visit the Penitential Beds and … pray.\nIV. In the evening people gathered together in the … Church.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately finishing the\nsentences from the report using the words given in the question –\n• The island is a place of … pilgrimage.\n• Visit the Penitential Beds and … pray.\n• In the evening people gathered together in the … Church.\nCode MC x3 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\n5 marks\nName a place in Ireland, other than Lough Derg, County Donegal, that has importance for\na community of faith since times long past.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately naming one\nplace in Ireland of importance for members of a community of faith other than Lough Derg,\nCo. Donegal, e.g.\n• Croagh Patrick\n• Glendalough\n• Clonmacnoise\n• Skellig Michael\n• Etc.\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Good Fair Weak - Very Weak\nnaming a substantial very good good adequate inadequate little very\nplace of evidence evidence evidence evidence evidence evidence little/no\nimportance evidence\nin Ireland for\na\ncommunity\nof faith\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – naming / naming / naming / naming / naming / naming / little/no\nnaming/ identifying identifying identifying identifying identifying identifying naming /\nIdentifying identifying\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n5 marks 5 4 3 2 1 - 0\n12 marks\n6Mx2\nState two reasons why the place named in part (b) above has importance for a community\nof faith in Ireland today.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by providing two concise\nstatements why the place in Ireland, named in part (a), has importance for members in a\ncommunity of faith e.g.\n• Croagh Patrick – Saint Patrick is thought to have spent forty days fasting on the summit\n& is climbed by pilgrims each year on Reek Sunday to honour Saint Patrick etc.\n• Glendalough – An early Christian monastic settlement founded by St. Kevin in the 6th\ncentury, monks have written and created sacred documents here etc.\n• Etc.\nNote: Avoid consequential penalties\nCode MC x2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Fair Weak - Very Weak\nwhy the Good\nplace named substantial very good good adequate inadequate little very\nin 10 b) evidence evidence evidence evidence evidence evidence little/no\nholds evidence\nimportance\nfor a\ncommunity\nof faith in\nIreland\ntoday\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – providing providing providing in providing in providing in providing little/no\nAccurate in a in a a concise a concise a concise in a providing in\nproviding in concise concise statement statement statement concise a concise\na concise statement statement statement statement\nstatement\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n6 marks x 2 6 5 4 3 2 1 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section C in the booklet.",
     "source_pdf": "2025 - Religious Education - Common Level - Exam Paper.pdf"
   },
   {
@@ -5342,7 +5342,7 @@
     "has_images": true,
     "image_notes": "image(s) detected on page 15, 16",
     "topic": null,
-    "marking_scheme_answer": "9 marks\n3Mx3\nRead the reports below from people describing their reasons for visiting Lough Derg in\nCounty Donegal and answer the question that follows.\n…\nFrom your reading of the above reports complete the following sentences using the words\nfrom the box below. One sentence has been completed as an example for you.\nChurch Life Pilgrimage Pray\nI. Spending time on the island made me realise and appreciate what really matters in\n… life.\nII. The island is a place of … pilgrimage.\nIII. Visit the Penitential Beds and … pray.\nIV. In the evening people gathered together in the … Church.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately finishing the\nsentences from the report using the words given in the question –\n• The island is a place of … pilgrimage.\n• Visit the Penitential Beds and … pray.\n• In the evening people gathered together in the … Church.\nCode MC x3 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\n5 marks\nName a place in Ireland, other than Lough Derg, County Donegal, that has importance for\na community of faith since times long past.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately naming one\nplace in Ireland of importance for members of a community of faith other than Lough Derg,\nCo. Donegal, e.g.\n• Croagh Patrick\n• Glendalough\n• Clonmacnoise\n• Skellig Michael\n• Etc.\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Good Fair Weak - Very Weak\nnaming a substantial very good good adequate inadequate little very\nplace of evidence evidence evidence evidence evidence evidence little/no\nimportance evidence\nin Ireland for\na\ncommunity\nof faith\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – naming / naming / naming / naming / naming / naming / little/no\nnaming/ identifying identifying identifying identifying identifying identifying naming /\nIdentifying identifying\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n5 marks 5 4 3 2 1 - 0\n12 marks\n6Mx2\nState two reasons why the place named in part (b) above has importance for a community\nof faith in Ireland today.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by providing two concise\nstatements why the place in Ireland, named in part (a), has importance for members in a\ncommunity of faith e.g.\n• Croagh Patrick – Saint Patrick is thought to have spent forty days fasting on the summit\n& is climbed by pilgrims each year on Reek Sunday to honour Saint Patrick etc.\n• Glendalough – An early Christian monastic settlement founded by St. Kevin in the 6th\ncentury, monks have written and created sacred documents here etc.\n• Etc.\nNote: Avoid consequential penalties\nCode MC x2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Fair Weak - Very Weak\nwhy the Good\nplace named substantial very good good adequate inadequate little very\nin 10 b) evidence evidence evidence evidence evidence evidence little/no\nholds evidence\nimportance\nfor a\ncommunity\nof faith in\nIreland\ntoday\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – providing providing providing in providing in providing in providing little/no\nAccurate in a in a a concise a concise a concise in a providing in\nproviding in concise concise statement statement statement concise a concise\na concise statement statement statement statement\nstatement\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n6 marks x 2 6 5 4 3 2 1 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section C in the booklet.",
+    "marking_scheme_answer": "9 marks\n3Mx3\nRead the reports below from people describing their reasons for visiting Lough Derg in\nCounty Donegal and answer the question that follows.\n…\nFrom your reading of the above reports complete the following sentences using the words\nfrom the box below. One sentence has been completed as an example for you.\nChurch Life Pilgrimage Pray\nI. Spending time on the island made me realise and appreciate what really matters in\n… life.\nII. The island is a place of … pilgrimage.\nIII. Visit the Penitential Beds and … pray.\nIV. In the evening people gathered together in the … Church.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately finishing the\nsentences from the report using the words given in the question –\n• The island is a place of … pilgrimage.\n• Visit the Penitential Beds and … pray.\n• In the evening people gathered together in the … Church.\nCode MC x3 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\n5 marks\nName a place in Ireland, other than Lough Derg, County Donegal, that has importance for\na community of faith since times long past.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately naming one\nplace in Ireland of importance for members of a community of faith other than Lough Derg,\nCo. Donegal, e.g.\n• Croagh Patrick\n• Glendalough\n• Clonmacnoise\n• Skellig Michael\n• Etc.\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Good Fair Weak - Very Weak\nnaming a substantial very good good adequate inadequate little very\nplace of evidence evidence evidence evidence evidence evidence little/no\nimportance evidence\nin Ireland for\na\ncommunity\nof faith\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – naming / naming / naming / naming / naming / naming / little/no\nnaming/ identifying identifying identifying identifying identifying identifying naming /\nIdentifying identifying\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n5 marks 5 4 3 2 1 - 0\n12 marks\n6Mx2\nState two reasons why the place named in part (b) above has importance for a community\nof faith in Ireland today.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by providing two concise\nstatements why the place in Ireland, named in part (a), has importance for members in a\ncommunity of faith e.g.\n• Croagh Patrick – Saint Patrick is thought to have spent forty days fasting on the summit\n& is climbed by pilgrims each year on Reek Sunday to honour Saint Patrick etc.\n• Glendalough – An early Christian monastic settlement founded by St. Kevin in the 6th\ncentury, monks have written and created sacred documents here etc.\n• Etc.\nNote: Avoid consequential penalties\nCode MC x2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Fair Weak - Very Weak\nwhy the Good\nplace named substantial very good good adequate inadequate little very\nin 10 b) evidence evidence evidence evidence evidence evidence little/no\nholds evidence\nimportance\nfor a\ncommunity\nof faith in\nIreland\ntoday\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – providing providing providing in providing in providing in providing little/no\nAccurate in a in a a concise a concise a concise in a providing in\nproviding in concise concise statement statement statement concise a concise\na concise statement statement statement statement\nstatement\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n6 marks x 2 6 5 4 3 2 1 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section C in the booklet.",
     "source_pdf": "2025 - Religious Education - Common Level - Exam Paper.pdf"
   },
   {
@@ -5360,7 +5360,7 @@
     "has_images": true,
     "image_notes": "image(s) detected on page 15, 16",
     "topic": null,
-    "marking_scheme_answer": "9 marks\n3Mx3\nRead the reports below from people describing their reasons for visiting Lough Derg in\nCounty Donegal and answer the question that follows.\n…\nFrom your reading of the above reports complete the following sentences using the words\nfrom the box below. One sentence has been completed as an example for you.\nChurch Life Pilgrimage Pray\nI. Spending time on the island made me realise and appreciate what really matters in\n… life.\nII. The island is a place of … pilgrimage.\nIII. Visit the Penitential Beds and … pray.\nIV. In the evening people gathered together in the … Church.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately finishing the\nsentences from the report using the words given in the question –\n• The island is a place of … pilgrimage.\n• Visit the Penitential Beds and … pray.\n• In the evening people gathered together in the … Church.\nCode MC x3 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\n5 marks\nName a place in Ireland, other than Lough Derg, County Donegal, that has importance for\na community of faith since times long past.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately naming one\nplace in Ireland of importance for members of a community of faith other than Lough Derg,\nCo. Donegal, e.g.\n• Croagh Patrick\n• Glendalough\n• Clonmacnoise\n• Skellig Michael\n• Etc.\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Good Fair Weak - Very Weak\nnaming a substantial very good good adequate inadequate little very\nplace of evidence evidence evidence evidence evidence evidence little/no\nimportance evidence\nin Ireland for\na\ncommunity\nof faith\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – naming / naming / naming / naming / naming / naming / little/no\nnaming/ identifying identifying identifying identifying identifying identifying naming /\nIdentifying identifying\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n5 marks 5 4 3 2 1 - 0\n12 marks\n6Mx2\nState two reasons why the place named in part (b) above has importance for a community\nof faith in Ireland today.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by providing two concise\nstatements why the place in Ireland, named in part (a), has importance for members in a\ncommunity of faith e.g.\n• Croagh Patrick – Saint Patrick is thought to have spent forty days fasting on the summit\n& is climbed by pilgrims each year on Reek Sunday to honour Saint Patrick etc.\n• Glendalough – An early Christian monastic settlement founded by St. Kevin in the 6th\ncentury, monks have written and created sacred documents here etc.\n• Etc.\nNote: Avoid consequential penalties\nCode MC x2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Fair Weak - Very Weak\nwhy the Good\nplace named substantial very good good adequate inadequate little very\nin 10 b) evidence evidence evidence evidence evidence evidence little/no\nholds evidence\nimportance\nfor a\ncommunity\nof faith in\nIreland\ntoday\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – providing providing providing in providing in providing in providing little/no\nAccurate in a in a a concise a concise a concise in a providing in\nproviding in concise concise statement statement statement concise a concise\na concise statement statement statement statement\nstatement\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n6 marks x 2 6 5 4 3 2 1 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section C in the booklet.",
+    "marking_scheme_answer": "9 marks\n3Mx3\nRead the reports below from people describing their reasons for visiting Lough Derg in\nCounty Donegal and answer the question that follows.\n…\nFrom your reading of the above reports complete the following sentences using the words\nfrom the box below. One sentence has been completed as an example for you.\nChurch Life Pilgrimage Pray\nI. Spending time on the island made me realise and appreciate what really matters in\n… life.\nII. The island is a place of … pilgrimage.\nIII. Visit the Penitential Beds and … pray.\nIV. In the evening people gathered together in the … Church.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately finishing the\nsentences from the report using the words given in the question –\n• The island is a place of … pilgrimage.\n• Visit the Penitential Beds and … pray.\n• In the evening people gathered together in the … Church.\nCode MC x3 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\n5 marks\nName a place in Ireland, other than Lough Derg, County Donegal, that has importance for\na community of faith since times long past.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by accurately naming one\nplace in Ireland of importance for members of a community of faith other than Lough Derg,\nCo. Donegal, e.g.\n• Croagh Patrick\n• Glendalough\n• Clonmacnoise\n• Skellig Michael\n• Etc.\nCode MC in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Good Fair Weak - Very Weak\nnaming a substantial very good good adequate inadequate little very\nplace of evidence evidence evidence evidence evidence evidence little/no\nimportance evidence\nin Ireland for\na\ncommunity\nof faith\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – naming / naming / naming / naming / naming / naming / little/no\nnaming/ identifying identifying identifying identifying identifying identifying naming /\nIdentifying identifying\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n5 marks 5 4 3 2 1 - 0\n12 marks\n6Mx2\nState two reasons why the place named in part (b) above has importance for a community\nof faith in Ireland today.\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by providing two concise\nstatements why the place in Ireland, named in part (a), has importance for members in a\ncommunity of faith e.g.\n• Croagh Patrick – Saint Patrick is thought to have spent forty days fasting on the summit\n& is climbed by pilgrims each year on Reek Sunday to honour Saint Patrick etc.\n• Glendalough – An early Christian monastic settlement founded by St. Kevin in the 6th\ncentury, monks have written and created sacred documents here etc.\n• Etc.\nNote: Avoid consequential penalties\nCode MC x2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Fair Weak - Very Weak\nwhy the Good\nplace named substantial very good good adequate inadequate little very\nin 10 b) evidence evidence evidence evidence evidence evidence little/no\nholds evidence\nimportance\nfor a\ncommunity\nof faith in\nIreland\ntoday\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – providing providing providing in providing in providing in providing little/no\nAccurate in a in a a concise a concise a concise in a providing in\nproviding in concise concise statement statement statement concise a concise\na concise statement statement statement statement\nstatement\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n6 marks x 2 6 5 4 3 2 1 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section C in the booklet.",
     "source_pdf": "2025 - Religious Education - Common Level - Exam Paper.pdf"
   },
   {
@@ -5392,11 +5392,11 @@
     "parent_question": "10",
     "marks": 12,
     "marks_confidence": "derived",
-    "question_text": "State two reasons why the place named in part (b) above has importance for a community\nof faith in Ireland today.\nReason 1.\nReason 2.\nOptional writing space for Section B.\nOptional writing space for Section B.\nSection C 120 marks",
+    "question_text": "State two reasons why the place named in part (b) above has importance for a community\nof faith in Ireland today.\nReason 1.\nReason 2.\nOptional writing\nOptional writing\nSection C 120 marks",
     "has_images": true,
     "image_notes": "image(s) detected on page 16, 19",
     "topic": null,
-    "marking_scheme_answer": "12 marks\n6Mx2\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by providing two concise\nstatements why the place in Ireland, named in part (a), has importance for members in a\ncommunity of faith e.g.\n• Croagh Patrick – Saint Patrick is thought to have spent forty days fasting on the summit\n& is climbed by pilgrims each year on Reek Sunday to honour Saint Patrick etc.\n• Glendalough – An early Christian monastic settlement founded by St. Kevin in the 6th\ncentury, monks have written and created sacred documents here etc.\n• Etc.\nNote: Avoid consequential penalties\nCode MC x2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Fair Weak - Very Weak\nwhy the Good\nplace named substantial very good good adequate inadequate little very\nin 10 b) evidence evidence evidence evidence evidence evidence little/no\nholds evidence\nimportance\nfor a\ncommunity\nof faith in\nIreland\ntoday\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – providing providing providing in providing in providing in providing little/no\nAccurate in a in a a concise a concise a concise in a providing in\nproviding in concise concise statement statement statement concise a concise\na concise statement statement statement statement\nstatement\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n6 marks x 2 6 5 4 3 2 1 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is space for extra work at the end of Section C in the booklet.",
+    "marking_scheme_answer": "12 marks\n6Mx2\nMarking Criteria and points of reference:\nAn excellent answer will show an understanding of sacred spaces by providing two concise\nstatements why the place in Ireland, named in part (a), has importance for members in a\ncommunity of faith e.g.\n• Croagh Patrick – Saint Patrick is thought to have spent forty days fasting on the summit\n& is climbed by pilgrims each year on Reek Sunday to honour Saint Patrick etc.\n• Glendalough – An early Christian monastic settlement founded by St. Kevin in the 6th\ncentury, monks have written and created sacred documents here etc.\n• Etc.\nNote: Avoid consequential penalties\nCode MC x2 in left margin where the Marking Criteria is first evident in the candidate’s\nanswer.\nEvidence of Excellent Very Good Fair Weak - Very Weak\nwhy the Good\nplace named substantial very good good adequate inadequate little very\nin 10 b) evidence evidence evidence evidence evidence evidence little/no\nholds evidence\nimportance\nfor a\ncommunity\nof faith in\nIreland\ntoday\nRelevance completely clearly generally limited little very little not\n& clearly relevant relevant relevance relevance relevance relevant\nrelevant\nUse of excellent very good good some little very little very\nskill(s) – providing providing providing in providing in providing in providing little/no\nAccurate in a in a a concise a concise a concise in a providing in\nproviding in concise concise statement statement statement concise a concise\na concise statement statement statement statement\nstatement\nFactual no major very little little some many major substantial many\nAccuracy error(s) evidence evidence of evidence of error(s) error(s) substantial\nof error(s) major major error(s)\nerror(s) error(s)\n6 marks x 2 6 5 4 3 2 1 0\nSection C Total: 120 marks\nCandidates must answer all questions.\nThere is at the end of Section C in the booklet.",
     "source_pdf": "2025 - Religious Education - Common Level - Exam Paper.pdf"
   },
   {
@@ -5644,7 +5644,7 @@
     "parent_question": "15",
     "marks": 18,
     "marks_confidence": "derived",
-    "question_text": "Explain two ways that care for the earth is encouraged in the teaching of one of the\nfollowing religions:\n  \nBuddhism Christianity Hinduism Islam Judaism\nReligion:\n1.\n2.\nOptional writing space for Section C.\nOptional writing space for Section C.",
+    "question_text": "Explain two ways that care for the earth is encouraged in the teaching of one of the\nfollowing religions:\n  \nBuddhism Christianity Hinduism Islam Judaism\nReligion:\n1.\n2.\nOptional writing\nOptional writing",
     "has_images": true,
     "image_notes": "image(s) detected on page 24",
     "topic": null,
@@ -6634,7 +6634,7 @@
     "parent_question": "5",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Examine two ways that valuing the wellbeing of others is encouraged in the teaching of a\nsacred text associated with one of the following religions: Buddhism, Christianity, Hinduism,\nIslam or Judaism.\n1.\n2.\nOptional writing space for Section A.\nOptional writing space for Section A.\nSection B 120 marks",
+    "question_text": "Examine two ways that valuing the wellbeing of others is encouraged in the teaching of a\nsacred text associated with one of the following religions: Buddhism, Christianity, Hinduism,\nIslam or Judaism.\n1.\n2.\nOptional writing\nOptional writing\nSection B 120 marks",
     "has_images": true,
     "image_notes": "image(s) detected on page 11",
     "topic": null,
@@ -6886,7 +6886,7 @@
     "parent_question": "10",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Explain two reasons why rituals play an important part in the lives of people today.\n1.\n2.\nOptional writing space for Section B.\nOptional writing space for Section B.\nSection C 120 marks",
+    "question_text": "Explain two reasons why rituals play an important part in the lives of people today.\n1.\n2.\nOptional writing\nOptional writing\nSection C 120 marks",
     "has_images": true,
     "image_notes": "image(s) detected on page 16, 19",
     "topic": null,
@@ -7030,7 +7030,7 @@
     "parent_question": "15",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Describe an example of how the teaching of one of the following religions could help\nbelievers in their search for the meaning of life: Buddhism, Christianity, Hinduism, Islam\nor Judaism.\nReligion:\nOptional writing space for Section C.\nOptional writing space for Section C.",
+    "question_text": "Describe an example of how the teaching of one of the following religions could help\nbelievers in their search for the meaning of life: Buddhism, Christianity, Hinduism, Islam\nor Judaism.\nReligion:\nOptional writing\nOptional writing",
     "has_images": true,
     "image_notes": "image(s) detected on page 24",
     "topic": null,

extracted-json/jc/spanish.json

@@ -15076,7 +15076,7 @@
     "parent_question": "18",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Your exchange student Paco has written to you. Write a response to him in SPANISH, giving\nanswers to the following:\nDescribe tu casa.\nDescribe tu colegio.\n¿Cómo es tu barrio?\n¿Cuál es tu rutina diaria?\n¿Cuáles son tus pasatiempos?\n¿Qué tiempo hace en Irlanda?\n¿Qué planes tienes para las vacaciones de verano?\n¿Qué hiciste el fin de semana pasado?\nThis is space for extra work. Label any such extra work clearly with the question number and part.\nThis is space for extra work. Label any such extra work clearly with the question number and part.\nAcknowlegements\nImages\nImages on page 3: clipart‐library.com; pngtree.com\nImage on page 4: coolclips.com\nImages on page 9: clipart‐library.com; vectorstock.com; shutterstock.com; istockphoto.com\nImages on page 10: freepik.com; clipart‐library.com; 123rf.com\nImage on page 11: www.latomatina.info;\nImage on page 12: www.kiaenzona.com\nImage on page 14: www.visitasevilla.es\nImage on page 16: www.spain.info/es\nTexts\nText on page 12: adapted from www.kiaenzona.com; www.diariodesevilla.es\nText on page 14: adapted from www.visitasevilla.es\nText on page 16: adapted from www.vacaciones‐espana.es; www.abc‐mallorca.es; www.aena.es; www.spain.info",
+    "question_text": "Your exchange student Paco has written to you. Write a response to him in SPANISH, giving\nanswers to the following:\nDescribe tu casa.\nDescribe tu colegio.\n¿Cómo es tu barrio?\n¿Cuál es tu rutina diaria?\n¿Cuáles son tus pasatiempos?\n¿Qué tiempo hace en Irlanda?\n¿Qué planes tienes para las vacaciones de verano?\n¿Qué hiciste el fin de semana pasado?\nThis is\nThis is\nAcknowlegements\nImages\nImages on page 3: clipart‐library.com; pngtree.com\nImage on page 4: coolclips.com\nImages on page 9: clipart‐library.com; vectorstock.com; shutterstock.com; istockphoto.com\nImages on page 10: freepik.com; clipart‐library.com; 123rf.com\nImage on page 11: www.latomatina.info;\nImage on page 12: www.kiaenzona.com\nImage on page 14: www.visitasevilla.es\nImage on page 16: www.spain.info/es\nTexts\nText on page 12: adapted from www.kiaenzona.com; www.diariodesevilla.es\nText on page 14: adapted from www.visitasevilla.es\nText on page 16: adapted from www.vacaciones‐espana.es; www.abc‐mallorca.es; www.aena.es; www.spain.info",
     "has_images": true,
     "image_notes": "image(s) detected on page 24",
     "topic": null,
@@ -17596,7 +17596,7 @@
     "parent_question": "18",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "A Spanish student, Sara is coming to stay in your house to learn English.\nWrite a response in SPANISH to her questions below:\n¿Dónde vives?\n¿Qué hay en tu dormitorio?\n¿Qué te gusta comer?\n¿Cuáles son las asignaturas que estudias?\n¿Cómo es tu profesor favorito?\n¿Cómo celebraste tu cumpleaños el año pasado?\n¿Qué vamos a hacer durante mi visita?\n¿Qué hiciste el verano pasado?\nThis is space for extra work. Label any such extra work clearly with the question number and part.\nThis is space for extra work. Label any such extra work clearly with the question number and part.",
+    "question_text": "A Spanish student, Sara is coming to stay in your house to learn English.\nWrite a response in SPANISH to her questions below:\n¿Dónde vives?\n¿Qué hay en tu dormitorio?\n¿Qué te gusta comer?\n¿Cuáles son las asignaturas que estudias?\n¿Cómo es tu profesor favorito?\n¿Cómo celebraste tu cumpleaños el año pasado?\n¿Qué vamos a hacer durante mi visita?\n¿Qué hiciste el verano pasado?\nThis is\nThis is",
     "has_images": false,
     "image_notes": null,
     "topic": null,
@@ -20314,7 +20314,7 @@
     "parent_question": "18",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Write to your new friend in Spanish using the points below. (Write approximately 200 words)\nTú y tu familia.\nUna descripción de tu casa.\nLo que haces los fines de semana.\nTus pasatiempos.\nTu mejor amigo/a.\n¿Qué hiciste durante las vacaciones de Navidad?\nTus planes para el verano.\nTus planes para el próximo año escolar.\nThis is space for extra work. Label any such extra work clearly with the question number and part.\nAcknowlegements\nImages\nImage on page 3: camiseriacanalejas.com, es.tiendas.com\nImage on page 4: freepic.es\nImage on page 7: freepic.es,\nImages on page 8 : eurostarshotels.com\nImages on page 10: el mundo.com, istockphoto.com, goodfreephotos.com, laronda punto es, cronista.com,\naramon.com, walmart.co.cr, escapadalowcost.com, quees.pro, freepick.es\nImages on page 11: pixabay.com, huellacanina.com, freepic.es, diariofemenino.com, laprensa.hn /\nlavozdelafrontera.com.mx, mixaficiones.com\nImage on page 12: madcoolfestival.es\nImage on page 13: earnthenecklace.com\nImage on page 15: elpais.com\nImages on page 16: malagainformation.com\nImage on page 18 : freepng.es\nTexts\nText on page 12: madcool2021\nText on page 13: biography.com, earnthenecklace.com\nText on page 15 es.fashionnetwork.com, elpais.com\nText on page 16: malagainformation.com, caracolviajero.com.es",
+    "question_text": "Write to your new friend in Spanish using the points below. (Write approximately 200 words)\nTú y tu familia.\nUna descripción de tu casa.\nLo que haces los fines de semana.\nTus pasatiempos.\nTu mejor amigo/a.\n¿Qué hiciste durante las vacaciones de Navidad?\nTus planes para el verano.\nTus planes para el próximo año escolar.\nThis is\nAcknowlegements\nImages\nImage on page 3: camiseriacanalejas.com, es.tiendas.com\nImage on page 4: freepic.es\nImage on page 7: freepic.es,\nImages on page 8 : eurostarshotels.com\nImages on page 10: el mundo.com, istockphoto.com, goodfreephotos.com, laronda punto es, cronista.com,\naramon.com, walmart.co.cr, escapadalowcost.com, quees.pro, freepick.es\nImages on page 11: pixabay.com, huellacanina.com, freepic.es, diariofemenino.com, laprensa.hn /\nlavozdelafrontera.com.mx, mixaficiones.com\nImage on page 12: madcoolfestival.es\nImage on page 13: earnthenecklace.com\nImage on page 15: elpais.com\nImages on page 16: malagainformation.com\nImage on page 18 : freepng.es\nTexts\nText on page 12: madcool2021\nText on page 13: biography.com, earnthenecklace.com\nText on page 15 es.fashionnetwork.com, elpais.com\nText on page 16: malagainformation.com, caracolviajero.com.es",
     "has_images": false,
     "image_notes": null,
     "topic": null,
@@ -23284,7 +23284,7 @@
     "parent_question": "18",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "A Mexican student, Pedro is coming to stay in your house to learn English.\nWrite a response in SPANISH to his questions below. (Write approximately 200 words)\n¿Cómo es tu barrio?\n¿Cómo es la comida irlandesa?\n¿Qué tiempo hace en Irlanda en mayo?\nDescribe tu rutina diaria durante un día escolar.\n¿Qué instalaciones hay en tu colegio?\n¿Cuáles son las normas del colegio?\n¿Qué vamos a hacer cuando no hay clase?\n¿Qué hiciste durante las vacaciones de Pascua?\nThis is space for extra work. Label any such extra work clearly with the question number and part.\nThis is space for extra work. Label any such extra work clearly with the question number and part.",
+    "question_text": "A Mexican student, Pedro is coming to stay in your house to learn English.\nWrite a response in SPANISH to his questions below. (Write approximately 200 words)\n¿Cómo es tu barrio?\n¿Cómo es la comida irlandesa?\n¿Qué tiempo hace en Irlanda en mayo?\nDescribe tu rutina diaria durante un día escolar.\n¿Qué instalaciones hay en tu colegio?\n¿Cuáles son las normas del colegio?\n¿Qué vamos a hacer cuando no hay clase?\n¿Qué hiciste durante las vacaciones de Pascua?\nThis is\nThis is",
     "has_images": false,
     "image_notes": null,
     "topic": null,
@@ -26290,7 +26290,7 @@
     "parent_question": "18",
     "marks": null,
     "marks_confidence": "uncertain",
-    "question_text": "Write to your new friend in SPANISH giving answers to the following:\n(Write approximately 200 words)\nDescribe tu colegio.\nDescribe a tu mejor amigo/a.\n¿Cómo es tu barrio?\n¿Qué pasatiempos tienes?\n¿Qué tiempo hace en Irlanda?\n¿Cómo es un fin de semana típico para ti?\n¿Qué hiciste el verano pasado?\n¿Qué vas a hacer durante las próximas vacaciones?\nThis is space for extra work. Label any such extra work clearly with the question number and part.\nThis is space for extra work. Label any such extra work clearly with the question number and part.\nAcknowlegements\nImages\nImages on page 1 – freepik.com, primeriti.es, freepik.es\nImages on page 4 – delcampe.es\nImages on page 8 – turismodecordoba.org, spain.info, diariocordoba.com\nImages on page 9 – freepik.com, mdtcap.com.ar, elespanol.com\nImages on page 10 – evacocina.es, freepik.com, freepik.es, elespanol.com\nImages on page 11 – sanfermin.com\nImages on page 12 – ale‐hop.org\nImages on page 14 – cronic.com.ar\nImages on page 16 – es.tourismpanama.com\nTexts\nText on page 11 – adapted from cabila.com\nText on page 12 – adapted from ale‐hop.org\nText on page 13 – adapted from anaaweb.org\nText on Page 14 – adapted from cronic.com.ar, lavanguardia.com, cnnespanol.cnn.com, mundodeportivo.com,\nbbc.com/mundo\nText on page 16 – adapted from es.tourismpanama.com, consulatgeneraldepanamamarseille.com",
+    "question_text": "Write to your new friend in SPANISH giving answers to the following:\n(Write approximately 200 words)\nDescribe tu colegio.\nDescribe a tu mejor amigo/a.\n¿Cómo es tu barrio?\n¿Qué pasatiempos tienes?\n¿Qué tiempo hace en Irlanda?\n¿Cómo es un fin de semana típico para ti?\n¿Qué hiciste el verano pasado?\n¿Qué vas a hacer durante las próximas vacaciones?\nThis is\nThis is\nAcknowlegements\nImages\nImages on page 1 – freepik.com, primeriti.es, freepik.es\nImages on page 4 – delcampe.es\nImages on page 8 – turismodecordoba.org, spain.info, diariocordoba.com\nImages on page 9 – freepik.com, mdtcap.com.ar, elespanol.com\nImages on page 10 ��� evacocina.es, freepik.com, freepik.es, elespanol.com\nImages on page 11 – sanfermin.com\nImages on page 12 – ale‐hop.org\nImages on page 14 – cronic.com.ar\nImages on page 16 – es.tourismpanama.com\nTexts\nText on page 11 – adapted from cabila.com\nText on page 12 – adapted from ale‐hop.org\nText on page 13 – adapted from anaaweb.org\nText on Page 14 – adapted from cronic.com.ar, lavanguardia.com, cnnespanol.cnn.com, mundodeportivo.com,\nbbc.com/mundo\nText on page 16 – adapted from es.tourismpanama.com, consulatgeneraldepanamamarseille.com",
     "has_images": false,
     "image_notes": null,
     "topic": null,

extracted-json/lc/economics.json

@@ -26978,7 +26978,7 @@
     "has_images": false,
     "image_notes": null,
     "topic": null,
-    "marking_scheme_answer": "The fashion industry produces 10% of all humanity’s carbon emissions. It is the\nsecond largest consumer of the world’s water supply and pollutes the oceans. 85% of all\ntextiles go to landfill each year. Research shows that people are buying more clothes\nnow than ever but are only keeping them for half as long.\nAdapted from www.businessinsider.com\nPossible responses Max\nMark\nfashion (2+3)\nindustry.\nBusinesses:\n• Alterations to production methods. Through ensuring that high quality\nmaterials are used in an ethical and environmentally friendly production process\nit may extend the life of clothing. It may also better reward the production\nemployees.\n• Ethical sourcing of raw materials. Fast fashion is often exploitative in how it\nsources its materials and how it pays the employees on the production line. If\nfirms did more thorough work on eliminating these practices, it can help reduce\nthe effects of fast fashion.\n• Transparency in production methods. Firms can help make their production\nprocess clear to consumers through online explication. This has become popular\nin the food industry e.g. “farm to table”\n• Actively engage in the recycling process of clothes sold by the business. Firms\ncan offer a free recycling service to its consumers to help reduce the amount of\ntheir clothes which needlessly end up in landfill.\n• Encourage consumers to update their clothes: some firms may offer a facility\nfor consumers to return their ‘old’ clothes for repair / refinement.\n40 | P a ge\nHigher Level Economics Student Research Project\nBefore commencing marking read the entire Individual Investigative Study to familiarise yourself with the content presented for marking.\nNote: Be careful not to penalise skilful brevity, nor to reward unwarranted length.\nThese descriptors should be interpreted in the context of the challenges and demands of the investigation the candidate has chosen.\nSection Excellent Very Good Good Fair Weak\nIntroduction LOI is stated clearly, as a A very good level of Good but lacks structure. Very basic level of response. Line of inquiry is not\nquestion/problem/issue to be response. The LOI is relevant to the theme or\nA good attempt at linking the Very poor linking of the LOI to\naddressed and is relevant to coherent. topic.\nLOI with the theme but lacks the theme or the Learning\nLOI (Line of the theme.\nThe aims are reasonably depth and structure. Outcomes. No link to the Learning\nInquiry)\nThe aims are very clearly laid clear and in context. Outcomes.\nAims are vague and some not in Very poor aims if any offered.\nout (SMART) and are in line\nVery good attempt at linking context.\nwith the line of inquiry chosen\nline of inquiry to the\nand Learning Outcomes of the Good attempt at linking line of\nLearning Outcomes.\nspecification. inquiry to the Learning\nOutcomes.\n10 marks 9-10 7-8 5-6 3-4 0-2\nEvidence of\nDeduct 1m if no Deduct 1m if 2 sources not\nData:\n5 quantitative data. included.\n5 marks\n1 | P a ge\nThe Research Process\n40 Marks\nExcellent Very Good Good Fair Weak\n9-10 7-8 5-6 3-4 0-2\nDetailed application of key Very good relevant Good relevant application of A basic application of No application of\nconcepts and theories to the application of key concepts key concepts and theories to economic concepts and economic concepts and\nLOI. and theories to the LOI. the LOI. theories to the LOI. theories to the line of\ninquiry. Concepts and\nIn depth critical analysis of LOI Very good critical analysis of Good analysis of the sources of A basic analysis of information\ntheories may be irrelevant\nApplication & relevant to the concepts and the sources of information information and data used. and data used.\nto the line of inquiry.\nAnalysis theories used. and data used.\nAnalysis of sources of\nCritical and perceptive information and data if any\nanalysis of the sources of are used is very poor and\ninformation and data used. irrelevant.\nExcellent informed Economic concepts, Good interpretation and The Line of Inquiry is poorly Very poor selection of\nInterpret & interpretation and evaluation theories, and data are evaluation of economic researched and therefore a research sources. Basic if\nEvaluate of data, economic concepts interpreted and analysed to concepts, theories, and data. very poor standard of no interpretation or\nand theories applicable to the a very high standard. interpretation and evaluation. evaluation.\nLOI.\nSome analysis could be\nResearch irrelevant to the\nincorrect.\nline of inquiry.\nExcellent informed arguments Very good informed Some good relevant arguments Very limited arguments No arguments or\nand judgements are evaluated arguments and judgements and judgements are put and/or judgements are put judgements are offered.\nand interrogated in an are evaluated. Some very forward with some being forward some being vaguely\nobjective manner and linked good relevant arguments supported by some economic relevant.\nArguments &\nclearly with economic and judgements are concepts, theories,\nJudgements concepts and theories and discussed and supported by data/diagrams/curves.\nsupported with relevant economic concepts, theories\ndata/diagrams/curves. and relevant\ndata/diagrams/curves.\nData Data used is relevant, correct, Data is analysed, interpreted Data is somewhat analysed, Data is poorly researched, Data if any provided is\n(Application & critically analysed, interpreted and evaluated to a very high interpreted and evaluated to a some analysed correctly but irrelevant and dated.\nAnalysis) and evaluated in depth to a standard. good level. Lacks depth. some incorrectly applied and\nvery high standard. irrelevant.\nResearch Process\n36-40 28-35 20-27 19-12 0-11\nOverall Mark\n2 | P a ge\nExcellent Very Good Good Fair Weak\nVery informed, relevant & Informed conclusions clearly Some conclusions are made Some conclusions are made Little or no conclusions\nsubstantiated based on the analysis and based on the analysis and but limited evidence to made with very little\njudgements/conclusions evaluation of the evidence evaluation with some evidence support them. These may be evidence to support them\nclearly & explicitly based on with a clear link to concepts that these are somewhat linked based on irrelevant material. and irrelevant material\nthe analysis & evaluation of & theories. to concepts & theories. used.\nSome of the intended aims\nthe evidence relevant to\nIntended aims have been Intended aims are mostly met are somewhat addressed. Intended aims are not met.\nconcepts & theories.\naddressed & most met. and some recommendations Regurgitation and repetition A lot of regurgitation and\nConclusion Intended aims have been met Relevant recommendations are made. of information already used is repetition.\n& relevant substantiated have been made. evident.\nrecommendations made.\nNew somewhat relevant\nNew relevant further line of question/line of inquiry\ninquiry suggested which suggested.\nemerged from the analysis of\nresearch.\n20 marks 18-20 14-17 10-13 6-9 0-5\nDeep clear personal insights Clear personal insights Some personal insights gained Limited personal insights No personal reflection –\ngained through deep gained through reflection on through some reflection on the gained through limited inadequate reflection. Re-\ninsightful reflection on the the engagement with the topic. reflection on the topic. telling of facts learned.\nengagement with the study. study.\nSome reflection on how their Limited reflection on how No personal insight into\nReflection Clear thorough capacity to\nClear capacity to reflect on thinking/attitudes has changed their thinking/attitudes has how their\nreflect on how their\nhow their thinking/attitudes or/and evolved, their opinions changed or/and evolved, their thinking/attitudes has\nthinking/attitudes has\nhas changed or/and evolved, and/or behaviour influenced/ opinions and/or behaviour changed and/or evolved,\nchanged or/and evolved, their\ntheir opinions and/or not influenced as a result of influenced/not influenced as their opinions and/or\nopinions and/or behaviour\nbehaviour influenced/not engaging with the study. result of engaging with the behaviour influenced/not\ninfluenced/not influenced as a\ninfluenced as a result of study. influenced as a result of\nresult of engaging with the\nengaging with the study. engaging with the study.\nstudy.\n10 marks 9-10 7-8 5-6 3-4 0-2\n3 | P a ge\nExcellent Very Good Good Fair Weak\nExtremely coherent & highly SRP is coherent & logical in SRP is somewhat coherent & A poor attempt at delivering a This report totally lacks\nlogical SRP in line with the line with the brief and logical and is reasonably in line coherent and logical SRP. structure & coherence.\nbrief and individual line of individual line of inquiry with the brief and individual\nPoor construction. The report lacks focus and\ninquiry chosen. chosen. line of inquiry chosen.\nCommunication is disjointed clarity.\nReasonable construction.\nConstruction is excellent. Very good construction. and lacks cohesion.\nThe report contains\nCommunication of concepts, Communication of arguments\nThe language, concepts & Little to no evidence of incorrect\nCommunication theories and data used is and judgements displays a good\ndata used are well originality and innovation. information/plagiarism.\nPresentation & thorough and appropriate. level of knowledge.\nintegrated.\nOverall\nArguments and judgements Very little evidence of\nCoherence Arguments and judgements\nare communicated with originality and innovation.\nare communicated with\ndetailed knowledge, critical\ngood knowledge and\nthinking and sharp focus.\nevidence of critical thinking.\nExcellent originality and\nThere is evidence of\ninnovation are evident\noriginality and innovation.\nthroughout.\n15 marks 14-15 11-13 8-10 5-7 0-4\n4 | P a ge",
+    "marking_scheme_answer": "The fashion industry produces 10% of all humanity’s carbon emissions. It is the\nsecond largest consumer of the world’s water supply and pollutes the oceans. 85% of all\ntextiles go to landfill each year. Research shows that people are buying more clothes\nnow than ever but are only keeping them for half as long.\nAdapted from www.businessinsider.com\nPossible responses Max\nMark\nfashion (2+3)\nindustry.\nBusinesses:\n• Alterations to production methods. Through ensuring that high quality\nmaterials are used in an ethical and environmentally friendly production process\nit may extend the life of clothing. It may also better reward the production\nemployees.\n• Ethical sourcing of raw materials. Fast fashion is often exploitative in how it\nsources its materials and how it pays the employees on the production line. If\nfirms did more tho on eliminating these practices, it can help reduce\nthe effects of fast fashion.\n• Transparency in production methods. Firms can help make their production\nprocess clear to consumers through online explication. This has become popular\nin the food industry e.g. “farm to table”\n• Actively engage in the recycling process of clothes sold by the business. Firms\ncan offer a free recycling service to its consumers to help reduce the amount of\ntheir clothes which needlessly end up in landfill.\n• Encourage consumers to update their clothes: some firms may offer a facility\nfor consumers to return their ‘old’ clothes for repair / refinement.\n40 | P a ge\nHigher Level Economics Student Research Project\nBefore commencing marking read the entire Individual Investigative Study to familiarise yourself with the content presented for marking.\nNote: Be careful not to penalise skilful brevity, nor to reward unwarranted length.\nThese descriptors should be interpreted in the context of the challenges and demands of the investigation the candidate has chosen.\nSection Excellent Very Good Good Fair Weak\nIntroduction LOI is stated clearly, as a A very good level of Good but lacks structure. Very basic level of response. Line of inquiry is not\nquestion/problem/issue to be response. The LOI is relevant to the theme or\nA good attempt at linking the Very poor linking of the LOI to\naddressed and is relevant to coherent. topic.\nLOI with the theme but lacks the theme or the Learning\nLOI (Line of the theme.\nThe aims are reasonably depth and structure. Outcomes. No link to the Learning\nInquiry)\nThe aims are very clearly laid clear and in context. Outcomes.\nAims are vague and some not in Very poor aims if any offered.\nout (SMART) and are in line\nVery good attempt at linking context.\nwith the line of inquiry chosen\nline of inquiry to the\nand Learning Outcomes of the Good attempt at linking line of\nLearning Outcomes.\nspecification. inquiry to the Learning\nOutcomes.\n10 marks 9-10 7-8 5-6 3-4 0-2\nEvidence of\nDeduct 1m if no Deduct 1m if 2 sources not\nData:\n5 quantitative data. included.\n5 marks\n1 | P a ge\nThe Research Process\n40 Marks\nExcellent Very Good Good Fair Weak\n9-10 7-8 5-6 3-4 0-2\nDetailed application of key Very good relevant Good relevant application of A basic application of No application of\nconcepts and theories to the application of key concepts key concepts and theories to economic concepts and economic concepts and\nLOI. and theories to the LOI. the LOI. theories to the LOI. theories to the line of\ninquiry. Concepts and\nIn depth critical analysis of LOI Very good critical analysis of Good analysis of the sources of A basic analysis of information\ntheories may be irrelevant\nApplication & relevant to the concepts and the sources of information information and data used. and data used.\nto the line of inquiry.\nAnalysis theories used. and data used.\nAnalysis of sources of\nCritical and perceptive information and data if any\nanalysis of the sources of are used is very poor and\ninformation and data used. irrelevant.\nExcellent informed Economic concepts, Good interpretation and The Line of Inquiry is poorly Very poor selection of\nInterpret & interpretation and evaluation theories, and data are evaluation of economic researched and therefore a research sources. Basic if\nEvaluate of data, economic concepts interpreted and analysed to concepts, theories, and data. very poor standard of no interpretation or\nand theories applicable to the a very high standard. interpretation and evaluation. evaluation.\nLOI.\nSome analysis could be\nResearch irrelevant to the\nincorrect.\nline of inquiry.\nExcellent informed arguments Very good informed Some good relevant arguments Very limited arguments No arguments or\nand judgements are evaluated arguments and judgements and judgements are put and/or judgements are put judgements are offered.\nand interrogated in an are evaluated. Some very forward with some being forward some being vaguely\nobjective manner and linked good relevant arguments supported by some economic relevant.\nArguments &\nclearly with economic and judgements are concepts, theories,\nJudgements concepts and theories and discussed and supported by data/diagrams/curves.\nsupported with relevant economic concepts, theories\ndata/diagrams/curves. and relevant\ndata/diagrams/curves.\nData Data used is relevant, correct, Data is analysed, interpreted Data is somewhat analysed, Data is poorly researched, Data if any provided is\n(Application & critically analysed, interpreted and evaluated to a very high interpreted and evaluated to a some analysed correctly but irrelevant and dated.\nAnalysis) and evaluated in depth to a standard. good level. Lacks depth. some incorrectly applied and\nvery high standard. irrelevant.\nResearch Process\n36-40 28-35 20-27 19-12 0-11\nOverall Mark\n2 | P a ge\nExcellent Very Good Good Fair Weak\nVery informed, relevant & Informed conclusions clearly Some conclusions are made Some conclusions are made Little or no conclusions\nsubstantiated based on the analysis and based on the analysis and but limited evidence to made with very little\njudgements/conclusions evaluation of the evidence evaluation with some evidence support them. These may be evidence to support them\nclearly & explicitly based on with a clear link to concepts that these are somewhat linked based on irrelevant material. and irrelevant material\nthe analysis & evaluation of & theories. to concepts & theories. used.\nSome of the intended aims\nthe evidence relevant to\nIntended aims have been Intended aims are mostly met are somewhat addressed. Intended aims are not met.\nconcepts & theories.\naddressed & most met. and some recommendations Regurgitation and repetition A lot of regurgitation and\nConclusion Intended aims have been met Relevant recommendations are made. of information already used is repetition.\n& relevant substantiated have been made. evident.\nrecommendations made.\nNew somewhat relevant\nNew relevant further line of question/line of inquiry\ninquiry suggested which suggested.\nemerged from the analysis of\nresearch.\n20 marks 18-20 14-17 10-13 6-9 0-5\nDeep clear personal insights Clear personal insights Some personal insights gained Limited personal insights No personal reflection –\ngained through deep gained through reflection on through some reflection on the gained through limited inadequate reflection. Re-\ninsightful reflection on the the engagement with the topic. reflection on the topic. telling of facts learned.\nengagement with the study. study.\nSome reflection on how their Limited reflection on how No personal insight into\nReflection Clear thorough capacity to\nClear capacity to reflect on thinking/attitudes has changed their thinking/attitudes has how their\nreflect on how their\nhow their thinking/attitudes or/and evolved, their opinions changed or/and evolved, their thinking/attitudes has\nthinking/attitudes has\nhas changed or/and evolved, and/or behaviour influenced/ opinions and/or behaviour changed and/or evolved,\nchanged or/and evolved, their\ntheir opinions and/or not influenced as a result of influenced/not influenced as their opinions and/or\nopinions and/or behaviour\nbehaviour influenced/not engaging with the study. result of engaging with the behaviour influenced/not\ninfluenced/not influenced as a\ninfluenced as a result of study. influenced as a result of\nresult of engaging with the\nengaging with the study. engaging with the study.\nstudy.\n10 marks 9-10 7-8 5-6 3-4 0-2\n3 | P a ge\nExcellent Very Good Good Fair Weak\nExtremely coherent & highly SRP is coherent & logical in SRP is somewhat coherent & A poor attempt at delivering a This report totally lacks\nlogical SRP in line with the line with the brief and logical and is reasonably in line coherent and logical SRP. structure & coherence.\nbrief and individual line of individual line of inquiry with the brief and individual\nPoor construction. The report lacks focus and\ninquiry chosen. chosen. line of inquiry chosen.\nCommunication is disjointed clarity.\nReasonable construction.\nConstruction is excellent. Very good construction. and lacks cohesion.\nThe report contains\nCommunication of concepts, Communication of arguments\nThe language, concepts & Little to no evidence of incorrect\nCommunication theories and data used is and judgements displays a good\ndata used are well originality and innovation. information/plagiarism.\nPresentation & thorough and appropriate. level of knowledge.\nintegrated.\nOverall\nArguments and judgements Very little evidence of\nCoherence Arguments and judgements\nare communicated with originality and innovation.\nare communicated with\ndetailed knowledge, critical\ngood knowledge and\nthinking and sharp focus.\nevidence of critical thinking.\nExcellent originality and\nThere is evidence of\ninnovation are evident\noriginality and innovation.\nthroughout.\n15 marks 14-15 11-13 8-10 5-7 0-4\n4 | P a ge",
     "source_pdf": "2022 - Economics - Higher Level - Exam Paper.pdf"
   },
   {