The big idea: From May 2017 the paper 2 markbands are five levels, A–E, evenly spread over 15 marks per essay.
The amendments say the descriptors were "revised with more clear descriptors that include specific indicators" — so the bands now tell you exactly what to add.
Marking is best fit. An examiner does not tick boxes; they find the band the response most closely matches overall, and compensate where it falls between two.
That is why a single strong paragraph does not lift a weak essay, and a single weak one does not sink a strong essay.
Before May 2017
- Six levels, A–F
- 20 marks per essay
- 40 marks for the paper
From May 2017
- Five levels, A–E
- 15 marks per essay
- 30 marks for the paper
What did not change: The weightings — paper 1 30%, paper 2 45%, IA 25% — and the curriculum.
The amendments say the changes are "only for clarification and simplification purposes". A 2015 past paper tests exactly what a 2025 one does.
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Each band names what the one below is missing. Step through them and read the lever, not the whole descriptor.
The paper 2 markbands from May 2017, bottom to top. Each band names what the one below lacks.
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The four levers, in order: Terminology → an argument supported by the analysis → connections developed → evaluation.
They stack. You cannot buy the fourth without the first three, and most essays that stall at 7–9 are missing only the third.
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Two phrases separate the top three bands from each other, and they are worth learning precisely because they are so easy to skim past.
Identified, developed, evaluated
Connections identified — 7–9
You notice that two things in the tradition are related. "Fasting is connected to the idea of self-discipline." True, stated, and left there.
Connections developed — 10–12
You show how the connection works and what follows from it. "Fasting trains the will, which is why adherents describe it as formation rather than obligation — and why exemptions exist for those it would harm." That is the same connection, carried somewhere.
Evaluation developed — 13–15
You weigh the argument itself — its limits, what it assumes, where it holds less well — and say so as part of the argument rather than as a disclaimer. This is the only thing the top band has that 10–12 does not.
Notice it, carry it, weigh it.
A 7–9 conclusion
- "So both views have merit."
- Follows from the essay but does not decide anything
- The descriptor: only partially supported by the evidence presented
A 13–15 conclusion
- "To a considerable extent — though the argument holds far less well for Reform practice, where the ritual mitzvot are not binding."
- Answers the question, in a degree, and names its own limit
- The descriptor: a conclusion supported by the evidence presented, and a developed evaluation
How this is tested. The most useful revision you can do on this paper is to write one essay and band it yourself, honestly, against these four questions.
Terminology
- Is the tradition's own term used for every key idea?
- Is it used consistently, all the way through?
- If not: you are capped at 4–6
Argument
- Is there a position, or only material?
- Does the analysis actually support it?
- If not: you are capped at 4–6
Connections
- Are the links between beliefs and practices carried somewhere?
- Or merely noticed and left?
- If merely noticed: you are capped at 7–9
And then the fourth: Does the essay weigh its own argument — say where it holds less well, and why?
If not, the ceiling is 10–12. That one question is the difference between a good essay and a top-band one.