Exactly, crunchynut. I feel confident with my English students that I can say, 'You need to do ....or ....in order to improve your grade.' In Drama, there were AS performance marks that I cannot explain at all or give clear guidance on what more they could have reasonably have done. They are certainly not in line with last year's results which matched my estimate very closely. Of course, the Unit 2 marks can feel like a personal slap in the face in that as a teacher you have chosen, edited and directed the script. However in the mark schemes for English there is clearer guidance - is the argument clear and well supported? Is the writing accurate and sophisticated? Do they refer to critical perspectives? Do they have a personal viewpoint? Do they use literary terminology? Do they embed comments about the social, historical context? In Drama (I'm just sitting down to do some GCSE Unit 2 marking which I was waiting to complete once I'd received the moderator report) the guidance is so limited - basically the same wording but substituting the words 'outstanding' with 'excellent' or 'good' to differentiate each band. The guidance from the moderator on the outstanding band is simply that it should be used 'infrequently' for only 'a few' students. But I can't mark based on how many other people are giving the mark, only what I see in my pupils' work. If I feel this disheartened when my overall results were good, I can imagine how awful it is for teachers with hugely disappointed pupils/parents.