CCEA GCSE Specification in Learning for Life and Work · specification in Summer 2019. This specification is a unitised course. The guided learning hours, as for all our GCSEs, are

GCSE

CCEA GCSE Specification in

Learning forLife and Work

For first teaching from September 2017For first assessment in Summer 2018For first award in Summer 2019Subject Code: 4810

Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 51.4 Classificationcodesandsubjectcombinations

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2 Specification at a Glance

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3 Subject Content 8 3.1 Unit1:LocalandGlobalCitizenship 83.2 Unit2:PersonalDevelopment 133.3 Unit3:Employability 173.4 Unit4:Investigation(ControlledAssessmentTask)

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4 Scheme of Assessment 24 4.1 Assessmentopportunities 244.2 Assessmentobjectives 244.3 Assessmentobjectiveweightings 244.4 Qualityofwrittencommunication 254.5 Reportingandgrading

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5 Grade Descriptions

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6 Guidance on Controlled Assessment 29 6.1 Controlledassessmentreview 296.2 Skillsassessedbycontrolledassessment 296.3 Levelofcontrol 296.4 Tasksetting 296.5 Tasktaking 306.6 Taskmarking 316.7 Internalstandardisation 336.8 Moderation 336.9 Drafting/Redrafting

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7 Curriculum Objectives 34 7.1 Cross-CurricularSkillsatKeyStage4 347.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4

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8 Links and Support 38 8.1 Support 388.2 Examinationentries 388.3 Equalityandinclusion 388.4

Contactdetails 39

Appendix 1 GlossaryofTermsforControlledAssessmentRegulations

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Appendix 2 QualityofWrittenCommunicationintheControlledAssessmentTask

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Appendix 3 AssessmentCriteriaforUnit4:Investigation(ControlledAssessmentTask)

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SubjectCodeQAN

4810603/1274/9

ACCEAPublication©2017

Thisspecificationisavailableonlineatwww.ccea.org.uk

CCEAGCSELearningforLifeandWorkfromSeptember2017

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1 Introduction ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinLearningforLifeandWork.Wehavedesignedthisspecificationtomeettherequirementsof:

• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisaunitisedcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlivesaswellasitsobjectives:

• todevelopayoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk


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1.1 Aims Thisspecificationaimstoencouragestudentsto:

• developtheskillsrequiredtothinkindependently,makeinformeddecisionsandtakeappropriatecoursesofactioninrelationtopersonal,social,economicandemploymentissues;

• developadeeperunderstandingoftheimpactofchangeonindividuals,societyandtheeconomy;

• developadeeperunderstandingoftheconnectionsbetweenlocal,nationalandglobalissues;

• develophigher-ordercriticalandcreativethinkingskills;• developtheirabilitytoworkeffectivelywithothers;• developtheknowledge,understanding,skillsandconfidencetocriticallychallengeacceptedviewsandassumptions;

• developacriticalandanalyticalapproachtoproblemsolvinganddecisionmaking;and

• developtheirknowledge,understandingandskills,andprogresstofurtherorhighereducationandemployment.

1.2 Key features Thefollowingareimportantfeaturesofthisspecification.

• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.

• Thisisaunitisedqualification,whichmeansthatstudentscantakeassessmentunitsintheSummerseriesofthefirstandsecondyearsofthecourse.

• Itisassessedthroughthreewrittenexaminationpapers,eachworth20%,andonecontrolledassessmenttaskworth40%.

• ThecoursesupportsteachersseekingtomeettheKeyStage4statutoryrequirementsforLearningforLifeandWork.

• ItbuildsonandsupportsprogressionfromKeyStage3LearningforLifeandWork.• Itallowsstudentstodeveloptheirsubjectknowledgeandunderstandingoflocalandglobalcitizenship,personaldevelopmentandemployability.

• Italsoallowsstudentstoapplyskillsandpersonalcapabilitiestoreal-lifecontexts.• Thecourseencouragesandpromotesthefollowing:– usingactiveenquiry-basedteachingandlearningapproaches;and– teachingskillsalongsideknowledgeandunderstanding.

• Itenablesstudentstodevelopabroadunderstandingofarangeofpersonal,social,economicandemploymentissuesthatarerelevanttofurtherstudyatGCEin,forexample,BusinessStudies,HealthandSocialCare,andEconomics.

• Arangeofsupportisavailable,includingspecimenassessmentmaterials,exemplarplanningframeworksandteacherguidance.


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1.3 Prior attainment Thiscoursebuildsonstudents’priorlearningatKeyStage3inLearningforLifeandWork.Itisexpectedthatstudentswillhavedevelopedknowledge,understandingandskillsandpersonalcapabilitiestomeettheKeyStage3statutoryminimumrequirementsforLocalandGlobalCitizenship,PersonalDevelopmentandEmployability.Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.1.4 Classification codes and subject combinations Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis4810.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.


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2 Specification at a Glance ThetablebelowsummarisesthestructureofthisGCSEcourse.

Content

Assessment

Weightings

Availability

Unit1:LocalandGlobalCitizenship

Externalwrittenexamination60marks1hourThewrittenpaperincludesshortstructuredquestionsandextendedwritingquestions.

20%

Summerfrom2018

Unit2:PersonalDevelopment


20%

Summerfrom2018

Unit3:Employability


20%

Summerfrom2018


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Content

Assessment

Weightings

Availability

Unit4:ControlledAssessmentTask(Investigation)

Controlledassessment100marksStudentscompleteonetaskfromachoiceofthree.Thetaskisaninvestigationonatopicinoneofthefollowing:1. LocalandGlobalCitizenship;

2. PersonalDevelopment;or

3. Employability.Thetaskinvolvesthefollowing:• PartA:Planning;• PartB:Research;• PartC:CommunicatingFindings;

• PartD:Self-Evaluation;and

• PartE:PresentationofTask.

Teachersmarkthetask,andwemoderatetheresults.

40% Summerfrom2019

Wewillissuethetitleofthetaskby1Septemberoftheacademicyearinwhichtheawardistobemade.

Studentsmusttakeatleast40percentoftheassessment(basedonunitweightings)attheendofthecourseasterminalassessment.


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3 Subject Content Wehavedividedthiscourseintofourunits.Thissectionsetsoutthecontentandelaborationforeachunit.Theorderinwhichthecontentispresenteddoesnotsuggestateachingorder.Thefollowingassessmentobjectivesaregenericandsetouttheskillsstudentsdevelopusingthecontentbelowasthecontext.Studentsshouldbeableto:

• recall,selectandcommunicatetheirknowledgeandunderstandingofLearningforLifeandWork(AO1);

• applyskills,knowledgeandunderstandingofLearningforLifeandWork(AO2);and

• investigate,analyse,discussandevaluateinformation,sourcesandevidence,makereasonedjudgementsandpresentconclusionsrelatedtoLearningforLifeandWork(AO3).

3.1 Unit 1: Local and Global Citizenship Inthisunit,studentsinvestigateculturaldiversityandthechallengesandopportunitiesthisbringstooursociety.Theyexaminetheroleofnon-governmentalorganisations(NGOs)anddemocraticinstitutions,andexplorehowtheycontributetoaninclusivesociety.

Content

ElaborationofContent

Diversityandinclusion:challengesandopportunities

• Thebenefitsandchallengesassociatedwithexpressionsofculturalidentity

• Theinfluencesonayoungperson’ssenseofculturalidentity

• Thecausesandconsequencesofprejudiceanddiscriminationinsociety

• Thebenefitsandchallengesofimmigrationforcommunities,societyandtheeconomy

• Reasonsforimmigrationandwaysgovernmentscansupportmigrants


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Content


Diversityandinclusion:challengesandopportunities(cont.)

• Waystopromoteinclusioninsocietythroughlaws,policies,communicationandeducationinthefollowing:– school– community– workplace

• Causesandconsequencesofconflictatlocal,nationalandgloballevels

• Waystoresolveconflictbetweenopposinggroupsandcountriespeacefully,includingtheroleoftheUnitedNations

Rightsandresponsibilities:localandglobalissues

• Theimportanceofhumanrights,includingparticipationrights,protectionrights,andsurvivalanddevelopmentrights,inrelationto:– theUniversalDeclarationofHumanRights(UDHR)– theUnitedNationsConventionontheRightsoftheChild(UNCRC)

• Thefollowingtypesofhumanrightsabuse:– childandslavelabour– childsoldiers– sexualexploitation

• Balancingprotectingthehumanrightsoftheindividualwiththoseofsociety

Governmentandcivilsociety:socialequalityandhumanrights

• Socialresponsibilityofthefollowinginsupportingdemocracy,socialjustice,socialequalityandhumanrights:– government,politicians,MembersoftheLegislativeAssembly(MLAs)andpublicrepresentatives

– mediacompanies– youngpeople

• Causesandconsequencesofsocialinequalityandsocialinjustice


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Content


Governmentandcivilsociety:socialequalityandhumanrights(cont.)

• Theroleofthegovernmentinpromotingsocialequality,socialjusticeandhumanrightsthroughthefollowing:– legislation– policies– communication– education

• TheimportanceofSection75oftheNorthernIrelandAct1998inpromotingequalityofopportunity,promotinggoodrelationsandprotectingpeoplefromdiscrimination

• TheroleoftheEqualityCommissionforNorthernIrelandinpromotingequality,promotinggoodrelationsandpreventingdiscrimination

• TheroleoftheNorthernIrelandHumanRightsCommissioninsafeguardingandpromotinghumanrights

• Theroleofcivilsociety,includingNGOs,inpromotingsocialequalityandsafeguardinghumanrights

Democraticinstitutions:promotinginclusion,justiceanddemocracy

• Thesignificanceandthefollowingkeyfeaturesofthe1998GoodFriday(Belfast)Agreement:– devolved,power-sharinggovernmentinNorthernIreland–theNorthernIrelandAssemblyandtheNorthernIrelandExecutive

– principleofconsent– therighttoholdbothBritishandIrishcitizenship– safeguardsforhumanrightsandequality– recognitionoflinguisticdiversityandpromotionofIrishandUlsterScots


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Content


Democraticinstitutions:promotinginclusion,justiceanddemocracy(cont.)

• ThefollowingstructureoftheNorthernIrelandAssembly:– consistsofelectedMLAs– ledbytheFirstMinisteranddeputyFirstMinister– involvescross-communitypowersharingbetweenunionistsandnationalists

• ThefollowingmainrolesoftheNorthernIrelandAssembly:– representingconstituents– approvinglegislation– scrutinisingtheworkoftheNorthernIrelandExecutive

• ThefollowingstructureoftheNorthernIrelandExecutive:– consistsofgovernmentdepartmentsledbyministersappointedbypoliticalparties(studentsshouldhaveknowledgeandunderstandingoftheroleofanyfourNorthernIrelandgovernmentdepartments)

• ThefollowingmainrolesoftheNorthernIrelandExecutive:– agreeingonandproducingadraftbudgetandProgrammeforGovernment

– makinglegislation– agreeingonsignificantorcontroversialissues

• TheroleandresponsibilitiesofMLAs,includingtheCodeofConductoftheNorthernIrelandAssembly

• TheroleofthePoliceOmbudsman’sOfficeininvestigatingcomplaintsaboutthePoliceServiceofNorthernIreland(PSNI)


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Content


Democracyandactiveparticipation

• Waysinwhichyoungpeoplecanparticipateindemocraticprocesses(forexampleinschool,thecommunityandthewiderworld)andinfluencechangeforthebenefitofsociety

• Benefitsofthisparticipationfortheyoungpersonandforsociety

TheroleofNGOs

• TheroleofNGOsinpromotingsocialequality,socialjustice,humanrightsanddemocracybyworkingonlocal,nationalandglobalissuessuchas:– reliefinnaturaldisasters– poverty– health– welfareorsocialsecurity– animalrights– theenvironment– warandconflict– humanrightsabuse– homelessness(foreachoftheaboveissues,studentsmustgiveanexampleofoneNGOthatdealswiththeissue)

• FactorsthatlimittheimpactofNGOs’work


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3.2 Unit 2: Personal Development Inthisunit,studentsanalysehowdiet,exerciseandemotionalhealthaffectpersonalwell-being.Theyalsoexploreparentingandpersonalfinance,andthesetopicsequipthemwithlifemanagementtools.

Content


Personalhealthandwell-being

• Livingahealthylifestyle–theimpactofdiet,exerciseandattitudestohealthandwell-being

• Thecausesandconsequences,includingimpactonhealthandwell-being,ofthefollowinglifestylechoices:– drinkingalcohol– smoking– usingdrugs(includingmisusinglegalprescriptiondrugsandusingillegalsubstances)

• Thecausesandconsequences,includingimpactonphysicalandmentalhealth,ofthefollowinglifestylefactors:– poorhygiene– stress– unequalwork–lifebalance– income

• Developingahealthymind–dealingwiththecausesandconsequencesofanxiety,stressanddepression

• Supportingyoungpeoplewithaddictionsandmentalhealthissues,andsourcesofsupport

Emotionsandreactionstolifeexperiences

• Developingapositiveconceptofself

• Waysyoungpeoplecanmanageemotionsandreactionstolifeexperiences

• Theimpactofchangeonyoungpeople’spersonaldevelopment,including:– goingtocollegeoruniversity– startinganewjob– movinginwithapartnerorgettingmarried– becomingunemployed

• Managingchangeinpositiveways


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Content ElaborationofContent

Relationshipsandsexuality

• Thepositivefactorsthatcontributetohealthyandrespectfulrelationshipsinfamilies,peergroupsandsexualrelationships

• Theeffectsofsexualorientationandgenderidentityonthewellbeingofayoungperson

• Thephysicalandemotionaleffectsthatunhealthyrelationshipsmayhaveonindividuals

• Typesofsupportavailableforpeopleinunhealthyrelationships

Personalsafetyandwell-being

• Thecausesandconsequencesofrisk-takingbehaviour

• Assessingandmanagingriskinthefollowingcontexts:– antisocialbehaviour– unprotectedsex– deliberateself-harm– severeorexcessivedieting– compulsiveovereating– dangerousdriving(vehicletheftorbeingapassengerinastolenvehicle,ordrivingundertheinfluenceofalcoholordrugs)

• Thebenefitsandmisuseofsocialmedia

• Thefollowingformsofabuseandthewaysofrecognisingthem:– physicalabuse– emotionalabuse– sexualabuse– neglect– exploitation


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Personalsafetyandwell-being(cont.)

• Personalstrategiesandgovernmentpoliciestodealwiththefollowing:– Physicalandemotionalabuse,forexampledomesticandsexualviolenceandabuse

– Neglect,forexamplefood,clothing,shelterandsupervision

– Sexualexploitation,forexamplesexualassault,rapeandprostitution

– Exploitation,forexamplehumantraffickingandfemalegenitalmutilation(FGM)

• Personalstrategiesandgovernmentpoliciestodealwithbullying(includingcyberbullyingandhomophobicbullying)

• Thephysicalandemotionaleffectsofabuseonayoungperson’spersonaldevelopment,healthandwell-being

Responsibleparenting

• Therolesandresponsibilitiesofparents,childrenandyoungpeoplewithindifferentfamilystructures

• Thesocial,emotionalandeconomicimpactofbecomingaparent

• Theopportunitiesinandchallengesofparentalresponsibilityforcarer,foster,adoptive,single,same-sex,teenage,young,olderand/orstep-parents

• Theroleofparentinginachild’sphysical,social,emotional,intellectualandmoraldevelopment


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Makinginformedfinancialdecisions

• Managingabudget

• Theconsequencesofpoorbudgeting

• Makingfinancialdecisionsaboutthefollowingbasedonresearch,adviceandthecredibilityofinformation:– onlineshopping– personalloans– internetbanking– currentaccounts– savingsschemes– individualsavingsaccounts(ISAs)

• Protectingagainstfraudandidentitytheftinthefollowingcontexts:– debitcards– creditcards– contactlesspayments– onlineshopping– investmentscams– internetbanking

• Makingfinancialdecisions,andtheadvantagesanddisadvantagesofconsumerchoices

• Theadvantagesanddisadvantagesofusingcomparisonwebsitesforcarandhomeinsurance,electricity,gasandoil

• Sourcesoffinancialadviceandconsumerprotection,includingrelevantconsumerlegislation:– ConsumerRightsAct2015– ConsumerProtectionfromUnfairTradingRegulations2008

– ConsumerCreditAct2006


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3.3 Unit 3: Employability Inthisunit,studentspreparethemselvesforfutureemploymentbyexploringtheprocessesandskillsinvolvedinfindingajob.Theyanalyseandevaluatetheresponsibilitiesofemployersandemployees,andinvestigatehowglobalisationaffectsemployment.

Content


Theimpactofglobalisationonemployment

• ThefollowingwaysthatglobaleconomicchangesaffectNorthernIreland:– changingemploymentpatterns– migration– thegrowthandimpactofnewtechnologies– skillsshortagesintheworkforce– emergingcareersresultingfromglobalisation

Preparingforemployment:recruitmentandselection

• Theskills,qualitiesandattitudesrequiredforasuccessfulcareer

• Theimportanceoflifelonglearninginachievingyourpersonalandprofessionalpotential

• Waysemployersassesscandidates’suitabilityforajob• Thefollowingstagesinpreparingforaninterview:– researchingthejobandemployer– preparingresponsestopotentialquestions,includingprovidingexamplestodemonstrateexperience

– participatinginamockinterview

• Self-evaluationandreflectiononinterviewtoimprovefutureperformance

Rightsandresponsibilitiesofemployersandemployees

• Theemploymentcontract,andtermsandconditionsofemployment

• Employerandemployeeresponsibilities


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Content


Rightsandresponsibilitiesofemployersandemployees(cont.)

• Thefollowingpartsofacodeofconductintheworkplace:– respectforidentityanddiversity– responsiblebehaviour– dresscode– socialmediause– mobilephoneuse– maintainingconfidentiality

• Developingpositiveworkingrelationships,includingmaintainingrespectfulinteractionsandmanagingconflict,throughthefollowing:– participatinginstafftraining– complyingwithequalityemploymentlegislation– complyingwithworkplacepolicies– sharinggoodpractice– promotingapositiveworkingatmosphere

• Thecausesandconsequencesofemployees’work-relatedstress

• Thefollowingwaysofdealingwithwork-relatedstress:– improvedplanningandorganisation– discussionwithemployer– advicefromoutsideagencies– counselling– absencefromwork

• Thefollowingrolesoftradeunionsandtheirimpactintheworkplace:– protectingemployees’rights– promotingpositiveworkingrelationships– providingbenefitstotheirmembers– promotinghealth,safetyandwell-beingintheworkplace

• Theimpactonemployersandemployeesofnotmeetingtheirresponsibilities


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Content


Socialresponsibilityofbusinesses

• Thefollowingwaysthatbusinessescandemonstratesocialresponsibility:– addressingenvironmentalissues– supportingthelocalcommunity,forexamplesponsoringlocalsportsteamsandprojects

– voucherschemes– scholarshipprogrammes– workexperienceplacements– encouragingtheuseoflocalproducts

• Thefollowingbenefitstobusinessesofbeingsociallyresponsible:– increasedpublicity– improvedsales– bettercommunityrelations– attractingpotentialemployees

Exploringself-employment

• Theimportanceofanentrepreneurcarryingoutresearchonthefollowingbeforestartingupabusiness:– researchingtheneedforaproductorservice– fundingoptionsforthebusiness– providingtheproductorservice– marketingandpromotingtheproductorservice– productorserviceplacement

• Theadvantagesanddisadvantagesofbeing self-employed,forexampleopportunitiesandrisks• Thesupportprovidedbygovernmentand non-governmentagenciesfornewanddevelopingbusinesses

Personalcareermanagement

• Careerplanningasalifelonglearningprocessinvolvingthefollowing:– reviewingandevaluatinglearning,progressandachievements

– goalsetting– targetsetting(specific,measurable,achievable,realisticandtime-constrained(SMART)targets)

– takingaction


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Content


Personalcareermanagement(cont.)

• Thepersonalskills,qualitiesandattitudesrequiredforachosencareer

• Developingdecision-makingstrategiesandthebenefitsofmakinginformedcareerchoices

• Externalinfluencesandtheirimpactonyoungpeople’sattitudestoeducation,trainingandemployment


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3.4 Unit 4: Investigation (Controlled Assessment Task) Inthisunit,studentscarryoutonetaskfromachoiceofthree.Thetaskgivesstudentsopportunitiestodeveloptransferableskillsandpersonalcapabilities(seeAppendix2andAppendix3).Thetaskisaninvestigationonatopicinoneofthefollowingunits:

• Unit1:LocalandGlobalCitizenship;• Unit2:PersonalDevelopment;or• Unit3:Employability.Content of the Controlled Assessment TaskStudentsmustcompletePartsA–E.

PartofTask Description SkillsandCapabilities

PartA:Planning800words

Studentsmust:

• proposeresearchquestions;• describeoptionsforresearchmethods;

• selectandjustifytheirresearchapproach;

• producearesearchplanthatincludessources,actions,targetsanddeadlines;and

• explaintheknowledge,understandingandskillstheyaimtodevelopbycompletingthetask.

ProblemSolving

CommunicationSelf-Management


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PartB:Research400words

Studentsmust:

• gather,compileandcommentontheirevidence;

• analysethevalidity,reliabilityandaccuracyoftheirsourcesandfindings,includinganalysingforbiasand/oragenda;

• justifytheiranalysis;• recordandmonitortheirprogress;and

ProblemSolving

Self-Management

Communication

PartC:CommunicatingFindings1400words

• communicatetheirresearchfindingsinawrittenreportordigitalpresentation(studentsarenotassessedongivingtheirpresentation)thatincludesthefollowingfoursections:– Introduction–providingarationaleandpurposefortheresearch;

– ResearchFindings–includingtheirownandothers’viewsontheirkeyresearchfindings,andinterpretingandexplainingtheirownfindings;

– ResearchEvaluation–evaluatingstrengthsandweaknesses,andidentifyingareasforimprovement;and

– Conclusion–discussingtheirevaluation,mainfindingsandviews.

ProblemSolving

Self-Management

Communication


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PartD:Self-Evaluation400words

Studentsmust:

• evaluate:– theknowledge,understandingandskillsthattheyhavedeveloped;and

– theirperformanceintheirresearchapproachandintheworkitself,suggestingareasforimprovement;

Self-Management

Communication

PartE:PresentationofTask

• presenttheirtaskonsingle-sidedA4numberedpagesinaflatA4folderandinclude:– anindex;– sectionheadings;– abibliography;and– presentationslidesornotes,whereappropriate;and

• statewordcounts,whereappropriate(formoredetails,seeSection6.5).

Self-Management


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4 Scheme of Assessment

4.1 Assessment opportunities Fortheavailabilityofexaminationsandcontrolledassessment,seeSection2.Therewillbeoneexaminationserieseachyear,inSummer.Thisisaunitisedspecification;candidatesmustcompleteatleast40percentoftheoverallassessmentrequirementsattheendofthecourse,intheexaminationseriesinwhichtheyrequestafinalsubjectgrade.Thisistheterminalrule.Candidatesmayresitindividualassessmentunitsoncebeforecash-in.ThebetterofthetworesultswillcounttowardstheirfinalGCSEgradeunlessaunitisrequiredtomeetthe40percentterminalrule.Ifitis,themorerecentmarkwillcount(whetherornotitisthebetterresult).ResultsforindividualassessmentunitsremainavailabletocounttowardsaGCSEqualificationuntilwewithdrawthespecification.4.2 Assessment objectives Therearethreeassessmentobjectivesforthisspecification.Candidatesmust:

AO1 recall,selectandcommunicatetheirknowledgeandunderstandingofLearningforLifeandWork;

AO2 applyskills,knowledgeandunderstandingofLearningforLifeandWork;andAO3 investigate,analyse,discussandevaluateinformation,sourcesandevidence,

makereasonedjudgementsandpresentconclusionsrelatedtoLearningforLifeandWork.

4.3 Assessment objective weightings ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.

AssessmentObjective

UnitWeighting(%) OverallWeighting

(%)ExternalAssessment ControlledAssessment

Unit1 Unit2 Unit3 Unit4

AO1 8.7 8.7 8.7 6.8 33

AO2 6.7 6.7 6.7 19.6 40

AO3 4.7 4.7 4.7 13.6 27

TotalWeighting 20 20 20 40 100

Atoleranceof+/–3%isapplicabletotheweightingsabove.


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4.4 Quality of written communication InGCSELearningforLifeandWork,candidatesmustdemonstratetheirqualityofwrittencommunication(QWC).Theyneedto:

• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;

• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and

• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.

Qualityofwrittencommunicationisassessedinresponsestoquestionsandtasksthatrequireextendedwriting.4.5 Reporting and grading Wereporttheresultsofindividualassessmentunitsonauniformmarkscalethatreflectstheassessmentweightingofeachunit.Wedeterminethegradesawardedbyaggregatingtheuniformmarksthatcandidatesobtaininindividualassessmentunits.WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:

Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).


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5 Grade Descriptions Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.

Grade

Description

A Candidatesrecall,selectandcommunicatedetailedknowledgeandthoroughunderstandingofconcepts,termsandissuesinlocalandglobalcitizenship,personaldevelopmentandemployability.Candidatesapplytheirknowledge,understandingandskillsappropriately,accuratelyandconsistentlytoarangeoffamiliarandunfamiliarcontextsinlocalandglobalcitizenship,personaldevelopmentandemployability.Theydemonstratethepersonalcapabilityofself-managementatahighlevel.Theyplantheirworkthoroughlyandconsistentlyrecordaccurate,relevantinformationaboutconcepts,terms,issuesandactionsinlocalandglobalcitizenship,personaldevelopmentandemployability.Candidatesdemonstrateproblem-solvingskills.Theyidentifyandselectrelevantresearchissues.Theyconsiderresearchoptions.Theyselectappropriateresearchmethodswithreasonedjustification.Theyanalyseinformationaccuratelyandcritically.Theyidentifyandexplainpatterns,keypoints,trends,implicitmeaningsandbias.Theyaccuratelyandcriticallyinterpretandevaluateinformationanddifferentviewpointsonarangeoflocalandglobalcitizenship,personaldevelopmentandemployabilityissues.Theyproposewelldeveloped,thoughtful,reasoned,clearlystructuredargumentsanddrawhighlyappropriateconclusions.CandidatesdemonstratewrittencommunicationskillsthroughQWC.Theyusespelling,punctuationandtherulesofgrammarwithalmostcompleteaccuracy.Theyuseawiderangeofspecialisttermsskilfullyandwithprecision.Theypresentinformationclearlyandcoherently.


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Grade

Description

C Candidatesrecall,selectandcommunicatesoundknowledgeandunderstandingofconcepts,termsandissuesinlocalandglobalcitizenship,personaldevelopmentandemployability.Candidatesapplytheirknowledge,understandingandskillsappropriatelyandaccuratelytofamiliarandunfamiliarcontextsinlocalandglobalcitizenship,personaldevelopmentandemployability.Theydemonstratethepersonalcapabilityofself-management.Theyplantheirworkcompetentlyandrecordaccurate,relevantinformationaboutconcepts,terms,issuesandactionsinlocalandglobalcitizenship,personaldevelopmentandemployability.Candidatesdemonstrateproblem-solvingskills.Theyidentifyandselectappropriateresearchissues.Theyconsiderresearchoptionsandselectappropriateresearchmethodswithsomejustification.Theyanalyseinformationwithsomecriticality,andidentifyandexplainkeypointsandbias.Theyinterpretandevaluate,withsomecriticality,informationanddifferentviewpointsonarangeoflocalandglobalcitizenship,personaldevelopmentandemployabilityissues.Theysupporttheirstructuredargumentswithsomejustificationanddrawappropriateconclusions.CandidatesdemonstratewrittencommunicationskillsthroughQWC.Theyusespelling,punctuationandtherulesofgrammarwithconsiderableaccuracy.Theyuseagoodrangeofspecialisttermsaccurately.


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Grade

Description

F Candidatesrecall,selectandcommunicatebasicknowledgeofconcepts,termsandissuesinlocalandglobalcitizenship,personaldevelopmentandemployability.Candidatesapplytheirknowledge,understandingandskillstoarangeofmainlyfamiliarcontextsinlocalandglobalcitizenship,personaldevelopmentandemployability.Theydemonstratethepersonalcapabilityofself-management.Theirworkhaslimitedplanningandlimitedinformationaboutconcepts,terms,issuesandactionsinlocalandglobalcitizenship,personaldevelopmentandemployability.Candidatedemonstrateproblem-solvingskills.Theyidentifysomeresearchissues.Theiranalysis,interpretationandevaluationofinformationislimited.Theyidentifysomekeypointsandcommentonthecredibilityofsources.Theyconsidersomedifferentviewpointsonlocalandglobalcitizenship,personaldevelopmentandemployabilityissues.Theyoffersomereasonsfortheirviewsanddrawlimitedconclusions.CandidatesdemonstratewrittencommunicationskillsthroughQWC.Theyusespelling,punctuationandtherulesofgrammarwithsomeaccuracy.Theiruseofspecialisttermsislimitedorinaccurate.Theypresentinformationwithlimitedclarityandcoherence.


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6 Guidance on Controlled Assessment

6.1 Controlled assessment review Wewillsetthreecontrolledassessmenttaskseachyear:oneforUnit1:LocalandGlobalCitizenship,oneforUnit2:PersonalDevelopmentandoneforUnit3:Employability.Wewillreplaceourcontrolledassessmenttaskseveryyeartoensurethattheycontinuetosetanappropriatechallengeandremainvalid,reliableandstimulating.Eachtaskisonlyavailableforasingleassessmentopportunity.Candidatesmustchooseoneofthetasks.6.2 Skills assessed by controlled assessment Teachersmustassessthefollowingskillsthroughcontrolledassessment:

• planningresearch;• identifying,selecting,gatheringandrecordingrelevantinformationandevidence;• analysingandevaluatingevidence;• researchingandanalysingissuesandproblems;• makingreasonedjustificationsandpresentingconclusions;• communicatingclearlyinwriting;and• reviewingandevaluatingtheirlearning.6.3 Level of control RulesforcontrolledassessmentinGCSELearningforLifeandWorkaredefinedforthethreestagesoftheassessment:

• tasksetting;• tasktaking;and• taskmarking.6.4 Task setting Thelevelofcontrolfortasksettingishigh.Thismeansthatwesetthetasks.Centreshavetheopportunitytocontextualisethecontrolledassessmenttaskstosuittheirspecificcircumstances.Thisincludestheavailabilityofandaccesstoresources.Wewillprovidecentreswithdetailsofcontrolledassessmenttasksandguidanceonhowtocompleteandsubmitthem.


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6.5 Task taking Thelevelofcontrolfortasktakingismedium.

AreasofControl DetailofControl

Authenticity • Candidatesshouldcompleteallworkunderinformalsupervision.

• Teachersmustauthenticatealltheworkofindividualcandidates.

• Teachersmustensurethatcandidatesacknowledgeandreferenceanysourcesthattheyuseintheirtextandincludeadetailedbibliography.

PartA:Planning• Candidatesplantheirresearchandproducearesearchplanunderlimitedsupervision.

PartB:Research• Candidatescarryoutresearch,gathertheirevidenceandanalyseit.

PartC:CommunicatingFindings• Candidatescommunicatetheirresearchfindingsinawrittenreportordigitalpresentation.

PartD:Self-Evaluation• Candidatesreviewandevaluatetheknowledge,understandingandskillsthattheyhavedeveloped,thestrengthsandchallengesoftheirapproach,andareasforimprovement.

PartE:PresentationofTask• Candidatespresenttheirfindingsinanappropriateformat.

Feedback • Teachersmustguideandsupervisecandidatesonthefollowing:– monitoringprogress;– preventingplagiarism;and– ensuringthatworkiscompletedinaccordancewiththisspecification’srequirements.

• Teachersmustassessworkinaccordancewiththeproceduresandmarkingcriteria.

• Ifcandidatesrequiresupportandguidance,teachersmustreflectthisinthemarkbandthattheyselectandinthemarksthattheyaward.


31

AreasofControl DetailofControl

WordLimit • Theoverallwordlimitandwordlimitsforpartsofthetaskaregivenasguidance.However,candidatesareadvisedtoadheretothese.Thiswillhelptoensureclarityandcoherenceintheirresponses.

• Thetotalwordlimitforthetaskis3000words,excludingreferences,bibliographyandappendices.

• CandidatesmuststatetheirwordcountforPartsA,B,CandDofthetask,alongwiththeiroveralltotalwordcount.Thefollowingguidanceisprovidedonlytohelpachievethewordlimit.

• Wordlimitsforthetaskare:– PartA:Planning–800words;– PartB:Research–400words;– PartC:CommunicatingFindings–writtenreportor12slidesincludingslidetextandspeakernotes(digitalpresentation)–1400words;and

– PartD:Self-Evaluation–400words.

Collaboration • Candidates’workmaybeinformedbyworkingwithothersinPartA,butitisessentialthat:– candidatesprovideanindividualresponse;and– theteachercanidentifyindividualcontributions.

Resources • Candidates’accesstoresourcesisdeterminedbythoseavailabletothecentre.

• Candidatesmustreferenceallonlineresources.

6.6 Task marking Thelevelofcontrolfortaskmarkingismedium.Teachersmarkthecontrolledassessmenttaskusingassessmentcriteriathatweprovide(seeAppendix2andAppendix3).Theyshoulduseprofessionaljudgementtoselectandapplythecriteriaineachsuccessivemarkbandappropriatelyandfairlytocandidates’work.Theyshouldfollowa‘bestfit’approachwhenselectingacandidate’smark,makingallowanceforbalancingstrengthsandweaknessesineachresponse.Whenmakingjudgements,theyshouldfollowtheproceduresetoutbelow:

• makeabroadjudgementbyidentifyingthemarkbandthatbestdescribesthecandidate’sachievement;and

• refinethisinitialjudgement.


32

Thecontrolledassessmenttaskhasfoursubtasks.Eachsubtaskisassessedagainstassessmentcriteriasetwithinfourmarkbands(seeAppendix2andAppendix3).Thesedefineacandidate’sperformanceasbasic,adequate,competentorhighlycompetent.Ifateacherdecidesthattheworkbestfitsaspecificmarkband,thentorefinethisdecision,theyshouldconsiderthefollowing:

• ifthecandidatehasonlyjustfulfilledthecriteria,thentheworkislikelytobeworthmarksinthebottomofthemarkband;

• ifthecandidatefulfilsmostofthecriteria,thentheworkislikelytobeworthmarksinthemiddleofthemarkband;and

• ifthecandidatefulfilsthecriteriacompletely,theworkisworthmarksinthetopofthemarkband.

Teachersmustannotatetheworkindetailtoensurefairnessforthecandidateandtoassistwiththemoderationprocess.Annotationshouldtaketheformof:

• summativecommentsonthework,usuallyattheend,andonaCandidateRecordSheet;and

• keypiecesofevidenceidentifiedthroughouttheworkbyannotationeitherinthemarginorinthetext.

Teachersmustensurethattheworktheymarkisthecandidate’sown.Forup-to-dateadviceonplagiarism,oranykindofcandidatemalpractice,seeSuspectedMalpracticeinExaminationsandAssessments:PoliciesandProceduresontheJointCouncilforQualificationswebsiteatwww.jcq.org.uk


33

6.7 Internal standardisation Centreswithmorethanoneteachinggroupmustcarryoutinternalstandardisationofcontrolledassessmenttasksbeforesubmittingtheirmarkstous.Thisistoensure,asfaraspossible,thateachteacherhasappliedtheassessmentcriteriaconsistentlywhenmarkingassessments.Centresmayneedtoadjustanindividualteacher’smarking:

• tobringassessmentsintolinewiththoseofotherteachersinthecentre;and• tomatchthestandardsestablishedattheagreementtrial.Ifmarksdochange,centresmustamendthetotal/finalmarkontheirCandidateRecordSheet.6.8 Moderation CentresmustsubmittheirmarksandsamplestousbyMayinanyyear.Wemayadjustcentres’markingtobringtheassessmentofthecandidates’workintolinewithouragreedstandards.Weissuefullinstructionseachyearon:

• ourmoderationprocedures;• whichsampleswerequire;and• thedeadlinesforsubmittingmarksandsamplestous.Teachersandcentrestaffmaycontactusatanystageiftheyrequireadvice,assistanceorsupportrelatingtoanyaspectofcontrolledassessment.6.9 Drafting/Redrafting Teachersmustnotcorrectcandidates’workindetailandreturnittothemtowriteupafaircopy.Responsibilityfordraftingapieceofworktowardscompletionliesentirelywiththecandidate.Onceacandidatehassubmittedthecontrolledassessmentandithasbeenawardedamark,thatmarkisfinal.Thecandidatemaynotcarryoutfurtherwork.SeeAppendix1foraglossaryofcontrolledassessmentterms.Formoredetails,seetheJointCouncilforQualificationsdocumentInstructionsforConductingControlledAssessments,availableatwww.jcq.org.uk


34

7 Curriculum Objectives ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused. 7.1 Cross-Curricular Skills at Key Stage 4

Communication

Studentsshouldbeableto:

• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexampleparticipateingroupandclassdiscussionsaboutinfluences

onculturalidentity;• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexampleparticipateinadiscussion,writeareport

and/orgiveapresentationaboutanissuetheyhaveresearchedaspartofthe

controlledassessmenttask;• participateindiscussions,debatesandinterviews,forexamplecarryout

interviewsaspartoftheirprimaryresearchandusethisinformationin

discussionsaboutwaysyoungpeoplecanmanagechangeintheirlives;• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleusetheinternettoresearchandanalysechangingemployment

patternsandpresenttheirresearchfindings;and• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts,forexamplereadarangeofmaterialonthecausesofsocialinequalityand

commentcriticallyonthetexts.


35

UsingMathematics


• usemathematicallanguageandnotationwithconfidence,forexamplewhen

makinginformedfinancialdecisionsaboutahouseholdbudget;• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexamplewhenanalysinglocalpopulation

changeandemploymentpatterns;• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexamplewheninvestigatingcareer

choicesandsalary,andpaymentoptionsforaholiday;• interpretandanalyseawiderangeofmathematicaldata,forexamplewhen

investigatingitems’cost,qualityandpriceoptions;• assessprobabilityandriskinarangeofsimulatedandreal-lifecontexts,forexamplewhenbuyinganewhomeandmakinglifestylechoices;and

• presentmathematicaldatainavarietyofformatswhichtakeaccountofaudienceandpurpose,forexampleusetallycharts,bargraphs,piechartsand

linegraphstopresentdataonglobalpoverty.

UsingICT

Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexamplecreateandupload

podcastsandvideosofinterviewsconductedaspartofthecontrolledassessment

task;researchinformationonlineaspartofthecontrolledassessmenttask;select,

assessandjustifytheuseofsources;presentresearchfindingsinawrittenreport

ordigitalpresentation.


36

7.2 Thinking Skills and Personal Capabilities at Key Stage 4

Self-Management


• planwork,forexampleplanresearchinthecontrolledassessmenttask;• setpersonallearninggoalsandtargetstomeetdeadlines,forexampleinthe

controlledassessmenttask,identifyandsetoutlearningtargetsfordeveloping

knowledge,understandingandskills;• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexampleinthecontrolledassessmenttask,monitorandreviewtheirprogress

againsttargetsand,attheendofthetask,evaluatetheirstrengthsandsuggest

areasforimprovement;and• effectivelymanagetheirtime,forexampleplanactions,setdeadlinesand,

aftercompletinganactivity,reflectonwhattheywoulddodifferentlynexttime

toimprovetheirtimemanagement.

WorkingwithOthers


• learnwithandfromothersthroughco-operation,forexample,inthecontrolled

assessmenttask,workwithothers,shareideas,provideconstructivefeedback

andrespondtofeedbackfromothers;participateinpeer-and self-assessmentactivitiesthroughoutthecourse;• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexamplesupportothersandtakeresponsibilityforsomegroupactions

suchasorganisingaschooleventforcharity,parentsoremployers;and• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexampleconsidermultipleperspectives

andpersuadeotherstoagreewiththeirpositionindebatesaboutthe

advantagesanddisadvantagesofyoungpeopleusingsocialmedia.


37

ProblemSolving


• identifyandanalyserelationshipsandpatterns,forexampleidentifyandanalyse

therelationshipsbetweensocialinequality,educationandyoungpeoples’career

opportunities;• proposejustifiedexplanations,forexampleprovidejustificationfortheir

researchfocusinthecontrolledassessmenttask;• reason,formopinionsandjustifytheirviews,forexamplecriticallyexaminethe

roleoftheNorthernIrelandgovernmentincreatingemploymentopportunities

foryoungpeople;• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexample

analysedifferentpoliticalviewpointsonacontroversialissue;• analyseandevaluatemultipleperspectives,forexampleexaminearangeof

viewpointsaboutthepositivecontributionyoungpeoplecanmaketosociety;• exploreunfamiliarviewswithoutprejudice,forexampleresearchviewsabout

religionandequality;• weighupoptionsandjustifydecisions,forexampleevaluateandjustifycareer

options;and• applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexampleparticipateinproblem-solvingscenarios,discussthe

problemsandsuggesthowtheywoulddealwiththem.

AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.


38

8 Links and Support

8.1 Support Thefollowingresourcesareavailabletosupportthisspecification:

• ourLearningforLifeandWorkmicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.Wealsointendtoprovide:

• pastpapers;• markschemes;• ChiefExaminer’sreports;• PrincipalModerator’sreports;• planningframeworks;• centresupportvisits;• supportdaysforteachers;• agreementtrials;• controlledassessmentguidanceforteachers;• controlledassessmentguidanceforcandidates;• aresourcelist;and• exemplificationofexaminationperformance.

8.2 Examination entries EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.


39

Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk8.4 Contact details Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:

• SpecificationSupportOfficer:ArleneAshfield(telephone:(028)90261200,extension2291,email:[email protected])

• SubjectOfficer:JillArmer(telephone:(028)90261200,extension2426,email:[email protected])

• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])

• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])

• Distribution(telephone:(028)90261242,email:[email protected])

• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])

• Moderation(telephone:(028)90261200,extension2236,email:[email protected])

• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).


40

Appendix 1

Glossary of Terms for Controlled Assessment Regulations

Term Definition

Component

Adiscrete,assessableelementwithinacontrolledassessment/qualificationthatisnotitselfformallyreportedandforwhichtheawardingorganisationrecordsthemarksMaycontainoneormoretasks

Controlledassessment

Aformofinternalassessmentwherethecontrollevelsaresetforeachstageoftheassessmentprocess:tasksetting,tasktaking,andtaskmarking

Externalassessment

Aformofindependentassessmentinwhichquestionpapers,assignmentsandtasksaresetbytheawardingorganisation,takenunderspecifiedconditions(includingdetailedsupervisionandduration)andmarkedbytheawardingorganisation

Formalsupervision(Highlevelofcontrol)

Thecandidatemustbeindirectsightofthesupervisoratalltimes.Useofresourcesandinteractionwithothercandidatesistightlyprescribed.

Informalsupervision(Mediumlevelofcontrol)

Questions/Tasksareoutlined,theuseofresourcesisnottightlyprescribedandassessableoutcomesmaybeinformedbygroupwork.Supervisionisconfinedto:

• ensuringthatthecontributionsofindividualcandidatesarerecordedaccurately;and

• ensuringthatplagiarismdoesnottakeplace.Thesupervisormayprovidelimitedguidancetocandidates.

Limitedsupervision(Limitedlevelofcontrol)

Requirementsareclearlyspecified,butsomeworkmaybecompletedwithoutdirectsupervisionandwillnotcontributedirectlytoassessableoutcomes.


41

Term Definition

Markscheme

Aschemedetailinghowcreditistobeawardedinrelationtoaparticularunit,componentortaskNormallycharacterisesacceptableanswersorlevelsofresponsetoquestions/tasksorpartsofquestions/tasksandidentifiestheamountofcrediteachattractsMayalsoincludeinformationaboutunacceptableanswers

Task

Adiscreteelementofexternalorcontrolledassessmentthatmayincludeexaminations,assignments,practicalactivitiesandprojects

Taskmarking

Specifiesthewayinwhichcreditisawardedforcandidates’outcomesInvolvestheuseofmarkschemesand/ormarkingcriteriaproducedbytheawardingorganisation

Tasksetting

ThespecificationoftheassessmentrequirementsTasksmaybesetbyawardingorganisationsand/orteachers.Teacher-settasksmustbedevelopedinlinewithawardingorganisationspecifiedrequirements.

Tasktaking

Theconditionsforcandidatesupportandsupervision,andtheauthenticationofcandidates’workTasktakingmayinvolvedifferentparametersfromthoseusedintraditionalwrittenexaminations.Forexample,candidatesmaybeallowedsupervisedaccesstosourcessuchastheinternet.

Unit

ThesmallestpartofaqualificationthatisformallyreportedMaycompriseseparatelyassessedcomponents


42

Appendix 2

Quality of Written Communication in the Controlled Assessment Task The quality of written communication (QWC) will be assessed in parts A, B, C and D of the controlled assessment task using the criteria below.

Level1(Basic)Thecandidatemakesonlyalimitedselectionanduseofanappropriateformandstyleofwriting.Theorganisationofmaterialmaylackclarityandcoherence.Thecandidatemakeslittleuseofspecialistvocabulary.Presentation,spelling,punctuationandgrammarmayleavetheintendedmeaningunclear.

Level2(Adequate)Thecandidatemakesareasonableselectionandsomeuseofanappropriateformandstyleofwriting.Theyorganiserelevantmaterialwithsomeclarityandcoherence.Theyusesomeappropriatespecialistvocabulary.Theyusepresentation,spelling,punctuationandgrammarwithsomeaccuracytomakethemeaningclear.

Level3(Competent)Thecandidatemakesanappropriateselectionandmostlyusesanappropriateformandstyleofwriting.Theyorganiserelevantmaterialwithclarityandcoherence.Theyfrequentlyuseappropriatespecialistvocabularywithaccuracy.Theyusepresentation,spelling,punctuationandgrammarwithsufficientaccuracytomakethemeaningclear.

Level4(HighlyCompetent)Thecandidatesuccessfullyselectsandusesthemostappropriateformandstyleofwriting.Theyorganiserelevantmaterialwithahighdegreeofclarityandcoherence.Theyuseappropriatespecialistvocabularywidelyandaccurately.Theirpresentation,spelling,punctuationandgrammarareofasufficientlyhighstandardtomakethemeaningclear.

App

endi

x 3

Ass

essm

ent C

riter

ia fo

r Uni

t 4: I

nves

tigat

ion

(Con

trol

led

Ass

essm

ent T

ask)

Pa

rt A

: Pla

nnin

g

Plan

ning

MarkBa

nd1:

Basic

Mark

Rang

eMarkBa

nd2:

Adeq

uate

Mark

Rang

eMarkBa

nd3:

Compe

tent

Mark

Rang

eMarkBa

nd4:

High

lyCom

petent

Mark

Rang

e

1.Thecandidate:

•proposes

research

questionsasa

researchfocus;

•describes

optionsfor

research

methods;and

•justifiestheir

research

approach.

AO1,AO2andAO3

Thecandidate:

•proposesatleastone

researchquestionasa

researchfocus;

•providesalim

ited

descriptionofatleast

oneresearchm

ethod;

and

•givesabasic

justificationofa

minim

umofone

choiceofresearch

method.

1–2

Thecandidate:

•proposesatleasttwo

researchquestionsas

apossibleresearch

focus;

•providesanadequate

descriptionofatleast

tworesearch

methods;and

•givesanadequate

justificationfortheir

choiceofatleasttwo

researchm

ethods.

3–4

Thecandidate:

•proposesatleast

threeappropriate

researchquestionsas

apossibleresearch

focus;

•competently

describesatleast

threeappropriate

researchm

ethods;

and

•givesacompetent


choiceofatleast

threeresearch

methods.

5–6

Thecandidate:

•proposesatleastfour

appropriateresearch

questionsasa

possibleresearch

focus;

•describesindetailat

leastthreeeffective

researchm

ethods;

and

•providesanexcellent


choiceofatleast

threeresearch

methods.

7–8

QWC:overallimpression

isbasic.


isadequate.


iscompetent.


ishighlycompetent.

CCEA GCSE Learning for Life and Work from September 2017

43

Plan

ning

MarkBa

nd1:

Basic

Mark

Rang

eMarkBa

nd2:

Adeq

uate

Mark

Rang

eMarkBa

nd3:

Compe

tent

Mark

Rang

eMarkBa

nd4:

High

lyCom

petent

Mark

Rang

e

2.Thecandidate

producesa

researchplanthat

includes:

•sourcesof

inform

ation;

•actions;

•targets;and

•deadlines.

AO1andAO2

Researchplanincludes:

•atleastonesource;

•atleastoneaction;

•atleastonetarget;

and

•atleastonedeadline.

1–2


•oneprimaryandone

secondarysource;

•atleasttwoactions;

•atleasttwotargets;

and

•atleasttwo

deadlines.

3–4


•atleastthree

appropriatesources,

includingatleastone

primaryandone

secondarysource;

and

•atleastthree

appropriateorganised

actions,linkedto

realistictargetsand

deadlines.

5–6


•atleastfourclearly

relevantsources,

includingatleastone

primaryandone

secondarysource;

and

•atleastfour

appropriatewell

organisedactions,

clearlyrelatedto

achievabletargets

andrealistic

deadlines.

7–8


isbasic.


isadequate.


iscompetent.


ishighlycompetent.


44

Plan

ning

MarkBa

nd1:

Basic

Mark

Rang

eMarkBa

nd2:

Adeq

uate

Mark

Rang

eMarkBa

nd3:

Compe

tent

Mark

Rang

eMarkBa

nd4:

High

lyCom

petent

Mark

Rang

e

3.Thecandidate

explainsthe

knowledge,

understanding

andskillstheyaim

todevelopby

completingthe

task.

AO1andAO2

Thecandidate:

•givesatleastone

elementof

knowledge,

understandingand/or

skillthattheyaim

to

developby

completingtask

activities.

1–2

Thecandidate:

•adequatelyexplains

twoorthreeelements

ofknowledge,

understandingand

skills(includingat

leastoneskill)that

theyaim

todevelop

throughrelatedtask

activities.

3–4

Thecandidate:

•clearlyexplainsat

leastfourelementsof

knowledge,

understandingand

skills(includingat

leastoneskill)that

theyaim

todevelop

andhowtheym

ight

developthese

throughappropriately

relatedtaskactivities.

5–6

Thecandidate:

•indetailexplainsat

leastfiveelementsof

knowledge,

understandingand

skills(includingat

leasttwoskills)that

theyaim

todevelop,

detailinghowthey

mightdevelopthese

throughrelevant,

specifictaskactivities.

7–8


isbasic.


isadequate.


iscompetent.


ishighlycompetent.

Totalm

arksavailable:

24

Awardzerofo

rworkno

tworthyofcr

edit.


45

Part

B: R

esea

rch

Research

MarkBa

nd1:

Basic

Mark

Rang

eMarkBa

nd2:

Adeq

uate

Mark

Rang

eMarkBa

nd3:

Compe

tent

Mark

Rang

eMarkBa

nd4:

High

lyCom

petent

Mark

Rang

e

1.Thecandidate:

•gathers,

compilesand

records

evidence;and

•recordsand

monitors

progress.

AO1andAO2

Thecandidate:

•gathersandrecords

evidencefromatleast

onesource;and

•usestheirresearch

plantorecordatl east

onecommentabout

theirprogress.

1–2

Thecandidate:

•gathers,compilesand

recordsevidence

fromoneprimaryand

onesecondary

source;and


plantorecordsome

appropriate

commentsabouttheir

progr ess.

3–4

Thecandidate:


recordsevidence

fromatleastthree

appropriatesources,

includingatleastone

primaryandone

secondarysource;

and


plantorecordarange

ofappropriate

commentsabouttheir

progress,referringto

theiractions,targets

anddeadlines.

5–6

Thecandidate:


recordsevidence

fromatleastfour

clearlyrelevant

sources,includingat

leastoneprimaryand

onesecondary

source;and


plantorecordarange

ofmeaningful

commentsabouttheir

progress,referringto

specifictargets,

actionsanddeadlines.

7–8


isbasic.


isadequate.


iscompetent.


ishighlycompetent.


46

Research

MarkBa

nd1:

Basic

Mark

Rang

eMarkBa

nd2:

Adeq

uate

Mark

Rang

eMarkBa

nd3:

Compe

tent

Mark

Rang

eMarkBa

nd4:

High

lyCom

petent

Mark

Rang

e

2.Thecandidate:

•analysesthe

validity,

reliabilityand

accuracyof

theirsources

andfindings,

including

analysingfor

biasand

agenda;and

•provides

reasoned

justificationof

theiranalysis.

AO1,AO2andAO3

Thecandidate:

•providesbasic

commentsonatleast

oneofthefollowing

term

s:validity,

reliability,accuracy,

bi asandagendas;and

•provideslimited

justificationoftheir

analysis.

1–4

Thecandidate:

•providesadequate

analysisonatleast

twoofthefollowing

term

s:validity,


biasandagendas;and

•providessome


analysis.

5–8

Thecandidate:

•providesappropriate

analysisonatleast

threeofthefollowing

term

s:validity,


biasandagendas;and

•providesareasonable


analysis.

9–12

Thecandidate:

•providesdetailedand

appropriateanalysis

onatleastfourofthe

followingterm

s:

validity,reliability,

accuracy,biasand

agendas;and

•providesanexcellent

justificationthat

clearlysupportstheir

analysis.

13–16


isbasic.


isadequate.


iscompetent.


ishighlycompetent.

Totalm

arksavailable:

24

Awardzerofo

rworkno

tworthyofcr

edit.


47

Part

C: C

omm

unic

atin

g Fi

ndin

gs

Thecandidatecommunicatestheirresearchfindingsinawrittenreportordigitalpresentationthatincludesthefoursectionsbelow.

Commun

icating

ResearchFinding

sMarkBa

nd1:

Basic

Mark

Rang

eMarkBa

nd2:

Adeq

uate

Mark

Rang

eMarkBa

nd3:

Compe

tent

Mark

Rang

eMarkBa

nd4:

High

lyCom

petent

Mark

Rang

e

1.Introduction:

providesa

rationaleand

purposeforthe

research.

Introduction:

•containsatleastone

pointrelevanttotheir

reportor

presentation;and

•givesatleastone

reasontojustifythe

rationaleand/or

purposeoftheir

research.

1

Introduction:

•summarisessomekey

pointsdiscussedin

theirreportor

presentation;and

•somejustificationfor

therationaleand

purposeoftheir

research.

2–3

Introduction:

•summarisesmostof

thepointsdiscussed

intheirreportor

presentation;and

•clearlyjustifiesthe

rationaleandpurpose

oftheirresearch.

4–5

Introduction:

•summaryoftheir

reportor

presentationis

accurateand

comprehensive;and

•providesa

comprehensive,clear

andvalidjustification

tosupportthe

rationaleandpurpose

oftheirresearch.

6


isbasic.


isadequate.


iscompetent.


ishighlycompetent.


48

Commun

icating

ResearchFinding

sMarkBa

nd1:

Basic

Mark

Rang

eMarkBa

nd2:

Adeq

uate

Mark

Rang

eMarkBa

nd3:

Compe

tent

Mark

Rang

eMarkBa

nd4:

High

lyCom

petent

Mark

Rang

e

2.ResearchFindings:

•includestheir

ownand

others’views

onkeyresearch

findings;and

•interpretsand

explainstheir

research

findings.

ResearchFindings:

•makesatleastone

commentabouttheir

ownand/orothers’

viewsonatleastone

researchfinding;and

•providesalim

ited

interpretationand

bas icexplanationof

theirfindings.

1–3

ResearchFindings:

•explainstheirown

viewsandrelates

themtoothers’in

relationtosome

researchfindings;and

•providessome

interpretationand

explanationoftheir

researchfindings.

4–6

ResearchFindings:

•comparesand

contraststheirown

viewswiththoseof

othersinrelationto

keyresearchfindings;

and

•providesareasonable

interpretationand

explanationofthekey

researchfindings.

7–9

ResearchFindings:

•criticallycompares

andcontrasts

differentviewpoints,

includingtheirown;

and

•providesaninsightful

interpretationand

clearexplanationof

thekeyresearch

findings.

10–12


isbasic.


isadequate.


iscompetent.


ishighlycompetent.

3.Research

Evaluation:

•evaluates

strengthsand

weaknesses;

and

•identifiesareas

for

improvement.

ResearchEvaluation:

•commentsonatleast

onestrengthand/or

weaknessoftheir

researchapproach;

and

•identifiesoneareafor

improvement.

1

ResearchEvaluation:

•identifiesandexplains

somestrengthsand

weaknessesoftheir

researchapproach;

and

•identifiesareasfor

improvement.

2–3

ResearchEvaluation:

•clearlyexplainsa

rangeofstrengths

andweaknessesof

theirresearch

approach;and

•identifieskeyareas

forim

provement.

4–5

ResearchEvaluation:

•providesacriticaland

comprehensive

evaluationofthe

strengthsand

weaknessoftheir

researchapproach;

and

•identifiesand

prioritiseskeyareas

forim

provement.

6


isbasic.


isadequate.


iscompetent.


ishighlycompetent.


49

Commun

icating

ResearchFinding

sMarkBa

nd1:

Basic

Mark

Rang

eMarkBa

nd2:

Adeq

uate

Mark

Rang

eMarkBa

nd3:

Compe

tent

Mark

Rang

eMarkBa

nd4:

High

lyCom

petent

Mark

Rang

e

4.Conclusion:

discussestheir

evaluation,main

findingsandviews.

AO1,AO2andAO3

Conclusion:

•referstotheir

evaluation;and


oneoftheirfindings

and/orviews.

1

Conclusion:

•referstotheir

evaluationand

adequatelyexplains

somelim

itationsof

theirapproach;and

•drawsonsome

appropriateresearch

findingsintheir

conclusiontojustify

theirposition.

2–3

Conclusion:

•discussestheir

evaluationincludinga

competent

expl anationofmost

ofthelim

itationsof

theirapproach;and

•drawsonthem

ain

researchfindingsto

supportajustified

conclusion.

4–5

Conclusion:

•discussestheir

evaluationincludinga

highlycompetentand

comprehensive

expl anationofthe

limitationsoftheir

approachandimpact

ontheirresearch;

•providesahighly

competent

interpretationofa

validrangeofkey

findings;and

•draws

well-reasoned,

coherent,justified

conclusions.

6


isbasic.


isadequate.


iscompetent.


ishighlycompetent.

Totalm

arksavailable:

30

Awardzerofo

rworkno

tworthyofcr

edit.


50

Part

D: S

elf-E

valu

atio

n

Self-Evalua

tion

MarkBa

nd1:

Basic

Mark

Rang

eMarkBa

nd2:

Adeq

uate

Mark

Rang

eMarkBa

nd3:

Compe

tent

Mark

Rang

eMarkBa

nd4:

High

lyCom

petent

Mark

Rang

e

Thecandidate:

•evaluatesthe

knowledge,

understandingand

skillsthatthey

havedeveloped;

and

•evaluatestheir

perform

anceinin

theirresearch

approachandin

theworkitself,

suggestingareas

forim

provement.

AO1,AO2andAO3

Thecandidate:


oneoftheelements

oflearningfrom

knowledge,

understandingand/or

skillsthattheyhave

developed;and


onestrengthand/or

oneweaknessin

relationtotheir

approachandwork,

andsuggestsatleast

oneareafor

improvement.

1–4

Thecandidate:

•explainshow

successfultheywere

indevelopingtheir

knowledge,

understandingand

skills;and

•adequatelyexplains

atleasttwostrengths

andatleasttwo

weaknessesin

relationtotheir

approachandwork,

andsuggestsatleast

twoareasfor

improvement.

5–8

Thecandidate:

•clearlyevaluates,

usingexamples,how

successfultheywere

indevelopingtheir

knowledge,

understandingand

skills;and

•clearlyevaluatesat

leasttwostrengths

andatleasttwo

weaknessesoftheir

approachandwork,

andappropriately

suggestsatleasttwo

keyareasfor

improvement.

9–12

Thecandidate:

•evaluatesthoroughly,

usingrelevant

examples,how

successfultheywere

indevelopingtheir

knowledge,

understandingand

skills;and

•evaluatesthoroughly,

atleastthree

strengthsandatleast

threeweaknessesof

theirapproachand

work,andprioritises

atleasttworelevant

keyareasfor

improvement.

13–16


isbasic.


isadequate.


iscompetent.


ishighlycompetent.

Totalm

arksavailable:

16

Awardzerofo

rworkno

tworthyofcr

edit.


51

Part

E: P

rese

ntat

ion

of T

ask

Presen

tatio

nofTask

MarkBa

nd1:

Basic

Mark

Rang

eMarkBa

nd2:

Adeq

uate

Mark

Rang

eMarkBa

nd3:

Compe

tent

Mark

Rang

eMarkBa

nd4:

High

lyCom

petent

Mark

Rang

e

Thecandidateshould:

•presenttheirtask

onsingle-sidedA4

numberedpages

inaflatA4folder

andinclude:

–anindex;

–section

headings;

–abibliography;

and

–presentation

slidesornotes,

where

appropriate;

and

•statewordcounts,

whereappropriate

(formoredetails,

seeSection6.5).

AO1andAO2

Theorganisationofthe

taskisbasic:

•pagesarenumbered

andm

ayinclude:

–anindex;

–somesection

headings;

–abibliography;

and/or

–presentationslides

ornotes,where

appropriate;and

•wordcountsm

aybe

included.

1


taskisadequate:

•pagesarecorrectly

numberedand

include:

–anindex;

–someappropriate

sectionheadings;

–abibliographywith

someaccurate

references;and


ornotes,where

appropriate;and

•wordcountsare

included.

2–3


taskiscompetent:


numberedand

include:

–anindex;

–mostlyappropriate

sectionheadings;

–abibliographywi th

mostlyaccurate

references;and


ornotes,where

appropriate;and

•wordcountsare

included.

4–5


taskishighlycompetent:


numberedand

include:

–anindex;

–appropriate

sectionheadings;

–bibliographywith

ac curateand

complete

references;and


ornotes,where

appropriate;and

•wordcountsare

included.

6

Totalm

arksavailable:

6

Awardzerofo

rworkno

tworthyofcr

edit.


52

© CCEA 2017

Documents

CCEA GCSE Specification in Learning for Life and Work · specification in Summer 2019. This specification is a unitised course. The guided learning hours, as for all our GCSEs, are