GCSE Learning for Life and Work Specimen … Learning for Life and Work Specimen Assessment Materials Contents Specimen Paper 1 Unit 3: Paper 3 Unit 3: Insert 15 Mark Scheme 17 General

For first teaching from September 2009

For first assessment from Summer 2010For first award in Summer 2011

Subject Code: 4821

GCSE Learning for Life and WorkSpecimen Assessment Materials

Foreword The awarding bodies have prepared new specifications to comply with revised GCSE criteria. The specimen assessment materials accompanying new specifications are provided to give centres guidance on the structure and character of the planned assessments in advance of the first assessment. It is intended that the specimen assessment materials contained in this booklet will help teachers and students to understand, as fully as possible, the markers’ expectations of candidates’ responses to the types of tasks and questions set at GCSE level. These specimen assessment materials should be used in conjunction with CCEA’s GCSE Learning for Life and Work specification.

GCSE Learning for Life and Work Specimen Assessment Materials

Contents Specimen Paper 1 Unit 3: Paper 3 Unit 3: Insert 15 Mark Scheme 17 General Marking Instructions 19 Unit 3: Mark Scheme 23 Controlled Assessment 39 Guidance on Controlled Assessment 41 Controlled Assessment Tasks 43 Controlled Assessment Mark Scheme 47

Subject Code QAN

4821 500/4525/8

A CCEA Publication © 2008

You may download further copies of this publication from www.ccea.org.uk

Specimen Paper

1

2

3

General Certificate of Secondary Education

2011

TIME

1 hour 30 minutes

INSTRUCTIONS TO CANDIDATES

Write your Centre Number and Candidate Number in the spaces provided at the top of the page. Write your answers in the spaces provided in this question paper. The insert (containing sources A, B and C) is to be used for Questions 4, 5, 6, 7, 8 and 9. Answer all questions in Section A and B. Answer two questions in Section C.

INFORMATION FOR CANDIDATES

The total mark for this paper is 80. Quality of written communication will be assessed in questions 4 – 9. Figures in brackets printed down the right-hand side of pages indicate the marks awarded to each question or part question.

For Examiner’s use only

Question Number Marks

1 2 3 4 5 6 7 8 9

Total Marks

Unit 3: Learning for Life and Work

[CODE]

SPECIMEN PAPER

71

Centre Number

Candidate Number

4

Section A

Answer all questions in this section.

Local and Global Citizenship

This question is about diversity and inclusion. 1 (a) Name two ways in which a person can express their cultural identity.

1 ______________________________________________________________ 2 ______________________________________________________________ [2]

(b) Identify and explain two ways in which Northern Ireland is becoming more culturally diverse.

1 2 [4]

(c) Identify and explain two ways in which a conflict between two communities

might be resolved.

1 2 [4]

5

Personal Development

This question is about health and well being. 2 (a) Name two illegal drugs.

1 2

[2]

(b) Identify and explain two ways in which a young person’s health and well being can be supported by their school.

1 2 [4]

(c) Identify and explain two ways in which exercise can improve a person’s

health.

1 2 [4]

6

Employability

This question is about recruitment and selection practices for employment.

3 (a) List two pieces of information that a young person may need to find out before applying for a job.

1 2 [2]

(b) Identify and explain two reasons why young people today in Northern Ireland

should pursue lifelong learning.

1 2 [4]

(c) Identify and explain two competencies or personal qualities that are valued by

employers.

1 2 [4]

Section A [30]

7

Section B

Answer all questions in this section.


4 Read Source A and use it to help you answer this question.

(a) With reference to Source A and your own knowledge explain how some 32,000 children in Northern Ireland are affected by poverty.

[6]

(b) Explain what is meant by the following children’s rights:

(i) ‘privacy’

[2]

(ii)

‘education’

[2]

8


5 Read Source B and use it to help you answer this question.

(a) With reference to Source B and your own knowledge explain why young people in Northern Ireland might take illegal drugs and how this could affect them.

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ [6]

(b) Explain the dangers of each of the following to a young person’s health:

(i) ‘alcohol’

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

[2]

(ii) ‘smoking’ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ [2]

9

6

Employability Read Source C and use it to help you answer this question.

(a) With reference to Source C and your own knowledge explain why over 700 foreign investors and many investors from the rest of the UK have chosen to locate in Northern Ireland.

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ [6]

(b) What is meant by the terms:

(i) ‘hi-tech expertise’?

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ [2]

(ii) ‘great lifestyle’?

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

[2]

Section B [30]

10

Section C

Answer two questions from this section.


7 With reference to Source A and your own knowledge assess the different ways that Save the Children tackles the problem of child poverty in Northern Ireland.

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

[10]

11


8 With reference to Source B and your own knowledge assess the different strategies that can be used to reduce the abuse of drugs by young people in Northern Ireland.

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ [10]

12

Employability

9 With reference to Source C and your own knowledge assess the impact of global economic changes upon people in Northern Ireland.

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ [10]

Section C [20]

Total [80]

13

___________________________________________

THIS IS THE END OF THE QUESTION PAPER ___________________________________________

14

15


2011


[CODE]

SPECIMEN PAPER INSERT

SOURCE A, B AND C

16

Insert 1: Learning for Life and Work Specimen Paper For use with Questions 4, 5, 6, 7, 8 and 9

Source A: Children in Northern Ireland face ‘severe poverty’ The Save the Children charity have revealed that 32,000 children in Northern Ireland are living in severe poverty. This equates to 8% of all the children living here. The charity said that the rights of the child was being threatened in other areas as well such as education and privacy but it was alarming that such levels of poverty existed in such a rich country. These children are being deprived of things such as proper food and clothing. Many of them also miss out on the normal childhood activities such as sport and going to a friend’s house for tea. © http://news.bbc.co.uk – 1 November 2004

Source C: Why should a business locate in Northern Ireland? Northern Ireland is a perfect place for the location of a new business. Over 700 foreign investors and many from the United Kingdom have decided to move here. Northern Ireland has great expertise in hi-tech skills, industrial creativity and a great lifestyle to offer. Northern Ireland’s attractive business appeal is based on: • fresh talent pool on one of the youngest populations in the European

Union • a highly educated, English speaking workforce

• excellent transport and communications links

• great recreational facilities

• many incentives and support from Invest NI (Invest Northern Ireland)

• a good value for money environment. © CCEA

Source B: Many Northern Ireland teenagers are regular drug users More than 10% of Northern Ireland 15-year-olds have become regular drug users. Approximately 3,500 young people were surveyed by experts at Queen’s University during their first 5 years in secondary school. Many students stated that boredom, failing in school and the views of their friends encouraged them to experiment with drugs. The information was collected on smoking, alcohol and drug abuse. The survey found out that drug use among those just starting secondary school was low but increased as children entered their teenage years. The main risks of taking drugs was found to be children getting into trouble at school and engaging in anti-social behaviour in the area where they live. © http://news.bbc.co.uk – 14 September 2005

Mark Scheme

17

18

19


Learning for Life and Work

GENERAL MARKING INSTRUCTIONS

20

General Marking Instructions Introduction Mark schemes are intended to ensure that the GCSE examinations are marked consistently and fairly. The mark schemes provide markers with an indication of the nature and range of candidates’ responses likely to be worthy of credit. They also set out the criteria that they should apply in allocating marks to candidates’ responses. The mark schemes should be read in conjunction with these general marking instructions. Assessment objectives Below are the assessment objectives (AO) for GCSE Learning for Life and Work. Candidates must: • demonstrate their knowledge and understanding of Learning for Life and Work (AO1); • apply their knowledge and understanding of Learning for Life and Work (AO2); and • investigate, analyse, select, present and evaluate information related to Learning for Life and

Work (AO3). Quality of candidates’ responses In marking the examination papers, examiners should be looking for a quality response reflecting the level of maturity which may reasonably be expected of a 16-year-old which is the age at which the majority of candidates sit their GCSE examinations. Flexibility in marking Mark schemes are not intended to be totally prescriptive. No mark scheme can cover all the responses which candidates may produce. In the event of unanticipated answers, examiners are expected to use their professional judgement to assess the validity of answers. If an answer is particularly problematic, then examiners should seek the guidance of the Supervising Examiner. Positive marking Examiners are encouraged to be positive in their marking, giving appropriate credit for what candidates know, understand and can do rather than penalising candidates for errors or omissions. Examiners should make use of the whole of the available mark range for any particular question and be prepared to award full marks for a response which is as good as might reasonably be expected of a 16-year-old GCSE candidate. Awarding zero marks Marks should only be awarded for valid responses and no marks should be awarded for an answer which is completely incorrect or inappropriate. Types of mark scheme Mark schemes for tasks or questions which require candidates to respond in extended written form are marked on the basis of levels of response which take account of the quality of written communication. Other questions which require only short answers are marked on a point for point basis with marks awarded for each valid piece of information provided. Levels of response Tasks and questions requiring candidates to respond in extended writing are marked in terms of levels of response. In deciding which level of response to award, examiners should look for the ‘best fit’ bearing in mind that weakness in one area may be compensated for by strength in another.

21

In deciding which mark within a particular level to award to any response, examiners are expected to use their professional judgement. The following guidance is provided to assist examiners. • Threshold performance: Response which just merits inclusion in the level and should be

awarded a mark at or near the bottom of the range. • Intermediate performance: Response which clearly merits inclusion and should be awarded a

mark at or near the middle of the range. • High performance: Response which fully satisfies the level description and should be awarded a

mark at or near the top of the range. Quality of written communication Quality of written communication is taken into account in assessing candidates’ responses to all tasks and questions that require them to respond in extended written form. These tasks and questions are marked on the basis of levels of response. The description for each level of response includes reference to the quality of written communication. For conciseness, quality of written communication is distinguished within levels of response as follows: Level 1: Quality of written response is limited. Level 2: Quality of written response is appropriate. Level 3: Quality of written response is of a high standard. In interpreting these level descriptions, examiners should refer to the more detailed guidance provided below: [0] marks – will be awarded if the response is not worthy of credit. AO1 Level 1 (Limited): The candidate’s knowledge and understanding of the content is limited. The organisation and presentation of material may sometimes lack clarity and/or coherence. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2 (Appropriate): The candidate’s knowledge and understanding of the content is generally appropriate. Relevant material is organised appropriately and presented with sufficient clarity and coherence. There is some use of appropriate specialist vocabulary. Spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning. Level 3 (High): The candidate demonstrates a high level of knowledge and understanding of the content. Relevant material is organised and presented with a very good form and style of writing. There is a high degree of clarity and coherence. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

22

AO2 Level 1 (Limited): The candidate’s application of knowledge and understanding of the content is limited. The organisation and presentation of material may sometimes lack clarity and/or coherence. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2 (Appropriate): The candidate’s application of knowledge and understanding of the content is generally appropriate. Relevant material is organised appropriately and presented with sufficient clarity and coherence. There is some use of appropriate specialist vocabulary. Spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning. Level 3 (High): The candidate demonstrates a high level of ability to apply knowledge and understanding of the content. Relevant material is organised and presented using a very good form and style of writing. There is a high degree of clarity and coherence. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar. AO3 Level 1 (Limited): The candidate’s ability to demonstrate the skills is limited. The organisation and presentation of material may sometimes lack clarity and/or coherence. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2 (Appropriate): The candidate’s ability to demonstrate the skills is generally appropriate. Relevant material is organised appropriately and presented with sufficient clarity and coherence. There is some use of appropriate specialist vocabulary. Spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning. Level 3 (High): The candidate demonstrates a high level of ability to apply the skills. Relevant material is organised and presented using a very good form and style of writing. There is a high degree of clarity and coherence. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

23


2011


[CODE]

SPECIMEN

MARK SCHEME

24

Section A


1 (a) Two from music; language, lifestyle or religion or any suitable alternative. (2 × [1])

AO1 [2]

(b) Any two from the following suggested answers:

• People from more varied cultural backgrounds working in industry/shops: in the service sector and many lower paid jobs, many more accents and people from eastern Europe whilst among professions such as medicine there are many more people from Asian backgrounds; supermarkets also stock a much wider variety of food to meet the requirements for different kinds of food ingredients

• Increase in the number of festivals: many large towns have events celebrating the culture of different groups, for example, the Chinese New Year

• Newspapers in various languages: Portuguese and Polish language are now published where both communities have settled

• Range of different restaurants: provide for a wide range of eating-out requirements, for example, Greek, Bangladeshi, Chinese and Korean restaurants

• Support teachers for non-English speakers: particularly the case for the Portuguese community, also reflected in mainstream teaching where many schools have an overseas department to help with the induction of non-English speakers

Or any suitable alternative. [1] mark for each correct identification and [1] mark for each accompanying explanation (2 × [2])

AO1[4]

(c) Any two from the following suggested answers:

• Working with support agencies, for example involvement of: mediators; police; groups such as the Parades Commission; Ombudsman; local political representatives; churches; and youth workers who may facilitate communication and, therefore, resolution

• Legal enforcement, for example: seeking community protection from the police; Courts by way of legal injunction; enforcement; threat of arrest; possible increase in police patrols to deter trouble makers

• Cross community projects: bringing the communities together, for example: in sporting; musical; or drama events, which celebrate diversity of the communities and expose each group’s ignorance and prejudice; or finding a neutral non-threatening event which would have the potential to unite communities

• Government involvement: often the investment by local or central government in the communities can create jobs; or reduce tensions; Government can also use the inducement of investment to dissuade conflict; Government may also build walls which may be a way of making each community feel safer

25

• Education for mutual understanding: schools, community centres or churches can become the platform for helping the communities express their fears and worries; they can also provide meeting points for the communities to engage in dialogue to resolve their differences

Or any suitable alternative. [1] mark for each correct identification and [1] mark for each accompanying explanation. (2 × [2])

AO1[4]


2 (a) Two from heroin, cannabis, crack and cocaine or a suitable alternative. (2 × [1])

AO1[2]

(b) Any two from the following suggested answers:

• Pastoral care: teachers trained to listen and advise students facing emotional or physical health problems

• Sport within the curriculum: helps to develop physical and emotional health through teamwork and striving to achieve a personal best

• Healthy eating policy: banning vending machines and unhealthy foods; providing healthy snacks including fruit; making fresh drinking water freely available

• School subjects/curriculum, e.g. Home Economics: pupils learn about food and the implications of different consumer lifestyles

• Walking/cycling to school: providing bicycle sheds and luminous clothing to ensure pupils’ safety when walking or riding to school


AO1[4]

(c) Any two from the following suggested answers:

• Physical health: by strengthening the heart and/or lungs it can reduce the chances of heart-related disease; maintain good health and ability to engage fully in work and leisure activities; it can build muscle strength and reduce the chances of osteoporosis and back pain; it reduces the chances of diabetes and respiratory problems

• Mental health: regular exercise can improve brain function and increase mental alertness when engaged in work or leisure; it helps release endorphins which provide a person with a sense of well being; it provides opportunities for people to be more socially interactive

Or any suitable alternative. [1] mark for each correct identification and [1] mark for each accompanying

explanation. (2 × [2])

AO1[4]

26

Employability

3 (a) Any two from the following suggested answers: • Pay • Hours of work • Location • Experience required • Qualification/skills required • Reputation of firm • Working conditions • Prospects of promotion Or any suitable alternative. (2 × [1])

AO1 [2]

(b) Any two of the following suggested answers:

• Changing technology: the regular advances in computing; different mechanical products; or changes in science require an employee to undertake regular retraining in order to understand new systems and developments related to their jobs

• Globalisation/job security: the fact that new modes of transport and communication allow many more goods to be made and moved around the world has the implication that employees need to be more flexible in moving between countries or learning new languages; understanding different cultures in order to be more competitive since few jobs are now jobs for life

• Career advancement: the need to have proof of qualifications attained; relevant experience in developing new products; or managing projects are important for career advancement

• Healthy/keep the brain active/offset health problems: evidence that those who work beyond the statutory retirement age or those who keep involved in learning new skills are physically and/or mentally healthier


AO1[4]

27

(c)

Answers may include reference to any two of the following: • Team worker: ability to work as part of a team; work with others; get along

with other people; strive for the same goals • Good communication: ability to communicate well in a variety of ways;

oral presentations to an audience; able to communicate well in a one to one situation; communicate well in written forms such as reports

• Trustworthy: can be trusted to act with integrity/trust • Keep information confidential when required: can be trusted to act at all

times in the interests of the employer; can be trusted by their colleagues • Punctual: always on time for work; arrives on time for work at all times • Sense of responsibility: ability to be responsible for their actions; takes

pride in their work; acts responsibly at all times Or any suitable alternative.

[1] mark for each correct identification and [1] mark for each accompanying explanation. (2 x [2])

AO1[4]

Section A [30]

28

Section B

Source Based Source A


4 (a) Answers may make reference to and expand upon the following: • Lack of proper food/lack of proper nutrition/over reliance on junk food,

cheap food and sweets may lead to illness, both physical and mental, retarded growth, failure to develop strong bones and teeth

• Lack of proper clothing/poor or unfashionable clothing may cause social problems and a sense of isolation and alienation when friends and peers have latest fashions, ‘cool’ labels and brand names

• Missing out on sport may lead to drifting into trouble or anti-social behaviour because of lack of money to take part in sports clubs or teams or the inability to purchase appropriate sports kit, equipment, club membership or attendance at sports events or outings

• Missing out on going to friend’s house – loses out on friendship because of transport costs or unavailability of home transport (car or bicycle); failure to develop friendships can lead to social isolation and lack of opportunities to develop social skills

Or a suitable alternative. Award [0] for responses not worthy of credit.

Level 1: ([1]–[2]) marks Answers may repeat a few of the points set out in the source with limited explanation of each. The organisation and presentation of material may sometimes lack clarity and/or coherence. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear.

Level 2: ([3]–[4]) marks Answers may identify some of the points listed in the source and provide an appropriate explanation of each. Relevant material is organised appropriately and presented with sufficient clarity and coherence. There is some use of appropriate specialist vocabulary, and spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning. Level 3: ([5]–[6]) marks Answers will identify most of the points listed in the source and provide a detailed explanation of each. Relevant material is organised and presented using an appropriate form and style of writing. There is a high degree of clarity and coherence. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

AO2[6]

29

(b) (i) Privacy Answers may include reference to any of the following: • Legal – identity protected in court as a child: in a relationship

breakdown courts seek to protect the identity of children from public curiosity; or in a criminal case children accused of crime have their identity protected

• Internet security, e.g. BEBO/Facebook: efforts to ensure that young people are not made victims of internet predators; or that social websites do not publish information undermining the character of children

• Photographs – child protection issues: schools or youth clubs required to seek permission of parents for the use of photographs of their children in newsletters or in public events

• Media-children being protected: television or newspapers will blank out the faces of children in stories where their photographs may appear

• Letter/diary protected – legal protection for young people not to have their personal views in diaries or letters made public by parents, other adults, other children or schools

Or any suitable alternative. Up to [2] marks depending on the detail of the explanation.

AO2[2]

(ii) Education Answers may include reference to any of the following: • Right to education until you are 16 – the UN convention provides

only for right to primary education but in the UK this is a statutory requirement

• Right for respect – children can expect to be treated with respect by other pupils and staff in schools; they should not to be denigrated on grounds of appearance, gender, religion, ethnicity or physical or mental capacity

• Right to have recreational activity – there is a statutory duty for schools to provide opportunities for physical education within the curriculum

• Rights to holidays – children are obliged to be in full-time education for 190 days each year and are on holiday for the remaining time

• Right to appeal a decision from a school – there is a legal right of children and their parents to challenge the decisions of a school over issues such as detention or suspension

• Right to a safe environment free from bullying – all schools are required to have an anti-bullying policy or a pastoral care system to include strategies for preventing and dealing with the physical or mental bullying experienced by a pupil

• Right to be listened to – all schools are required to offer a forum for children to voice their opinions about the school or how it might be improved for their benefit


AO2[2]

30


5 (a) Answers should make reference to and expand upon the following: Reasons why a young person might take illegal drugs include: • boredom • pressure at school • peer pressure • breakdown of a relationship • pressure from parents • lifestyle • imitating admired celebrities • media influence • helps them to forget problems Or any suitable alternative. Ways in which the young person may be affected include: • Trouble at school – they may be implicated in possessing or

distributing/dealing in drugs within the school • Anti-social behaviour/law breaking – they may become involved in petty

crime as a results of or to feed a drug habit • Risk of injury – they may risk physical injury due to a sense of

invincibility or paranoia; recklessness can lead to road and traffic accidents • Health risks – drug dependency will lead to mental illness and there may

be damage to heart and lungs Or any suitable alternative. Award [0] for responses not worthy of credit. Level 1: ([1]–[2]) marks Answers may repeat a few of the points set out in the source with limited explanation of each. The organisation and presentation of material may sometimes lack clarity and/or coherence. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2: ([3]–[4]) marks Answers may identify some of the points listed in the source and provide an appropriate explanation of each. Relevant material is organised appropriately and presented with sufficient clarity and coherence. There is some use of appropriate specialist vocabulary, and spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning. Level 3: ([5]–[6]) marks Answers will identify most of the points listed in the source and provide a detailed explanation of each. Relevant material is organised and presented using an appropriate form and style of writing. There is a high degree of clarity and coherence. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

AO2[6]

31

(b) (i) Alcohol Answers may include reference to any of the following: • Liver damage: alcohol is a poison and can cause cirrhosis of the liver • Brain development damage: alcohol can reduce vital brain

development • Risk of accident increased: driving a car or using machinery while

under the influence of alcohol reduces a persons ability to make judgements; reduces reaction time

• Greater likelihood of committing crime: inhibitions are reduced and alcohol reduces ability to rationalise; gives a false sense of courage; risk task mentality is increased

• Dependency: alcohol is addictive • More vulnerable to assault – physical/sexual: senses are blurred;

opportunities can be given to those with criminal intent as a drunk person is less able to resist


AO2[2]

(ii) Smoking Answers may include reference to any of the following: • Lung cancer: smoking attacks the lungs and tar is left in the lungs

causing cell damage which can become cancer bearing • Respiratory illness: the lining of the airways is blocked causing a

build up of fluid which interferes with breathing over time • Discoloured teeth: the chemicals in nicotine can cause the teeth to

become “yellow” • Skin damage: cell damage is linked to the chemical substances in

cigarettes • Impotence: the production of fertile sperm is damaged by cigarettes Or any suitable alternative. Up to [2] marks depending on the detail of the explanation.

AO2[2]

Employability

6 (a)

Answers may include reference to any of the following: • Fresh pool of talent – a young workforce; large number of people

who have skills required but are not presently committed to a job or who may be working below their capabilities Highly educated – a literate, numerate, skilled, highly qualified and flexible workforce

• Excellent transport and communication – well developed ICT structures; number of airports and seaports; upgraded road system with access to upgraded cross-border routes to strong market in Republic of Ireland

• Great recreational facilities – large numbers of cinemas, theatres, leisure facilities, recreational activities, holiday resorts, quality hotels and restaurants

• Incentives and support from Invest NI – organisation prepared to provide low cost sites, overcome planning issues and help investors settle in NI.

Or suitable alternative.

32

Award [0] for responses not worthy of credit. Level 1: ([1]–[2]) marks Answers may repeat a few of the points set out in the source with limited explanation of each. The organisation and presentation of material may sometimes lack clarity and/or coherence. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2: ([3]–[4]) marks Answers may identify some of the points listed in the source and provide an appropriate explanation of each. Relevant material is organised appropriately and presented with sufficient clarity and coherence. There is some use of appropriate specialist vocabulary, and spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning. Level 3: ([5]–[6]) marks Answers will identify most of the points listed in the source and provide a detailed explanation of each. Relevant material is organised and presented using an appropriate form and style of writing. There is a high degree of clarity and coherence. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

AO2 [6]

(b) (i) ‘Hi-tech expertise’ Answers may include reference to any of the following: • A strong IT component which allows business to communicate

globally and allows the systems to be well maintained • A number of Hi-tech support agencies already established to set up

and maintain IT systems • IT heavily invested within the education sector to provide large

numbers of graduates, locally trained, to form expert workforce Or suitable alternatives. Up to [2] marks depending on the detail of the explanation.

AO2[2]

(ii)

‘Great Lifestyle’ Answers may include reference to any of the following: • Opportunities for entertainment – cinemas, restaurants, theatres,

sporting events, concerts • Excellent schools – strong examination results and many young

people progressing to 3rd level education • Sports facilities – large number of leisure centres, private and public

clubs, opportunities to engage in outdoor pursuits • Green areas – attractive and mixed environment of coasts, mountains

and lakes • Tourist attractions – Giants Causeway, Mountains of Mourne,

Fermanagh Lakes, Marble Arch Caves Or suitable alternatives. Up to [2] marks depending on the detail of the explanation.

AO2[2]

Section B [30]

33

Section C


7 Answers may include reference to any of the following: Research reports Positives • Objective or scientific evidence for government bodies • Useful in legal situations; legal solution

Negatives • Expensive and time consuming to compile • Difficult to interpret • May appeal to young people • Reliability Or any suitable alternative. Media campaign Positives • Reaches a wide and varied audience • Allows groups like Save the Children to benefit from the professional support of

media outlets, such as television, radio or newspapers • May appeal to young people Negatives • Often competing with other groups to be heard • Run the risk of your message being distorted • Expensive Or any suitable alternative. Fund raising Positives • Money that does not have any strings attached - unregulated • It helps to measure the public support • It provides a quick solution to a problem Negatives • Needs to be managed and accounted • May spend more on administration rather than raising money • Saturation – the public may be turned off by being asked for money Or any suitable alternative.

34

Level 1: ([1]–[3]) Answers may identify a few of the above points or focus only on a few of the positive or negative factors which may be related in a superficial way. The organisation and presentation of material may sometimes lack clarity and/or coherence. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2: ([4]–[7]) Answers may identify some of the points listed with a brief assessment of each. Relevant material is organised appropriately and presented with sufficient clarity and coherence. There is some use of appropriate specialist vocabulary, and spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning. Level 3: ([8]–[10]) Answers will identify most of the points listed and provide a detailed assessment of each. Relevant material is organised and presented using an appropriate form and style of writing. There is a high degree of clarity and coherence. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

AO3 [10]

35


8 Answers may include reference to any of the following strategies:

Education Drugs Awareness Positives • Groups will provide expert advice • Police will provide advice and warnings Negatives • Problem may be that young people who knew nothing about drugs are actually

attracted to drugs through hearing more about them • Some young people can misinterpret the information being given to them, e.g.

there is a “safe” way to take certain drugs Or any suitable alternative. The Law/Legal Sanctions Positives • The classification of drugs may help young people assess how dangerous they are • Strict penalties for those using illegal drugs may act as a deterrent Negatives • The classification of drugs might make some young people think that lower class

drugs are acceptable • They might not help someone who is addicted who then turns to other crime to

feed their habit Or any suitable alternative. Medical Positives • The use of nicotine patches • non alcoholic beers • other drugs like methadone may wean drug users off drugs Negatives • Young people may not want medical help • Embarrassed to admit problem and visit a family doctor or hospital Or any suitable alternative. Media Campaign Positives • They may warn against the dangers associated with drug/smoking and alcohol • They can provoke discussion among young people about the dangers

Negatives • They might not seem real to young people • They may not be watched or be seen by them

Or any suitable alternative.

36

Award [0] for responses not worthy of credit. Level 1: ([1]–[3]) Answers may identify a few of the above points or focus only on a few of the positive or negative factors which may be related in a superficial way. The organisation and presentation of material may sometimes lack clarity and/or coherence. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2: ([4]–[7]) Answers may identify some of the points listed with a brief assessment of each. Relevant material is organised appropriately and presented with sufficient clarity and coherence. There is some use of appropriate specialist vocabulary, and spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning.

Level 3: ([8]–[10])

Answers will identify most of the points listed and provide a detailed assessment of each. Relevant material is organised and presented using an appropriate form and style of writing. There is a high degree of clarity and coherence. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

AO3[10]

37

Employability

9 Answers may include reference to any of the following:

Positives • Opens up more opportunities/markets for business • Offers opportunities to use new technologies • Opportunities for more and new jobs • Greater movement of people in and out of Northern Ireland • Allows Northern Ireland to overcome its isolation Or any suitable alternative Negatives • Threat to jobs – due to cheaper wages being offered in other countries/economies • Digital divide – hard to compete with those with advanced technologies • Challenges to education – need to skill young people in e.g. languages and ICT Or any suitable alternative

Award [0] for responses not worthy of credit. Level 1: ([1]–[3]) Answers may identify a few of the above points or focus only on a few of the positive or negative factors which may be related in a superficial way. The organisation and presentation of material may sometimes lack clarity and/or coherence. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2: ([4]–[7]) Answers may identify some of the points listed with a brief assessment of each. Relevant material is organised appropriately and presented with sufficient clarity and coherence. There is some use of appropriate specialist vocabulary, and spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning.

Level 3: ([8]–[10]) Answers will identify most of the points listed and provide a detailed assessment of each. Relevant material is organised and presented using an appropriate form and style of writing. There is a high degree of clarity and coherence. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

AO3[10]

Section C [20]

Total [80]

38

Controlled Assessment

39

40

41



GUIDANCE ON CONTROLLED ASSESSMENT

42

Guidance on Controlled Assessment There are now more controls around internal assessment within GCSEs. Internal assessment will now be referred to as Controlled Assessment. Controlled assessment is a form of internal assessment. Levels of control are set for each of the three processes involved in controlled assessment. The three processes are: • task setting: ensures that tasks are valid and reliable by making them less predictable and

formulaic; • task taking: conditions under which tasks are taken – addresses issues of authenticity; and • task marking: ensures high quality judgments in assessment. For each of the above processes, different levels of control are possible. These are defined as high, medium and limited/low, e.g. a high level of control for each process would be very similar to an existing examination. The result is that within any subject, varying levels of control are likely to be required across the three processes. In GCSE Learning for Life and Work the levels of control for the above three processes are as follows: Process Level of Control What this means Task setting High CCEA set the tasks. Task taking Various All work, except research, is done under

formal supervision. Task marking Medium Teachers mark the candidates’ controlled

assessment tasks using the generic marking criteria which are provided within the specimen assessment materials. Although we change the tasks every two years, the marking grids remain unchanged. We moderate the teachers’ marking.

There are two controlled assessment task(s) for GCSE Learning for Life and Work: Unit 1 and Unit 2 are controlled assessment units. Candidates must select two controlled assessment tasks from the three that we provide. The tasks are related to the three compulsory areas of study: Local and Global Citizenship, Personal Development and Employability. Each task consists of three sub-tasks. Candidates have the opportunity to submit the Unit 1 report at the end of their first year of study, or they may submit both reports at the end of the course. The specimen controlled assessment tasks are included to help your students understand, as fully as possible, the types of tasks they may encounter and how marks will be awarded. We provide guidance on word or time limits. Tasks are replaced every two years. Further information on controlled assessment can be found in Section 6 of the specification.

43


2010


Unit 1: Report 1

Unit 2: Report 2

[CODE]

SPECIMEN

CONTROLLED ASSESSMENT

TASKS

44

Controlled Assessment Tasks Candidates must complete two of the following controlled assessment tasks. One task must be submitted for assessment as Unit 1 and the second different task submitted for assessment as Unit 2. The skills required for the tasks are those set out in assessment objectives AO2 and AO3. We will set the tasks and replace them every two years. Each task comprises three sub tasks. The process of taking the task will include different levels of control. Teachers must ensure that controlled assessment tasks are completed in accordance with the following requirements: (i) Introduction and planning will be carried out under direct teacher supervision. Candidates

may undertake some collaborative work at this stage. Time allocation should be approximately 4 hours. (AO2)

(ii) The research/investigation for the task will be carried out under a medium level of control

where the teacher is required to provide sufficient supervision to ensure authenticity and address issues related to health and safety of the candidates. Candidates may collaborate during their investigative work when they gather evidence and make notes. Time allocation should be approximately 14 hours. (AO3)

(iii) Final report writing and evaluation at an individual level will be carried out under direct

supervision by the teacher. Final submissions should be approximately 2,000 words. Time allocation should be approximately 5 hours. (AO3)

Two tasks must be completed from the following areas: Research/investigate and write a report on one aspect of diversity and inclusion in your local community. Or Research/investigate and write a report on one aspect of maximising and sustaining young peoples’ health and well-being. Or Research/investigate and write a report on one aspect of the impact of globalisation on employment for young people in your local community.

45

Instructions to candidates Each task comprises of three sub-tasks: Sub-task 1: Introducing and planning your controlled assessment task (AO2) You are required to: • provide a background context • define the purpose of your research/investigation

Sub-task 2: Carrying out your research/investigation (AO3) You are required to: • identify the information required and sources from which it can be obtained • consider and select methods of research/investigation giving reasons for using them • draw up Action Plan(s) to assist you with sequencing the research/investigation and monitoring

progress in carrying out research/investigation • carry out your Action Plan(s) and provide an account of the research/investigation

Sub-task 3: Write up and evaluation of your final report (AO3) You are required to: • present information which meets the purpose of your research/investigation set out in sub-task 1 • interpret and evaluate this information

46

47


2010


Unit 1: Report 1

Unit 2: Report 2

[CODE]

SPECIMEN

CONTROLLED ASSESSMENT

MARK SCHEME

48

Guidance on Marking Sub-Tasks

Mark scheme levels of response Tasks that require candidates to respond in extended writing are marked in terms of levels of response. In deciding which level of response to award, teachers should look for the ‘best fit’ bearing in mind that weakness in one area may be compensated for by strength in another. In deciding which mark within a particular level to award to any response, teachers are expected to use their professional judgement. The following guidance is provided to assist teachers. • Threshold performance: Response which just merits inclusion in the level and should be

awarded a mark at or near the bottom of the range. • Intermediate performance: Response which clearly merits inclusion and should be awarded a

mark at or near the middle of the range. • High performance: Response which fully satisfies the level description and should be awarded a

mark at or near the top of the range. Quality of written communication Quality of written communication is taken into account in assessing candidates’ responses to all tasks and questions that require them to respond in extended written form. These tasks and questions are marked on the basis of levels of response. The description for each level of response includes reference to the quality of written communication. For conciseness, quality of written communication is distinguished within levels of response as follows: Level 1: Quality of written response is limited. Level 2: Quality of written response is appropriate. Level 3: Quality of written response is of a high standard. AO2 [6] marks Sub-task 1: Introducing and planning your controlled assessment task Award [0] for responses not worthy of credit. Level 1: ([1]–[2]) Answers will include a few statements about the background for the task. A basic outline for the purpose of undertaking the task will be presented. The organisation and presentation of material may sometimes lack clarity and/or coherence. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2: ([3]–[4]) Answers will include appropriate background for the task and acknowledge some sources. An appropriate description of the purpose of undertaking the task will be presented. There is some use of appropriate specialist vocabulary. Spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning.

49

Level 3: ([5]–[6]) Answers will include very good background for the task and acknowledge most of sources used. A detailed description of the purpose of undertaking the task will be presented. Content will be organised and presented using a very good form and style of writing. There is a high degree of clarity and coherence. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar. AO3 [15] Sub-task 2: Carrying out your research/investigation Award [0] for responses not worthy of credit. Level 1: ([1]–[5]) There will be identification of a few sources with limited attention given to the information required. There will be identification of a few of the research methods which can be used to obtain the information from the sources. An Action Plan(s) will be drawn up which gives limited assistance in sequencing the research and monitoring progress of the research/investigation. A limited account of the research/investigation when carrying out their Action Plan(s) will be provided. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2: ([6]–[10]) There will be identification of some sources with appropriate attention given to the information required. There will be identification of some of the research methods which can be used to obtain the information from the sources. An Action Plan(s) will be drawn up which gives appropriate assistance in sequencing the research and monitoring progress of the research/investigation. A clear account of the research/investigation when carrying out their Action Plan(s) will be provided. There is some use of appropriate specialist vocabulary. Spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning. Level 3: ([11]–[15]) There will be identification of most sources with appropriate attention given to the information required. There will be identification of most of the research methods which can be used to obtain the information from the sources. An Action Plan(s) will be drawn up which gives very good assistance in sequencing the research and monitoring progress of the research/investigation. A detailed account of the research/investigation when carrying out their Action Plan(s) will be provided. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

50

AO3 [9] Sub-Task 3: Write up and evaluation of the report Award [0] for responses not worthy of credit Level 1: ([1]–[3]) Limited information from a few sources will be presented. There will be limited organisation and presentation of the evidence. Limited observations about the information obtained will be made and basic conclusions drawn. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2: ([4]–[6]) Appropriate information from a range of sources will be presented. There will be appropriate organisation and presentation of the evidence. Appropriate observations about the information obtained will be made and satisfactory conclusions drawn. There is some use of appropriate specialist vocabulary. Spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning. Level 3: ([7]–[9]) Very good information from a range of sources will be presented. The organisation and presentation of the evidence will be of a high standard. Very good observations about the information obtained will be made and conclusions which are of a high standard will be drawn. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

Documents

GCSE Learning for Life and Work Specimen … Learning for Life and Work Specimen Assessment Materials Contents Specimen Paper 1 Unit 3: Paper 3 Unit 3: Insert 15 Mark Scheme 17 General