GCSE TEACHERS’ GUIDENew Specifications:for teaching from September 2009

Preparation forWorking Life(Short Course)

GCSE Preparation for Working Life (Short Course) Teachers' Guide 1

Contents GCSE Preparation for Working Life (Short Course) Teachers’ Guide

Page 1. Introduction 2 1.1 - Rationale 3 1.2 - Overview of New Specification 4 1.3 - Assessment Objectives 5 2. Delivering the Specification 6 3. Unit Guides 7 3.1 - Unit 1 7 3.2 - Unit 2 Task 1 10 3.3 - Unit 2 Task 2 12 4. Assessment Guidance 16 5. Contributors to the Teachers’ Guide 18

GCSE Preparation for Working Life (Short Course) Teachers' Guide 2

1. INTRODUCTION

The WJEC GCSE Preparation for Working Life (Short Course) specification has been modified and updated for delivery from September 2009. The first awards will be made in Summer 2010. For the first availability of units, see page 2 of the specification. The specification can be delivered and assessed in centres in Wales only. This guide is one of a number of ways in which WJEC provides assistance to teachers delivering the new specification. Also essential to its introduction are the Specimen Assessment Materials (question papers and marking schemes) and professional development (INSET) conferences. Other provision which you will find useful include;

• Examiners’ reports on each examinations series • Free access to past question papers via the WJEC secure website • Easy access to specification and other key documents on main website • Regular INSET delivered by Chief Examiners • Easy access to both the Subject Officer and to administrative sections

Contact points for GCE Physical Education are as follows: Mike Neale, michael.neale@wjec.co.uk tel. 02920 265315 (Subject Officer) Clare Williams, clare.williams@wjec.co.uk tel.02920 265059 (Subject Support Officer) Subject page www.wjec.co.uk INSET Section inset@wjec.co.uk www.wjec.co.uk/professionaldevelopment

Chief Examiner: Judith Day E-mail: judith.day@tiscali.co.uk

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1.1 Rationale

This specification is based on the knowledge, understanding and skills defined by the Careers and the World of Work: a Framework for 11 to 19 year olds in Wales, part of the basic curriculum for maintained schools in Wales from September 2004. It is accredited for use in Wales only.

In whatever way it is delivered within centres, this GCSE Short Course specification aims to support the Framework by:

• offering recognition of achievement by students in this area of the curriculum through a qualification within the National Qualification Framework;

• developing and applying knowledge and understanding about work and

working life through, and alongside, the development of skills of enquiry, communication, participation and responsible actions;

• providing a coherent, satisfying and worthwhile course of study for

candidates.

The course will actively encourage the development of a number of Key Skills, including Communication, Working with Others, Problem Solving, Information Technology and Improving Own Learning and Performance The course will contribute to the quality and coherence of provision nationally by providing at KS4 a Foundation/Intermediate Level qualification to complement the Work Skills certificate at Entry Level and these components within the core of the Foundation and Intermediate Welsh Baccalaureate Qualification, all of which provide recognition of achievement within the Learning Core of 14-19 Learning Pathways.

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1.2 Overview of the Specification

UNIT 1: Working Practices (40%) Written Paper: 1 hour 15 minutes 60 marks (80 UMS) UNIT 1 – Working Practices The examination paper will be divided into three sections, assessing knowledge and understanding of current working practices. UNIT 2: Work Experience and Enterprise (60%) Controlled Assessment 80 marks (120 UMS) UNIT 2 Task One: Work Experience (40 marks) This unit is assessed through evidence generated through practical work experience as well as research into local and national employment opportunities. Task Two: Enterprise Activity (40 marks) This unit is assessed through evidence from setting up and carrying out an enterprise activity.

GCSE Preparation for Working Life (Short Course) Teachers' Guide 5

1.3 Assessment Objectives

Candidates will be required to demonstrate their ability to:

AO1 - Recall of knowledge and understanding of working practices. AO2 - Plan and carry out investigations in which relevant information and

evidence is gathered, recorded, identified and applied to a variety of situations.

AO3 - Evaluate activities in which they have participated. Make reasoned

judgements and present conclusions accurately and appropriately.

The weighting of assessment objectives across examination components is as follows:

AO1 AO2 AO3 Total

Unit 1 Written Paper

35%

0%

5%

40%

Unit 2 Controlled Assessment

0% 30% 30% 60%

Total Weighting

35%

30%

35%

100%

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2. DELIVERING THE SPECIFICATION WHAT IS NEEDED TO START? • A copy of the relevant specification for GCSE Preparation for Working Life

(Short Course) • A copy of the specimen paper • A copy of past papers • A copy of the relevant mark schemes • A copy of the most recent Chief Examiner's report • Dates of appropriate INSET meetings WHEN CAN THE COURSE BE TAUGHT? This is a GCSE Short Course and it can be delivered to suit the requirements of the

centre. EITHER All the units can be delivered together in either Year 10 or 11, OR units could be split as follows: Unit 2 Task 2 - Enterprise could be completed in Year 9, 10 or 11 Unit 2 Task 1 - Work Experience could be carried out in Years 10 or 11 to fit in with

the timing of the centre's own work experience programme. Unit 1 Working Practices could be delivered in Years 10 or 11, for

examination in June or either year.

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3. UNIT GUIDES 3.1 UNIT 1: Working Practices

• Health and Safety legislation and safe working practices • Equal opportunities legislation and preventing discrimination • Changes in industry and technology and their effects on working practices • The role of entrepreneurs and the key features of business enterprises

A complete list of the contents of Unit 1 is to be found on pages 6-8 of the

specification booklet. The question on the Written Paper may be drawn from any section of the Unit 1 specification content.

The structure of the written paper is as follows: Section A (20%) This section consists of short answer questions, which can be answered with words,

phrases or simple sentences. Candidates must answer all the questions. Section B (12%) This section consists of structured questions based on stimulus material and involves

some extended writing. Candidates must answer all the questions. Section C (8%) This section consists of questions based on stimulus material and requires some

extended writing. There will be a choice of two questions on specific aspects of unit content. The last parts of question 7 & 8 require candidates to evaluate and reach a conclusion based on their knowledge.

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RESOURCES FOR UNIT 1 Health and Safety/Working Practices This unit is designed to provide candidates with basic essential knowledge and an understanding of a range of health and safety issues for employees working in any sector of business. It is expected that this will help them to work more safely when on a Work Experience placement and when they later obtain full-time employment. Some of the content of this unit will also be revisited as part of the work completed in Unit 2 Tasks 1 and 2. It is part of all Students' Entitlement that the Work Experience preparation programme includes Health and Safety. Centres will not be required to teach the dates of the various Health and Safety Acts or the detailed contents of any such legislation, except the general requirements of the 1974 Health and Safety at Work Act, as set out in the specification. • Careers Wales, Education Business Partnerships, Connexions and Trident

local advisers are willing to offer help and advice, and in some cases actually prepare a relevant course or provide suitable resources.

• The Chartered Institute of Environmental Health publishes a very useful book 'Health and Safety First Principles' which covers most of the specification

content. Multiple copies for class use can be obtained from The Centre Support Team Training Division CIEH Chadwick Court 15 Hatfields London SE1 8DJ • The British Safety Council, in partnership with the Health and Safety

Executive, has developed a Workplace Hazards Awareness Course, which is primarily aimed at an entry-level qualification. However, it is a useful resource and details can be found at www.wiseup2work.co.uk/whac

• There are several Internet sites, which can be accessed, including www.hse.gov.uk www.direct.gov.uk www.destoplawyer.co.uk • The Intute: Virtual Training Suite provides free Internet tutorials to help with

finding information on the Web. There is a Health and Safety section under Science, Engineering and Technology.

www.vts.intute.ac.uk • Various county councils include health and safety information on their own

websites.

GCSE Preparation for Working Life (Short Course) Teachers' Guide 9

Equal Opportunities • There are a number of Internet sites, which provide free detailed up-to-date

information on equal opportunities. www.businesslink.gov.uk www.hse.gov.uk/disability/law Technology, Industry etc www.businessdictionary.com www.woodland-junior.kent.sch.uk www.statistics.gov.uk/ Business enterprises and entrepreneurs This element of the Unit 1 specification supports, and is supported by, the work completed for Unit 2 Task 2. Some of the information provided in that section may be helpful. • Local careers advisers are often willing to help centres with this aspect of the

course. • Practical free advice on setting up and running a business can be found on

various Internet sites www.need2know.co.uk/work/self_employment aimed at young people www.businesslink.gov.uk www.smallbusiness.co.uk www.smallbizpod.co.uk www.startinbusiness.co.uk interactive guides www.starups.co.uk useful for lots of business ideas www.newbusiness.co.uk a section on entrepreneurs and Dragons' Den www.bbc.co.uk/learning/subjects www.bized.co.uk useful sections on enterprise and entrepreneurs www.bytestart.co.uk • The Dynamo Pack, developed by The Entrepreneurial Action Plan in

partnership with the Welsh Assembly Government. This has been designed for teachers to help support the teaching of entrepreneurial skills. For further information visit www.projectdynamo.com

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3.2 UNIT 2: Task 1 Work Experience

Candidates should provide evidence of their practical work experience placement. This will be internally assessed through a report of approximately 1500 words and should include the following:

(a) Planning for work experience.

(b) Carrying out work experience.

(c) Evaluating work experience.

Full details are given in the specification content.

This task is designed to support and accredit the Work Experience programme that already exists within the centre. There does not need to be any change made to a centre's Work Experience programme, because the evidence that is required is a report on the placement with some additional tasks. The candidate should be able to use the Student Record issued by the school and partner organisation to complete most of part (a) Planning, and all of parts (b) Carrying out and (c) Evaluating. The candidate should be able to use the CV and generic letter of application/application forms usually completed in a Year 10 or 11 Careers programme to fulfil the relevant task in part (a). The candidate may be able to use information from a Careers programme in Years 9, 10 or 11 to complete the investigations into job opportunities and the personal skills and qualities required by employers, also in part (a). The candidate's actual Student Record and Employer's report should be retained by the centre and not included in the report. A photocopy of the Employer's report should be included as part of the evaluation. Some of the Health and Safety information presented to the candidates when planning their placements, and during the actual work experience, may support the specification content of the Unit 1 Written Paper. It is suggested that candidates should present their evidence using the 3 sections detailed in the specification content, and, if possible, word-process their reports.

GCSE Preparation for Working Life (Short Course) Teachers' Guide 11

RESOURCES

• The Student Work Experience Record used by the centre, including an employer's report.

• Relevant careers information delivered as part of the centre's Careers

programme • Local Careers organisations offer online advice and resources; e.g. Careers

Wales • There are some Internet sites which can be used by students. www.careers-gateway.co.uk www.careersa-z.co.uk http:/news.bbc.co.uk/1/hi/programmes/working_lunch/guides/workplace

GCSE Preparation for Working Life (Short Course) Teachers' Guide 12

3.3 UNIT 2: Task 2 Enterprise Activity

Candidates should provide evidence of their involvement in an enterprise activity: This will be internally assessed through a report of approximately 1500 words and should include the following:

(a) Planning the enterprise activity.

(b) Carrying out the enterprise activity.

(c) Evaluating the success of the enterprise activity.

This task is designed to accredit an enterprise activity that may already exist within a

centre, and which can be adapted to the specification. For example, some existing whole year group Enterprise/Industry activities may just need some financial aspects added, in order to fulfil all the necessary tasks.

If there is no existing activity that can be suitably adapted, and the centre is unable,

for various reasons, to introduce a read school-based enterprise, it is possible to complete this task by setting students a simulated problem-solving enterprise activity.

Some of the activities suggested in the specification are: 1. A simulated school-based activity such as a Year group enterprise or industry

day, sometimes undertaken in Years 9 or 10. Students could be grouped into teams or companies and assigned different roles, such as Financial Manager, Marketing Manager, etc. They could be asked to 'create' a product that could be sold directly to the public or to shops and other businesses.

2. A real school-based enterprise, for example a 'tuck shop', a stationery shop,

cake stall, plant stall or car washing sessions. Students could be tasked with putting together and running a stall at the school fete or Christmas market, perhaps selling school-made greetings cards or jewellery.

3. A business 'game' organised by a local or national business or organisation,

such as Young Enterprise, Sainsburys, CITB, Shell or Dr. Barnardos. 4. A mini-business organised with a local or national firm, such as a Garden

Centre or farm project.

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RESOURCES

• There are various Internet sites which give free advice and ideas www.yeni.co.uk Young Enterprise www.ideas4all.com lots of enterprise ideas www.chooseenterprise.com ideas and business plans • All the Internet sites already listed in the Unit 1 Enterprise section • The Dragon's Den entrepreneurs have published various books, giving their

personal stories and their successes and failures; for example 'Dragon's Den - Your road to success'.

www.quickreads.org.uk • There are also a number of providers, advertising on the Internet, who offer

workshops/enterprise events. These charge for their services. Business enterprises and entrepreneurs This element of the Unit 1 specification supports, and is supported by, the work completed for Unit 2 Task 2. Some of the information provided in that section may be helpful. • Local careers advisers are often willing to help centres with this aspect of the

course. • Practical free advice on setting up and running a business can be found on

various Internet sites www.need2know.co.uk/work/self_employment aimed at young people www.businesslink.gov.uk www.smallbusiness.co.uk www.smallbizpod.co.uk www.startinbusiness.co.uk interactive guides www.starups.co.uk useful for lots of business ideas www.newbusiness.co.uk a section on entrepreneurs and Dragons' Den www.bbc.co.uk/learning/subjects www.bized.co.uk useful sections on enterprise and entrepreneurs www.bytestart.co.uk

GCSE Preparation for Working Life (Short Course) Teachers' Guide 14

AN EXAMPLE OF A WHOLE YEAR GROUP ENTERPRISE ACTIVITY The school is an 11-16 comprehensive in a semi rural area on the edge of a small town. The main employment opportunities in the area are in farming, retail and tourism. Local unemployment is quite high and the school is committed to raising the aspirations of its students by focusing on other opportunities available to them, including enterprise. The activity was aimed at Year 9 and involved the whole year group. It focused on creative product design, goal setting, effective teamwork, problem solving and the use of specialist advisers. It was seen as especially important that adults other than teachers were involved. It also provided an understanding of company roles and supported Key Skills development. It was seen as especially important that the students worked to 'commercial standards' and staff from a high street bank, the Small Business service, the Careers organization and other local firms served as 'business consultants' during the day: All Year 9 students took part over a 2-day period, with 60 young people involved each day. Each group was organized into 10 'companies' with 6 employees holding the individual roles of Managing Director, Financial Manager, Marketing Manager, Graphic Designer, Production Manager and Communications Manager. Clear job descriptions and associated tasks were assigned to each. These were printed in advance on laminated card. Each team created a company name, which had to be ‘registered’ before the activity could begin. The tasks of each company were to:

• Decide on the product.

• Produce an example, or a detailed drawing, of the product.

• Produce a marketing jingle; [the words and music were recorded and used in the final presentation]; or a website page.

• Produce a marketing leaflet and an advertising poster to promote the product.

• Calculate the basic financing of the product.

• Make a final presentation to a bank board, 'selling' their idea in the hope of

gaining venture capital. Teams were created at an earlier preparation and concept-presentation session, which also included some discussion of possible products. At the start of the activity day each half-year group was given a preliminary briefing by a representative of the local Careers organisation. Here creativity was stressed and successful ‘real world’ products discussed. Then students from each company were involved in 'focus group' meetings where, for example, all ‘marketing managers’ received a briefing from an external business expert. Each company was then allocated a work area and completed an action plan for the day; especially important since a strict time limit governed the day's activity: Pupils were asked to come in appropriate business clothing, rather than in school uniform, to emphasise the importance of the enterprise.

GCSE Preparation for Working Life (Short Course) Teachers' Guide 15

At the end of the day a company review meeting was held to allow students to prepare for the final part of the activity. This was a five minute presentation of the new ‘product’ to a board of representatives from industry and commerce who allocated several award categories, including 'best idea in terms of innovation' and 'best presentation in terms of skills and creativity'. All participants received certificates for inclusion in their Record of Achievement, which were given out during a special whole school assembly. The writing of the report, by each student, including the evaluation was carried out in later PSE lessons.

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4. ASSESSMENT GUIDANCE Some key terms used in examination questions Account for Explain the process or reason for something being the way it

is. Analyse Explore the main ideas of the subject; show why they are

important and how they are related. Assess To judge or decide the amount, value, quality or importance of

something. Comment on Discuss the subject, explain it give an opinion on it. Compare Show similarities and /or differences. Conclude Decide after reasoning. Contrast Show the differences. Define Give the meaning of. Describe Give a detailed account of. Discuss Explore the subject by looking at its advantages and

disadvantages and arrive at a conclusion. Evaluate Give an opinion after assessed different points of view. Explain Describe giving reasons and causes. Give reasons for Explain how and why something is that way. Identify Recognise something. Illustrate Show by explaining and giving examples. Indicate Point out, make something known. Justify Give good reasons for offering a conclusion. List An item by item record. Outline Concentrate on the main bits of the topic. Summarise Give the main points of an idea or argument.

GCSE Preparation for Working Life (Short Course) Teachers' Guide 17

What are examiners looking for?

• Coherent well written work • nowledge of current issues in Preparation for Working Life K• The ability to apply, analyse and evaluate knowledge and understanding • Consistent reference to the terms of the question

Supporting your candidates:

• Explaining the importance of grammar • Ensuring an understanding of differences between describe, explain, discuss etc. • Training in reading the question • Encouraging discussion and debate • Supplying current data

Ensure candidates avoid:

• Repeating myths as facts • Using bullet points, particularly in extended writing • Personal commentary, “I think………” • Descriptive answers that lack analysis and/or evaluation

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5. CONTRIBUTORS TO THE TEACHERS' GUIDE With thanks to Judith Day, Chief Examiner. GCSE Preparation for Working Life (Short Course) Teachers' Guide/LG 25 March 2009

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