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GCSE Draft Proposals for Consultation_2016

Revision of GCSE Specifications

Draft Proposals

Learning for Life and Work


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Contents

Introduction ............................................................................................................................... 3

A. Specification at a Glance ............................................................................................... 4

B. Subject Content ................................................................................................................ 5

C. Summary of Changes ................................................................................................... 14

D. Assessment ..................................................................................................................... 23

E. Progression from Key Stage 3 ..................................................................................... 25

F. Progression to GCE ...................................................................................................... 31

G. Additional Comments .................................................................................................... 32

H. Support ............................................................................................................................ 33


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Introduction

Awarding Bodies are revising their GCSE and GCE specifications to ensure that both

content and assessment continue to reflect the needs of learners and the society,

economy and environment in which they live and work.

The revision programme is now underway to review our GCSE and produce revised

specifications for first teaching from September 2017.

The new specification should provide opportunities for students to build upon the

knowledge, understanding and skills developed at Key Stage 3, and the relevant

requirements of the Northern Ireland Curriculum at Key Stage 4.

This document has been designed to provide you with an outline of our draft

proposals for the revised GCSE specification.

For further information on the revision of GCSE Specifications go to:

http://www.ccea.org.uk/the-revision/

http://www.ccea.org.uk/the-revision/


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A. Specification at a Glance

Content

Assessment

Weighting

Availability

Unit 1: Local and Global Citizenship Unit 2: Employability

Unit 3: Personal Development

Unit 4: Controlled Assessment Task (CAT)

External Assessment: Modular examination One paper for each unit

One hour per paper

Short, structured and extended response questions

Internal Assessment (compulsory): CAT set by CCEA Candidates complete one of the following tasks: 1. Local and Global

Citizenship; 2. Employability; or 3. Personal Development Structure of CAT: Planning Actions; Conducting Research; Writing a Report; and Self- Evaluation The CAT is to be submitted terminally

20% for each unit

(Total 60%)

40%

Every summer

Every summer

(Terminal

assessment beginning

Summer 2019)

At least 40% of the assessment (based on unit weightings) must be taken at the end

of the course as terminal assessment.


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B. Subject Content

This specification is comprised of four units, and each unit has six sections. The

content has been created to address the statutory requirements for Learning for Life

and Work at Key Stage 4. A brief description of each unit and section is provided

below.

Unit 1: Local and Global Citizenship Content

Content Description

1. Diversity and

Inclusion: Challenges and Opportunities

2. Rights and

Responsibilities: Local and Global Issues

Candidates will be able to demonstrate knowledge and understanding and where appropriate, skills in relation to the following:

influences on cultural identity and how cultural identity can create both cohesion and conflict in communities and society;

the challenges and opportunities of living in a diverse society;

causes and consequences of conflict at local, national and global levels;

prejudice and types of discrimination;

racism, sectarianism and homophobia;

impact of immigration on communities and society;

conflict management, dealing with conflict in a peaceful way;

strategies for promoting inclusion in society, for example: - school; - the community; and - the workplace;

the nature and development of international human rights including the Universal Declaration of Human Rights (UDHR), and the United Nations Convention on the Rights of the Child (UNCRC);

how young people can exercise their human rights;

human rights abuses – child labour, child soldiers, sexual exploitation;

how young people can demonstrate social responsibility;

the argument for balancing human rights with social responsibility;


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3. The Role of

Government and Society in Safeguarding Human Rights

4. Democratic

Institutions: Promoting Inclusion, Justice and Democracy

5. Democracy and Active

Participation

6. The Role of Non-

Governmental Organisations: Promoting Human Rights, Equality and Social Justice

causes and consequences of inequality and social injustice;

the importance of equality and social justice in society;

the role of government in promoting equality and social justice through laws and the justice system;

75 NI Act (discrimination); Equality Legislation;

the role of government in safeguarding and promoting human rights;

the characteristics of a democratic society;

the role of laws, policing and the justice system in Northern Ireland;

key features of the Northern Ireland Act (Belfast/Good Friday Agreement);

key democratic institutions established as a result of the Agreement: - the role of the Northern Ireland Assembly; - the role of MLAs; - the role of the Equality Commission; - the role of the NIHRC; and - the role of the Police Ombudsman’s Office;

social responsibility and participation in society;

ways in which individuals and in particular young people can take an active part in the democratic process (school-community-wider world) and influence change;

benefits of participation to the young person, school, community, society and wider work;

the role of non-governmental organisations in dealing with local, national and global issues such as: - poverty; - famine; - health; - welfare; - animal rights; - environment; - natural disasters; - conflict; - human rights abuses; and - homelessness;

factors which limit the impact on the work of NGOs, e.g. - public support; - funding; - staffing, volunteers, resources; and - corruption.


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Unit 2: Personal Development

Content Description

1. Personal Health and

Wellbeing

2. Emotions and

Reactions to Life Experiences

Candidates will be able to demonstrate knowledge and understanding and where appropriate, skills in relation to the following:

the contribution of diet, exercise and attitudes to health and wellbeing;

causes, consequences and risks to health and wellbeing associated with ‘poor’ diet, lack of exercise and attitudes to health and unhealthy lifestyle choices such as: - alcohol; - smoking; and - drugs (misuse of legal prescription drugs and illegal

substances);

causes, consequences and risks of lifestyle factors such as hygiene, stress, work life balance on peoples’ physical and mental health;

causes and consequences of depression and ways of dealing with it;

sources of support and ways that young people can get help to overcome addictions or to deal with mental health issues;

making informed decisions about immunisation; reflect on, and respond to, their developing concept of

self, including managing emotions and reactions to on-going life experiences;

how changes in young people’s lives can affect their personal development, for example: - starting a new school; - going to college or university; - starting a new job; - emigrating to another country; - living with a partner or getting married; - becoming a parent; - having a serious illness or having a family; - member diagnosed with a serious illness; - bereavement; and - unemployment;

recognise and manage a range of emotions including: - anxiety; - stress; - loneliness; - frustration; and - sadness;


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2. Emotions and

Reactions to Life Experiences (cont’d)

3. Personal Safety and

Wellbeing

develop ways to successfully manage change in their lives, for example: - talk to their friends and family about their feelings; - seek professional support if appropriate, for example

from a counsellor; and - consider practical ways to deal with change;

causes and consequences of risk taking behaviour:

- examples of causes: - curiosity; - boredom; - part of growing up; - to impress peers; - attention seeking; - influenced by drugs; - adrenalin rush; and - financial gain;

- examples of consequences: - injury or harm to themselves or others; - can negatively affect their relationships with others; - viewed by others as being foolish; - may regret their actions; and - may face criminal charges;

recognise, assess and manage risk in a range of real-life contexts, for example: - engaging in antisocial behaviour; - taking drugs/substance abuse; - sexual behaviour; - deliberate self-harm; - severe or excessive dieting; - compulsive over-eating; - dangerous driving (joy riding, driving under the

influence of alcohol or drugs); and - misuse of social media;

assess the risks associated with certain types of

behaviour and actions; different forms of abuse (physical, emotional, sexual and

neglect); dealing with bullying (including cyberbullying and

homophobic bullying); sexual exploitation;


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3. Personal Safety and

Wellbeing (cont’d)

4. Relationships and

Sexuality

5. Responsible

Parenting

avoiding risks and personal safety:

- think about the consequences of your actions to you and others;

- review your friend groups; - seek support from parents/teachers and trusted

friends; - know the actions to take to ensure your personal

safety in different circumstances, including e-safety; relationships and sexuality and the responsibilities of

relationships; recognising healthy and unhealthy relationships; the positive factors that contribute to the development

and maintenance of healthy relationships in families, amongst a peer group and in sexual relationships: - commitment; - trust; - mutual respect; and - willingness to accept responsibility for actions;

the emotional, social and moral implications of underage parenting;

the influence of cultural backgrounds and practices on relationships for example female genital mutilation (FGM), child brides, arranged and forced marriages;

the effects negative relationships may have on individuals;

types of support available for people in unhealthy relationships;

develop an understanding of the roles and responsibilities

of parenting; challenges faced by young parents, for example:

emotional issues; financial issues; and career prospects;

challenges faced by different types of parental responsibility (carer, single, teenage, older and step parents);

the social, emotional and economic impact of becoming a parent;

impact of parenting on a child’s physical, social, emotional, cognitive and spiritual development;


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6. Making Informed

Financial Decisions

the advantages and disadvantages of consumer choices

and managing a budget, for example, debt and issues of: - quality versus price; - cash versus credit (including credit and debit cards);

and - buy versus rent;

making personal financial decisions based on research, advice and information about, for example: - internet banking; - managing a current account; - savings schemes; and - ISAs;

assessing the credibility of financial information and advice;

protecting against fraud, debit cards, to include contactless payments (apple etc.);

advantages and disadvantages of comparison website for insurance/ electricity/ gas/oil etc.; and

sources of financial advice and consumer protection to include the Consumer Credit Act and the Sale of Goods Act.


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Unit 3: Employability

Content Description

1. The Impact of

Globalisation on Employment

2. Preparing for Employment: Recruitment and Selection

Candidates will be able to demonstrate knowledge and understanding and where appropriate skills in relation to the following:

the impact of global economic changes on Northern Ireland;

changing employment patterns;

migration;

the growth and impact of new technologies;

skills shortages in STEM based careers;

emerging careers as a result of globalisation;

impact of regional development and urban renewal on employment patterns;

the skills, qualities, attitudes, dispositions, and achievements required for potential and future career aspirations: - Communication (Literacy), Using Maths

(Numeracy) and Using ICT (digital literacy) Problem Solving, Self-Management, and Working with Others;

- examples of qualities; - examples of attitudes and dispositions; and - examples of achievements;

the importance of lifelong learning in achieving your personal and professional potential;

how an employer assesses a candidate’s suitability for a job: - application form; - curriculum vitae; - covering letter; - telephone conversation; - interview; - aptitude testing; - presentations; and - social media presence;

interview preparation: - the importance of researching the job and the - employer; - candidates’ appearance and behaviour (including - body language) during an interview; - an ability to draw on personal experience for

evidence - of suitability for the post, for example the STAR

system; and - evaluating interview performance;


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3. Rights and

Responsibilities of Employers and Employees

.

a contract of employment between an employer and employee to include the areas in which an employer owes a duty of care to an employee, including: - salary with consideration to income and

deductions; - leave entitlement; - health and safety; (training, first aid, fire safety, risk

assessment, safe lifting, access requirements, waste disposal, Visual Display Unit, Display Screen Equipment, and Personal Protective Equipment);

- career development; and - promoting equality and reducing discrimination in

the workplace and the importance of equality legislation (Section 75 and Equality Act);

employee responsibilities, for example: - attendance and punctuality; - appropriate behaviour; and - demonstration of the skills, qualities, attitudes and

dispositions, and achievements required for their job role;

the idea of fair employment from a moral perspective consideration of the following: - treating people fairly and with respect; - minimum wage; - living wage; - zero hours contracts; and - a healthy work-life balance;

developing positive working relationships: - respectful interactions; - managing conflict; and - working with others;

causes and consequences of stress and managing workload;

ways of dealing with work issues and stress; the role of trade unions in protecting employees’

rights; the consequences to employers and employees of

failing to meet their responsibilities: - consequences for the employee – verbal warning,

written warnings, dismissal, retraining, non-promotion, loss of commission / bonus; and

- consequences for employer – poor employee relationships, poor work standard, low productivity, loss of business, trade union action and bankruptcy;

benefits to the employee of meeting responsibilities and targets e.g. commission, bonus payments and non-financial incentives;


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4. Social Responsibility

of Businesses

5. Personal Career

Management

6. Exploring Self-

Employment

ways in which businesses can demonstrate social responsibility: - addressing environmental issues:

- carbon footprint; - reduce, reuse, recycle; and - strategies to reduce their environmental

impact; - supporting the local community:

- paying taxes; - voucher schemes; - sponsorship of local teams and projects; - scholarship programmes; - work experience placements; and - encourage the use of and distribution of local

products;

reasons why businesses are becoming more socially responsible;

understand that career planning is a lifelong learning process: - review/evaluate progress and achievements; - goal setting; - target setting (SMART Targets); and - taking action.

developing decision making strategies in order to make and implement informed, realistic and appropriate career choices;

the impact of external influences on their attitudes and values to education, training and employment;

career pathways and the qualifications, further study and training required for their career choice;

relevant personal skills and qualities required for a chosen career; and evaluating and improving upon own learning and performance;

the importance of an entrepreneur carrying out research before starting up a business;

the advantages and disadvantages of being self-employed, for example opportunities and risks;

the support provided by the following agencies: - the Department of Employment and Learning; - the Department of Trade and Industry (DTI); - Invest Northern Ireland; - Enterprise Northern Ireland; and - The Prince’s Trust.


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C. Summary of Changes

What’s new at a glance

Local and Global Citizenship Diversity and Inclusion: Challenges and Opportunities:

the challenges of living in a diverse society; and

racism, sectarianism and homophobia.

Rights and Responsibilities: Local and Global Issues:

the nature and development of international human rights including the Universal Declaration of Human Rights (UDHR), and the United Nations Convention on the Rights of the Child (UNCRC); and

human rights abuses – child labour, child soldiers, sexual exploitation. The Role of Government and Society in Safeguarding Human Rights:

causes and consequences of inequality and social injustice; and

the importance of equality and social justice in society. Democratic Institutions: Promoting Inclusion, Justice and Democracy:

the role of laws, policing and the justice system in Northern Ireland. Democracy and Active Participation:

benefits of participation to the young person, school, community, society and wider work;

the role of non-governmental organisations in dealing with local, national and global issues; to include animal rights; and

factors which limit the impact on the work of NGOs. Personal Development Personal Health and Wellbeing:


sources of support and ways that young people can get help to overcome addictions or to deal with mental health issues; and

making informed decisions about immunisation. Emotions and Reactions to Life Experiences:

how changes in young people’s lives can affect their personal development;

young people will have to recognise and manage a range of emotions; and

develop ways to successfully manage change in their lives.


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Personal Safety and Wellbeing:

recognise, assess and manage risk in a range of real-life contexts will also include compulsive over-eating disorders and misuse of social media; and

dealing with bullying will now include cyber bullying and homophobic bullying;

sexual exploitation. Relationships and Sexuality:

the emotional, social and moral implications of underage parenting;

the influence of cultural backgrounds and practices on relationships for example Female Genital Mutilation, child brides, arranged and forced marriages;

the effects negative relationships may have on individuals; and

types of support available for people in unhealthy relationships. Responsible Parenting:

challenges faced by different types of parental responsibility (carer, single, teenage, older and step parents); and

impact of parenting on a child’s physical, social, emotional, cognitive and spiritual development.

Making Informed Financial Decisions:

making personal financial decisions based on research, advice and information will include ISAs;

assessing the credibility of financial information and advice;

protecting against fraud, debit cards updated to include contactless payment (apple etc.);

advantages and disadvantages of comparison website for insurance/ electricity/ gas/oil etc.; and

sources of financial advice and consumer protection to include the Consumer Credit Act and the Sale of Goods Act.

Employability Preparing for Employment: Recruitment and Selection:

the skills, qualities, attitudes, dispositions, and achievements required for potential and future career aspirations – current specification with additions of: Communication (Literacy), Using Maths (Numeracy) and Using ICT (digital literacy) Problem Solving, Self-Management, and Working with Others; attitudes and dispositions; and achievements;

how an employer assesses a candidate’s suitability for a job - will include social media; and

interview preparation - will include evaluating interview performance.


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Rights and Responsibilities of Employers and Employees:

employee responsibilities - will include appropriate behaviour and skills, qualities, attitudes and dispositions, and achievements required for their job role;

the idea of fair employment from a moral perspective consideration of the following: - treating people fairly and with respect; - minimum wage; - living wage; - zero hours contracts; and - a healthy work-life balance;

developing positive working relationships – respectful interactions, managing conflict and working with others;

causes and consequences of stress and managing workload;

ways of dealing with work issues and stress;

the consequences to employers and employees of failing to meet their responsibilities:

consequences for the employee – verbal warning, written warnings, dismissal, retraining, non-promotion, loss of commission / bonus; and

consequences for employer – poor employee relationships, poor work standard, low productivity, loss of business, trade union action and bankruptcy; and

benefits to the employee of meeting responsibilities and targets e.g. job satisfaction, commission, bonus payments and non-financial incentives.

Social Responsibility of Businesses:

ways in which businesses can demonstrate social responsibility will include supporting the local community: - paying taxes; - voucher schemes; - sponsorship of local teams and projects; - scholarship programmes; - work experience placements; and - encourage the use of and distribution of local products;

Personal Career Management:

understand that career planning is a lifelong learning process: - review/evaluate progress and achievements; - goal setting; - target setting (SMART Targets); and - take action;

developing decision making strategies in order to make and implement informed, realistic and appropriate career choices;

the impact of external influences on their attitudes and values to education, training and employment;

career pathways and the qualifications, further study and training required for their career choice;

relevant personal skills and qualities required for a chosen career; and evaluating and improving upon own learning and performance.


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What will remain from the current Specification

Units will exist under the same headings – Local and Global Citizenship, Personal Development and Employability. UNIT 1: Local and Global Citizenship Diversity and Inclusion:

influences on cultural identity and how cultural identity can create both cohesion and conflict in communities and society, leading to marginalisation and exclusion of certain groups;

opportunities of living in a culturally diverse society;

causes and consequences of conflict at local, national and global levels (including social and economic costs);

prejudice and types of discrimination;

racism, sectarianism;


conflict management, dealing with conflict in a peaceful way; and

strategies for promoting inclusion in society, for example: - school; - the community; and - the workplace.

Rights and Responsibilities:

the nature and development of international human rights including the Universal Declaration on Human Rights (UDHR);

the importance of Human Rights in society e.g. Survival Protection Participatory Development;

how young people can exercise their human rights;

the importance of social responsibility in society;

how young people can demonstrate social responsibility; and

the argument for balancing Human Rights with Social Responsibility. The Role of Government and Society in Safeguarding Human Rights:

the role of government in promoting equality and social justice through laws and the justice system: - 75 NI Act (discrimination); and - Equality Legislation; and

the role of government in safeguarding the promotion of human rights.


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Democratic Institutions: Promoting Inclusion, Justice and Democracy*:

the characteristics of a democratic society;

key features of the Northern Ireland Act (Belfast/Good Friday Agreement);

key democratic institutions established as a result of the Agreement; - the role of the Northern Ireland Assembly; - the role of MLAs; - the role of the Equality Commission; - the role of the NIHRC; and - the role of the Police Ombudsman’s Office.

Democracy and Active Participation*:

social responsibility and participation in society; and

ways in which individuals and in particular young people can take an active part in the democratic process (school-community-wider world) and influence change.

The Role of Non-Governmental Organisations: Promoting Human Rights, Equality and Social Justice*:

the role of non-governmental organisations in dealing with local, national and global issues such as: - poverty; - famine; - health; - welfare; - animal rights; - environment; - natural disasters; - conflict; - human rights abuses; and - homelessness.

* New heading


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UNIT 2: Personal Development Personal Health and Wellbeing: the contribution of diet, exercise and attitudes to health and wellbeing;

causes, consequences and risks to health and wellbeing associated with ‘poor’ diet, lack of exercise and attitudes to health and unhealthily lifestyle choices such as: - alcohol; - smoking; - drugs (misuse of legal prescription drugs and illegal substances) – will include

greater focus on types of drugs and their effects on people and families; and

causes, consequences and risks of lifestyle factors such as hygiene, stress, work life balance on peoples’ physical and mental health.

Emotions and Reactions to Life Experiences*:

reflect on, and respond to, their developing concept of self, including managing emotions and reactions to on-going life experiences.

Personal Safety and Wellbeing*:

causes and consequences of risk taking behaviour: - examples of causes:

- curiosity; - boredom; - part of growing up - to impress peers; - attention seeking; - influenced by drugs; - adrenalin rush; and - financial gain.

- examples of consequences: - injury or harm to themselves or others; - can negatively affect their relationships with others; - viewed by others as being foolish; - may regret their actions; and - may face criminal charges;

recognise, assess and manage risk in a range of real-life contexts, for example: - engaging in antisocial behaviour; - taking drugs/substance abuse; - unprotected sex; - deliberate self-harm; - severe or excessive dieting; - dangerous driving (joy riding, driving under the influence of alcohol or drugs); - avoiding risks and personal safety; - assess the risk associated with certain types of behaviour and actions; - think about the consequences of your actions to you and others; - review your friend groups; and - seek support from parents/teachers and trusted friends.


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Relationships and Sexuality: relationships and sexuality and the responsibilities of relationships; and the positive factors that contribute to the development and maintenance of healthy

relationships in families, amongst a peer group and in sexual relationships: - commitment; - trust; - mutual respect; and - willingness to accept responsibility for actions.

Responsible Parenting*: develop an understanding of the roles and responsibilities of parenting; challenges faced by young parents, for example: emotional issues; financial

issues; and career prospects; and

the social, emotional and economic impact of becoming a parent. Making Informed Financial Decisions: the advantages and disadvantages of consumer choices and managing a budget,

for example, debt and issues of: - quality versus price; - cash versus credit (including credit and debit cards); and - buy versus rent; and

making personal financial decisions based on research, advice and information about for example: - internet banking; - managing a current account; - savings schemes; and - ISAs.


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UNIT 3: Employability The Impact of Globalisation on Employment:

the impact of global economic changes on Northern Ireland;

changing employment patterns;

migration; and

the growth and impact of new technologies.

Preparing for Employment: Recruitment and Selection*:

the skills, qualities, attitudes, dispositions, and achievements required for potential and future career aspirations (some ADDITIONS) ;

examples of qualities (to be agreed);


how an employer assesses a candidate’s suitability for a job: - application form; - curriculum vitae; - covering letter; - telephone conversation; - interview; - aptitude testing; - presentations; and

interview preparation: - the importance of researching the job and the employer; - candidates appearance and behaviour (including body language) during an - interview; and - an ability to draw on personal experience for evidence of suitability for the

post. Rights and Responsibilities of Employers and Employees:

a contract of employment between an employer and employee to include the areas in which an employer owes a duty of care to an employee, including: - salary with consideration to income and deductions; - leave entitlement; - health and safety; (training, first aid, fire safety, risk assessment, safe lifting,

access requirements, waste disposal, Visual Display Unit, Display Screen Equipment, and Personal Protective Equipment);

- career development; and - promoting equality and reducing discrimination in the workplace and the

importance of equality legislation (Section 75 and Equality Act);

employee responsibilities, for example attendance and punctuality; and

the role of trade unions in protecting employees’ rights.


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Social Responsibility of Businesses*:

ways in which businesses can demonstrate social responsibility: - addressing environmental issues:

- carbon footprint; - reduce, reuse, recycle; - strategies to reduce their environmental impact (i.e. turning off lights);

and - reasons why businesses are becoming more socially responsible.

Exploring Self-Employment:

the importance of an entrepreneur carrying out research before starting up a business;

the advantages and disadvantages of being self-employed, for example opportunities and risks; and

the support provided by the following agencies: - the Department of Employment and Learning (DEL); - the Department of Trade and Industry (DTI); - Invest Northern Ireland; - Enterprise Northern Ireland; and - The Prince’s Trust.


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D. Assessment

External Assessment:

Number of Papers

Three papers – one for each unit.

Types of Questions

Each paper will follow the same structure and use the same types of questions - short, structured and extended response.

Questions 1 to 4: short, structured response (10 marks each; 40 marks);

Question 5: source based question (10 marks); and

Question 6: evaluation (10 marks).

Length / Time

One hour per paper.

Weighting

Each paper is weighted at 20% of the total assessment (total external examination weighting 60%).

Internal Assessment:

Tasks

The Controlled Assessment Task (CAT) will be set by CCEA and submitted terminally. CCEA will provide one task from each of the three units. The teacher will choose one. The CAT will be available to schools in the February of the year prior to submission, e.g. CAT available February 2018 for submission Summer 2019. The controlled assessment task will consist of four sub tasks – planning, research, report and self-evaluation. The total available marks are 100.


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Skills Assessed

Skills and capabilities assessed will include: Problem Solving skills; Self-Management Skills; Working with Others; and Communication Skills through Quality of Written Communication (QWC).

Level of Control

Level of control for task setting – high Level of control for task taking - medium to high Research element – medium control Writing up report element – high control Level of control for task marking – medium

Weighting

Task weighting: 40%

Additional information/Description

Internal standardisation is required where there is more than one teaching group in the centre. External moderation will be conducted by CCEA to ensure consistent application of standards. During the activities, pupils will be required to provide evidence of their work in a folder (authenticated by the teacher as the pupil’s own work). This will enhance the robustness of the internal assessment as pupils will have to provide, refer to and use their evidence in their report. Final submissions should be approximately 3000 words. No drafting is allowed. QWC will be assessed through the written components of the task and in particular the report element. Mark scheme and criteria for internal marking will be provided by CCEA. Candidate work will be marked internally by the teacher and moderated by CCEA.


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E. Progression from Key Stage 3

Cross Curricular Skills at Key Stage 4

Developing these skills will be an integral part of the course. These skills will be

developed alongside subject knowledge and understanding.

Communication:

communicate meaning, feelings and viewpoints in a logical and coherent manner,

for example by participating in group and class discussions about LLW issues

and by completing extended response questions;

make oral and written summaries, reports and presentations which take account

of audience and purpose; for example by writing a report about an issue they

have researched;

participate in discussions, debates and interviews, for example discuss the

importance of human rights in a democratic society; participate in mock

interviews;

interpret, analyse and present information in oral, written and ICT format, for

example analysis of the causes and impact of risk taking behaviour; and

explore and respond, both imaginatively and critically to a range of texts, for

example review and critically evaluate source material.

Using Mathematics:

use mathematical language and notation with confidence, for example by

analysing charts; calculating and comparing costs of buying with renting property;

use mental computation to calculate, estimate and make predictions in a range of

simulated and real life contexts, for example calculating weekly food costs as part

of a budget;

select and apply mathematical concepts and problem-solving strategies in a

range of simulated and real life contexts, for example make predictions about

changing employment patterns in the Northern Ireland economy;

interpret and analyse a wide range of mathematical data, for example analyse

graphs showing population change data;


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assess the probability and risk in a range of simulated and real life contexts, for

example assess the health risks to an individual of smoking; and

present mathematical data in a variety of formats which take account of

audience and purpose, for example conduct a survey and present their findings

using tables and graphs.

Using ICT

Students should be enabled to make effective use of information and communication

technology in a wide range of contexts to access, manage, select and present

information, including mathematical information, for example use the internet to

research, select and manage appropriate information (e.g. employment opportunities

for young people in Northern Ireland or global poverty); analyse the information and

present findings in different formats.

Thinking Skills and Personal Capabilities at Key Stage 4

Self-Management

plan work, for example plan questions and approaches to research a topic or

issue;

set personal learning goals and targets to meet deadlines; for example, identify,

organise and manage the actions required to achieve set targets related to their

learning;

monitor, review and evaluate their progress and improve their learning, for

example participate in self and peer assessment activities, identify areas for

development and suggest ways to improve their learning; and

effectively manage their time, for example meet deadlines set by teachers and

work systematically in an organised way to complete activities/tasks.

Working with Others

learn with and from others through co-operation, for example use appropriate

language and respect the views of others when taking part in group discussions

on range of topics for example, discrimination, cultural identity, responsible

parenting, employment/unemployment;


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participate in effective teams and accept responsibility for achieving collective

goals, for example identify the actions individuals need to take to complete a

group wall display on careers in Northern Ireland; and

listen actively to others and influence group thinking and decision making, taking

account of others’ opinions, for example put forward a justified argument to

support their views on the causes of racism.

Problem Solving

identify and analyse relationships and patterns, for example local, national and

global employment patterns;

propose justified explanations for an argument/position on an issue or topic

reason, form opinions and justify their views, for example on the impact of

immigration on societies;

analyse critically and assess evidence to understand how information or evidence

can be used to serve different purposes or agendas, for example examine

sources of information about the benefits of immunisation;

analyse and evaluate multiple perspectives, for example on responsible

parenting, the relationship between employees and employers and employment

rights;

explore unfamiliar views without prejudice, for example by taking part in a class

discussion on how gender, sexual orientation and culture/ethnicity may affect

self-concept; and

weigh up options and justify decisions, for example of buying a house; being

self-employed.


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Progression from Relevant Area of Learning

The revised GCSE LLW specification content will build on pupils’ prior learning and

knowledge and understanding of Learning for Life and Work at Key Stage 3.

Learning for Life and Work at Key Stage 3: Learning for Life and Work: Employability

Work in the Local and Global Economy

Career Management

Enterprise and Entrepreneurship

Learning for Life and Work: Local and Global Citizenship

Diversity and Inclusion

Human Rights and Social Responsibility

Equality and Social Justice

Democracy and Active Participation

Learning for Life and Work: Personal Development

Exploring Self Awareness

Personal Health

Relationships

The specification will support progression and continuity in learning, and a deeper

understanding of concepts, themes and issues at Key Stage 4.


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Relevance of Learning to Everyday Life and Work

The revised specification contains relevant and up to date content, and will support

schools to address the following educational policies:

DENI, Community Relations, Equality and Diversity Policy (CRED) (DENI, 2011).

Relationships and Sexuality (RSE) Guidance for Post-Primary Schools SE

guidance (CCEA, 2015).

Drugs Education Revised Guidance (CCEA, 2015).

Careers Education Information Advice and Guidance (DENI, 2009).

Examples of content which promotes the relevance of learning to everyday life and

work include:

Local and Global Citizenship:

the challenges and opportunities of living in a diverse society;

causes and consequences of conflict at local, national and global levels;

racism, sectarianism and homophobia;


human rights and human rights abuses;

how young people can demonstrate social responsibility;

the importance of equality and social justice in society;

the role of government in promoting equality and social justice through laws and the justice system;

the characteristics of a democratic society; and

key features of the Northern Ireland Act (Belfast/Good Friday Agreement).

Personal Development:

the contribution of diet, exercise and attitudes to health and wellbeing;


sources of support and ways that young people can get help to overcome addictions or to deal with mental health issues;

reflect on, and respond to, their developing concept of self, including managing emotions and reactions to on-going life experiences;


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develop ways to successfully manage change in their lives;

causes and consequences of risk taking behaviour;

relationships and sexuality and the responsibilities of relationships;

develop an understanding of the roles and responsibilities of parenting;

impact of parenting on a child’s physical, social, emotional, cognitive and spiritual development; and

making personal financial decisions based on research, advice and information.

Employability:

the growth and impact of new technologies;

emerging careers as a result of globalisation;

the skills, qualities, attitudes, dispositions, and achievements required for potential and future career aspirations:


employee and employer rights and responsibilities;

developing positive working relationships – respectful interactions, managing conflict and working with others;

ways in which businesses can demonstrate social responsibility;

the advantages and disadvantages of being self-employed, for example opportunities and risks;

understand that career planning is a lifelong learning process; and

developing decision making strategies in order to make and implement informed, realistic and appropriate career choices.


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F. Progression to GCE

This specification aims to help pupils develop the skills they require to think

independently, make informed decisions and take appropriate courses of action in

relation to personal, social, economic and employment issues.

It will support pupils to develop the skills and personal capabilities required for

independent learning such as Communication, Using ICT, Problem Solving, Working

with Others and Self-Management. These skills and capabilities are a prerequisite

for further study at GCE Level.

This specification provides pupils with a broad understanding of a range of personal,

social, economic and employment issues which are relevant to further study at GCE

level, for example in Business Studies, Health and Social Care, and Economics.

The assessment methods will also better prepare candidates to undertake GCE

examinations and coursework. The assessment terminology is more varied and

encourages candidates to manage their knowledge and the information provided in a

range of ways.


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G. Additional Comments

At first glance the revised specification will appear to have much more content that

the current specification, however this is not the case.

The current specification does not provide sufficient detail on content and learning

outcomes, and it is important that during consultation, teachers, and other key

stakeholders who are not familiar with the current LLW specification are aware of

this.

There is increased time given and a higher assessment weighting for external

assessment. Each paper is now one hour instead of 45 minutes and is worth 20% of

the marks (instead of 13.33% as was previously the case).

There is also only one controlled assessment task proposed in the new specification

to be carried out in the time-frame.


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H. Support

The range of support provided by CCEA will include:

Past papers;

Mark schemes;

Chief Examiner’s report;

Principal Moderator’s report;

Guidance on progression from Key Stage 3;

Schemes of work;

Centre support visits;

Support days for teachers;

Agreement trials;

Controlled assessment guidance for teachers and candidates;

Resource list; and

Exemplification of examination performance.

Additional support may also include:

subject app;

guidance on teaching, learning and assessment of LLW;

initial support meetings;

C2K Fronter room;

social Media; and

Vodcasts/podcasts.

Documents

Revision of GCSE Specifications Draft Proposals Learning ...ccea.org.uk/sites/default/files/docs/research_statistics/gcse... · Revision of GCSE Specifications Draft Proposals Learning