Learning for Life and · PDF fileGuidance on Controlled Assessment ... There are two controlled assessment task(s) for GCSE Learning for Life and ... Development and Employability

REVISED GCSE

Controlled Assessment Teacher Guidance Learning for Life and Work (For first teaching from September 2009)

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Guidance on Controlled Assessment There are now more controls around internal assessment within GCSE’s. 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 every September. The tasks are related to the three compulsory areas of study: 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.

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General Certificate of Secondary Education

2010

Learning for Life and Work

Unit 1: Report 1

Unit 2: Report 2

[CODE]

Controlled Assessment Tasks

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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: Investigate and write a report on one aspect of diversity and inclusion in your local community. Or Investigate and write a report on one aspect of maximising and sustaining young peoples’ health and well-being. Or Investigate and write a report on one aspect of the impact of globalisation on employment for young people in your local community.

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Instructions to candidates Sub-task 1: Introducing your controlled assessment task (AO2) You are required to:

provide a background context define the purpose of your task

Sub-task 2: Planning and carrying out your research (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 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 task (set out in sub-task 1) interpret and evaluate this information

Changes to Internal Assessment The two speaking for purpose activities and the Action Based Project are replaced by two controlled assessment tasks. Apart from the research/investigation (obtaining the information) a controlled assessment task will be carried out under formal supervision. The areas of the LLW specification from which controlled assessment tasks are based will be identified by CCEA Guidance will be provided by CCEA in identifying the tasks.

Notes

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What are the differences between an Action Based Project and a Controlled Assessment Task? A Controlled Assessment Task is designed to take a shorter time to complete than an Action Based Project. Each Controlled Assessment Tasks will consist of three Sub-tasks compared with four Activities in an Action Based Project. There will no longer be a fourth activity in which candidates review process, progress and learning. In Sub-task 1 (compared to Activity 1) candidates will no longer be required to start with a topic or consider factors before limiting the task to researching one factor/aspect. Currently when it comes to the stage where the candidates select the aspect to be investigated the class teacher strongly influences their choice (quite rightly so, to ensure control and manageability of what is being done). In future the prescription of the aspect of the topic/area to be investigated will be the starting point for candidates. In Sub-task 2 (compared to Activity 2) candidates will no longer be required to identify an ICT source but it is expected that they will continue to do so. Currently candidates are not expected to carry out the Action Plan(s) as part of Activity 2 but they are expected to carry out the Action Plan(s) as part of Sub-Task 2. In Sub-task 3 (compared to Activity 3) candidates will no longer be required to obtain the information as this is this is now part of Sub-task 2. Currently in Activity 3 candidates present their findings using a range of methods but in Sub-task 3 candidates are required to produce a report so need to consider audience and format in which to present the report.

Notes

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What are the similarities between an Action Based Project and a controlled assessment task? In sub-task 1 the candidates will still be required to provide a background context and define the purpose of the task. In sub task 2 the candidates will still be required to identify the required information; suggest sources (an ICT source is no longer mandatory); consider methods; select methods and sources; draw up Action Plan(s); carry out the Action Plans; and provide an account of the research (Working Log);

The first 5 steps cover the current Activity 2. Centres are beginning to streamline this Activity using the tabular formats provided during training in 2007 &2008 and found on the CCEA LLW website. The last 2 steps correspond to the first strand of the Current Activity 3 (obtaining the information). In sub-task 3 the candidates will be required to select and present the information which addresses the purpose of the task; and interpret and evaluate this information;

These 2 steps correspond to the last two strands of the Current Activity 3.

Notes

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In summary: For Sub-task 1: Introducing your controlled assessment task (AO2) Under formal supervision by their teacher candidates will be required to:


For Sub-task 2: Planning and carrying out your research (AO3) Under formal supervision by their teacher candidates will be required to:


in carrying out research/investigation

Under informal supervision by their teacher to ensure authenticity and address issues related to the candidates’ health and safety candidates will be required to:

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

For Sub-task 3: Write up and evaluation of your final report (AO3) Under formal supervision by their teacher candidates will be required to:


Notes

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Suggested distribution of time to complete the controlled assessment Formal Teacher Supervision

Class Time

Informal Teacher Supervision

Out of Class Time

Sub-task 1

4 hours (2 weeks GCSE time)

Sub-task 2

8 hours (4 weeks GCSE time)

6 hours obtaining the information

Sub-task 3

5 hours (2+ weeks GCSE time)

Likely to be 3 months from start to finish and require 2 months class time.

Notes

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Creating Tasks for Assessment in 2010 & 2011 Two tasks must be completed from the following areas: Investigate and write a report on one aspect of diversity and inclusion in your local community. Or Investigate and write a report on one aspect of maximising and sustaining young peoples’ health and well-being. Or Investigate and write a report on one aspect of the impact of globalisation on employment for young people in your local community. When creating controlled assessment tasks the first step is to use the aspects from the identified areas of the specification to draft broad investigative tasks. The second step is to refine the broad investigative tasks so that they have a clear and manageable focus. One of these tasks can then be presented to the candidates as their starting point. It is expected that all candidates in a class will be given the same starting point The candidates are then expected to interpret the task given to them as a starting point and to define it in their own words.

Notes

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Selected Area from Local and Global Citizenship Content

Learning Outcomes

Diversity and inclusion in Northern Ireland and the wider world

Students should be able to demonstrate knowledge, understanding and, where appropriate, skills in relation to:

the ways in which people in Northern Ireland express their different cultural identities, for example through creative action, lifestyle and language;

the positive contribution of different ethnic groups to Northern

Ireland’s society; conflict and its resolution without recourse to violence; strategies for promoting a more inclusive society, for example:

- in the community; - in schools; and - in the workplace;

STEP 1

Selected Aspect STEP 2

Investigative Tasks for Candidates Investigate the ways in which people in Northern Ireland express their cultural identities

Investigate the cultural similarities and differences between protestant and catholic teenagers. Investigate how migrant groups adapt to the culture in Northern Ireland.

Investigate the positive contribution of different ethnic groups to Northern Ireland’s society.

Investigate the positive contribution of ethnic groups to the Health Service in Northern Ireland. Investigate the positive contribution of ethnic groups to the Construction Industry in Northern Ireland.

Investigate conflict and its resolution without recourse to violence

Investigate sectarianism in sport

Investigate strategies for promoting a more inclusive society in the community.

Investigate disabled access to sport in the community. Investigate policing partnerships.

Investigate strategies for promoting a more inclusive society in schools.

Investigate the Integrated School Ethos. Investigate school links such as co-operation in sport.

Investigate strategies for promoting a more inclusive society in the workplace.

Investigate induction procedures in the workplace. Investigate team building in the workplace.

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Selected Area from Personal Development Content

Learning Outcomes

Maximising and sustaining health and well-being


The contribution of diet, exercise and attitude to health and well-being;

the risks associated with alcohol, cigarette and substance abuse and other unhealthy lifestyle choices;

STEP 1 Selected Aspect

STEP 2 Investigative Tasks for Candidates

Investigate the contribution of diet to health and well-being.

Investigate school lunches Investigate the reliance on processed food.

Investigate the contribution of exercise to health and well-being.

Investigate the extent to which computer games influence the amount of exercise teenagers take. Investigate the importance of the link between eating and exercise.

Investigate the risks associated with alcohol abuse.

Investigate underage drinking. Investigate alcohol dependency.

Investigate the risks associated with substance abuse.

Investigate legalising cannabis. Investigate drug addiction

Investigate the risks associated with cigarette smoking.

Investigate addiction to cigarette smoking. Investigate passive smoking.

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Selected Area from Employability Content

Learning Outcomes

The impact of globalisation on employment


The impact of global economic changes on Northern Ireland, for example: - changing employment patterns; - migration and immigration; and - the growth of new technologies;

STEP 1 Selected Aspect

STEP 2 Investigative Tasks for Candidates

Investigate the impact of global economic changes on employment patterns in Northern Ireland.

Investigate the decline of the linen industry in Northern Ireland. Investigate the decline of the farming industry in Northern Ireland. Investigate the decline of the shirt making industry in Northern Ireland. Investigate the decline of the heavy engineering industry in Northern Ireland. Investigate the impact of the world credit crunch on employment in Northern Ireland.

Investigate the impact of global economic changes on migration within Northern Ireland.

Investigate the migration of people from the country to towns and cities. Investigate how migration within the European Union impacts on Northern Ireland

Investigate the impact of global economic changes on Northern Ireland associated with the growth of new technologies.

Investigate how the changes in technology within the music industry impact on teenagers in Northern Ireland. Investigate the growth of the telecommunications industry in Northern Ireland. Investigate the changes in shopping patterns in Northern Ireland as a result of technological developments. Investigate how the new technologies facilitate Northern Ireland businesses

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Summary Guidance Notes for Teachers to use with Candidates When the candidates have completed their study including some preliminary research of the aspect from which the investigative it is important to share with them the ‘Instructions to candidates’. In addition to this there follows some suggested questions which may be used by teachers when candidates are addressing each of the sub-tasks. Also, for Sub-task 2, there are some suggested tabular formats which are likely to be helpful to candidates. Instructions to candidates Sub-task 1: Introducing your controlled assessment task (AO2) You are required to:


Sub-task 2: Planning and carrying out your research (AO3) You are required to:


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

Sub-task 3: Write up and evaluation of your final report (AO3) You are required to:


Notes

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Suggested questions for Sub-task 1: Introducing your controlled assessment task Provide a background context To assist candidates demonstrate an understanding of ‘the selected aspect’ and to prompt them to provide a background context questions such as the following could be posed.

What do you mean by ‘the selected aspect’? Can you quote me any examples relating to ‘the selected aspect’?

Define the purpose of your task To enable candidates to define the task questions such as the following could be posed.

What are you aiming to find out? Why have you selected to do this research? What will you use this information for? What likely format will your report take?

Examples of formats are:

Letter to a newspaper/organisation/politician PowerPoint Presentation Poster Fact sheet Report highlighting strengths and areas for improvement Report highlighting trends Article for a teenage magazine Comic strip Webpage Art display such as a mural Brochure

Notes

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Local and Global Citizenship

Investigate and write a report on one aspect of diversity and inclusion in your local community

Step One Aspects of diversity and inclusion in your local community

1. Investigate the ways in which people in Northern Ireland express their cultural identities

Step Two Investigate the cultural similarities and differences between a Protestant teenager and a Catholic teenager (in terms of music culture.) Sub-Task One - Provide a background context

What do you mean by the ‘selected aspect’? In Learning for Life and Work I have completed a section on Local and Global Citizenship. After completing this section, I think culture is beliefs, customs and values that are passed down through generations. Therefore, culture includes many things including music, sport, art and fashion. Personally I think Protestants and Catholics have more similarities than differences when it comes to culture. I found several quotes about culture on various websites: Definition of Culture from http://en.wikipedia.org/wiki/Culture In class, we discussed the similarities and differences in culture in Northern Ireland. I noted that although there are differences in sports, for example Catholic teenagers play GAA and Protestant teenagers play football or rugby, there are similarities in that all teenagers tend to support a Premiership football team or go swimming. These definitions suggest that culture is a shared way of life. In Northern Ireland, due to political unrest and ‘the troubles’ people have become segregated due to religion, namely Protestants and Roman Catholics. As a Protestant teenager in Northern Ireland, I am interested to find out whether or not a Catholic teenager has similar or different interests, values and goals.

Can you quote me an example relating to ‘the selected aspect’? In regards to music culture, I found this article: Music culture quote from http://travelpuppy.com/northern-ireland/socialprofile.htm

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In relation to art culture, I found this article: Article and Images of murals on the Troubles in Northern Ireland. Urbanist, August 03, 2007 By Liam Moore http://weburbanist.com This article shows the differences in the community in Northern Ireland as displayed in wall murals from 1960’s to the present day. At the beginning and during the troubles the murals depicted the different religious groups in Northern Ireland. However, the murals have now become much more neutral highlighting the similarities between the two religions and looking toward a peaceful and settled future. Art in the form of murals is one of the factors that can be identified as a way in which people in Northern Ireland express their cultural identity. Define the task

Why have you selected this aspect? Northern Ireland has a long tradition for musical entertainment. As a Protestant female in Belfast, who loves music, I am interested to find out if Catholic teenagers have similar or different musical tastes or if they are affected by religion.

What are you aiming to find out? I am aiming to find out about cultural similarities and differences in terms of music culture in Northern Ireland – do Catholic and Protestant teenagers have more in common than they do differences?

What will you use this information for? I will use this information to demonstrate that there are more similarities than differences in music culture for Protestant and Catholic teenagers in Belfast.

What format will your report take? I plan to present my findings in a Power Point to the rest of my class.

Notes

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Personal Development

Chosen Title: The risks associated with alcohol abuse: Investigate underage drinking. Sub-task 1: Introducing Controlled Assessment Task. (Provide a Background Context.) What do you meant by alcohol abuse? Definition of alcohol abuse from (www.healthatoz.com/) It can also be defined as simply the excessive use of alcohol or alcoholic drinks. Can you quote me any examples relating to alcohol abuse? There are many risks associated with alcohol abuse and we have learned about many of these in our Personal Development module. I am going to summarise the short term risks in a spider diagram (shown in figure 1). Figure 1

Short term effects of

alcohol abuse

Depressant on the central nervous system.

Suppresses the part of the brain that

controls judgement.

Effects physical co-ordination which can result in slurred

speech.

Unconsciousness, coma, and even death.

Vomiting while unconscious can lead to death by asphyxiation.

Alcohol is involved in a large proportion of fatal road accidents, assaults and incidents of domestic

violence.

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When people drink, particularly young people, they usually do not consider the risks past their hangover in the morning. However it is important to realise that there are long term effects. Drinking too much too often will cause physical damage, increase the risk of getting some diseases, and make other diseases worse. Excessive drinking over time is associated with many illnesses which I have summarised in a spider diagram (figure 2). Figure 2 (http://hcd2.bupa.co.uk/fact_sheets/Mosby_factsheets/alcohol_abuse.html) Why do young people drink alcohol? We have learned through our Personal Development module that young people drink for many reasons. Some of the main reasons for young people start to drink are:

– Curiosity and experimentation – To appear mature – To conform with expectations of what young people do.

By 14 or 15 young people say they drink to: – Have fun and experience the buzz – Get drunk and experience losing control – Socialise with others - alcohol can break down boundaries

Young people are drinking more and drinking more often. Quote from (www.alcoholconcern.org.uk)

Long term effects of

alcohol abuse.

Hepatitis and cirrhosis of the liver.

Inflammation of the stomach lining and the

pancreas.

High blood pressure which can lead to stroke.

Certain cancers including throat and mouth.

Damage to the brain

Heart Failure.

Neurological problems such as epilepsy.

Certain types of vitamin deficiency

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(Define the Purpose of your Task) What are you aiming to find out? Aim 1:- To find out what young people know about the health risks associated with alcohol. Aim 2:- To find out why they continue to drink alcohol even if they are aware of these. Why have you selected to do this research? I am aware of some of risks from my LLW and Home Economics classes and have drawn attention to some in my introduction. I would like to find out more about these. Also I often wonder why it is that, even through we are taught about the risks of alcohol through many agencies (pioneer associations, youth clubs, and church organisations), why do young people continue to put their health at risk and drink. What will you use this information for? I will use the information to demonstrate how aware young people are of the health risks and highlight reasons why young people drink. If I have time I will also make a few suggestions about how to avoid being drawn in to an underage drink culture. What likely format will your report take? I plan to create a brochure for the parents of year’s 8, 9 and 10 to try and make them more aware of the risks they should be highlighting to their children and to keep them informed of the reasons why their child may choose to drink alcohol. Hopefully if the parents are aware of the above, they may be able to put their child off drinking until they are older and more responsible.

Notes

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Employability

Investigate how the changes in technology within the music industry impact on teenagers in Northern Ireland.

Suggested questions for Sub-task 1: Introducing your controlled assessment task Provide a background context

What do you mean by ‘the changes in technology within the music industry’? Possible candidate response The candidate may begin by defining what is meant by the musical industry by elaborating on some or most of production, distribution, sale, performance and promotion. The music industry involves the production, distribution, and sale of music in a variety of forms as well as the promotion of live musical performance. http://www.answers.com/topic/music-industry This could be followed up by illustrating the changes in recording formats over time. http://faculty.haas.berkeley.edu/meghan/299/Project_example_Music.pdf

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A comparison may be made about how teenagers buy and listen to music to-day compared to what their parents did.

Can you quote me any examples relating to ‘the changes in technology within the music industry’?

Possible candidate response The candidate may highlight the use and misuse of the World Wide Web. The New Technology and the Music Industry Good points and bad points on changing technologies in music. http://www.myguitarsolo.com/Altman/Industry/MusicIndustry.html The candidate may also suggest that music companies need to adapt to a changing global and economic market. So how will money be made in the new digital era of music? Article from: http://forum.belmont.edu/cornwall/archives/007994.html

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Define the purpose of your task

What are you aiming to find out?

Possible candidate response Aim: To research music and the teenage audience to-day compared to the teenage audience in the 1980s.

Why have you selected to do this research? Possible candidate response

I am doing this research to show that there have been big changes in how music is accessed and marketed. What will you use this information for?

Possible candidate response :- I will use this information to identify areas in the music industry where there have been changes and where there might be increased employment or entrepreneurial opportunities.

What likely format will your report take?

Possible candidate response

A fact sheet highlighting growth areas within the music industry and implications for career opportunities

Notes

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Suggested questions for Sub-task 2: Planning and carrying out your research/investigation Identify information required and sources from which it can be obtained. To encourage candidates to identify the information required and the sources from which it could be obtained questions such as the following could be posed.

What information do you need for e.g. Aim 1? Where could you obtain this information?

Consider and select methods of research/investigation and give reasons for using them To encourage candidates to consider and select methods of research questions such as the following could be posed.

What methods could you use to obtain the information from these sources? Which of the identified sources and methods will you use? What are you reasons for selecting these sources and methods? What are you reasons for not selecting some sources and methods considered?

Draw up an Action Plan(s) to assist with sequencing the research/investigation and monitoring of

the progress in carrying out the research/investigation. To assist candidates in drawing up their own Action Plan questions such as the following could be posed.

Which method and source(s) are you going to use first? What are the steps you need to take for this method? What is the class deadline? What personal target dates will you set for each step so that you can keep a check on your progress? Have you an Action plan for each of your selected methods and corresponding sources?

Carry out your Action Plan(s) and provide an account of the research/investigation To assist candidates in completing their own Working Log as they carry Action Plan questions such as the following could be posed.

What did you get done? Did you need to change anything? Will you meet you personal Target Date for this step in your Action Plan? Did you set a new personal Target Date for any of the steps? If so what are the revisions made to your personal Target Date(s)? Was there a need for any more steps in your Action Plan?

Notes

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Aim : What information do you need?

Where could you obtain this information? Possible Sources

Notes

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CONSIDERING AND SELECTING SOURCES WITH THEIR CORRESPONDING METHODS

Sources Method(s) Reason to select or reject

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Web Search Record

Website Address

Summary description of information

Information relevant to Aim(s) Yes/No

Web Search Record Website Address

Summary description of information

Information relevant to Aim(s) Yes/No It is not compulsory to use these but they may assist candidates to identify useful websites and be able to access them quickly when required. A screen dump of the search history can also be useful.

Notes

Evidence for web searches – daily history on print screen

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Notes

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Source

Method

Aim

ACTION PLAN Actions Personal Target

Dates Working Log of Progress

Class Deadline

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Local and Global Citizenship Sub-Task 2 –Planning and carrying out your research/investigation

Identify information required and sources from which it can be obtained

AIM: I am aiming to find out about cultural similarities and differences in terms of music culture in Northern Ireland – do Catholic and Protestant teenagers have more in common than they do differences? What information do you need? Where could you obtain this

information? I need to find out information on different types of music that Protestant and Catholic teenagers listen to in Northern Ireland I need to find out how Protestant and Catholic teenagers listen to music I want to find out where teenagers in Northern Ireland listen to music I want to find out do teenagers listen to different types of music depending on the time of the year or where they are

Music teacher in school Music Magazines On music based websites Protestant and Catholic teenagers Shops that sell relevant products e.g. Dixons, O2 Tourist Boards to find info. On music venues and/or festivals

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Consider and select methods of research/investigation and give

reasons for using them AIM: I am aiming to find out about cultural similarities and differences in terms of music culture in Northern Ireland – do Catholic and Protestant teenagers have more in common than they do differences?

Sources Method(s) Reason to select or reject Music teacher in school On music based websites Music Magazines Protestant and Catholic teenagers in Northern Ireland Shops that sell relevant products e.g. Dixons, O2 Tourist Boards to find info. on music venues and/or festivals

Interview Internet search engine e.g. Google Advanced search “Music in Northern Ireland Skim read – use contents/index to find relevant articles Questionnaire Focus group Visit shops and collect brochures Phone call to get relevant information

Select:- Music teacher by interview– able to discuss range of music types and ask relevant questions Select:-Music based websites using an Internet search engine – able to gather a range of relevant information suitable for the investigation Select:- To use a questionnaire as you are able to ask specific questions to find out views and opinions of Protestant and Catholic teenagers Other methods/ sources are unsuitable because: they may be biased and may not be specific and relevant to the investigation

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SOURCE Music Teacher METHOD Interview AIM 1 - I am aiming to find out about cultural similarities and differences in terms of music culture in Northern Ireland – do Catholic and Protestant teenagers have more in common than they do differences?



Write down questions to ask the music teacher Select suitable questions and arrange date for interview Organise equipment to record the interview Carry out the interview Type up the interview and save into a word document for future use

2 February 4 February 6 February 10 February 12 February

Wrote down a list of questions Spoke to music teacher and organised a suitable time. Selected suitable questions and typed them out Contacted the ICT technicians and booked a Dictaphone for the interview Carried out interview – went well Listened to Dictaphone and added any information I missed to the interview answers. I then typed up the answers and saved them in a word document.

Class Deadline 12 February

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SOURCE Websites METHOD Relevant information from internet search AIM 1 - I am aiming to find out about cultural similarities and differences in terms of music culture in Northern Ireland – do Catholic and Protestant teenagers have more in common than they do differences? Alternative for Action plan 2 Evidence for web searches – daily history on print screen

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SOURCE Protestant and Catholic teenagers in NI METHOD Questionnaire AIM 1 - I am aiming to find out about cultural similarities and differences in terms of music culture in Northern Ireland – do Catholic and Protestant teenagers have more in common than they do differences?

ACTION PLAN Actions Personal Target Dates Working Log of Progress

Write a list of possible questions that will cover all the information I need with suitable answers Select suitable questions and type up questionnaire in a suitable format Contact other suitable schools so that the % of completed questionnaires is 50:50 Protestant: Catholic Arrange for the questionnaire to be photocopied and sent to school Collate results in tables

16 February 18 February 20 February 23 February 4 March

Discuss with group in class suitable questions for the questionnaire Changed some questions as they weren’t suitable. Selected appropriate questions and answers to be used Contacted several schools. Two agreed to participate in survey. I sent the questionnaires to the schools involved. I also got 50 students in our school to complete the survey. I received all the surveys back from the other schools. I collated all the information and recorded them using Excel.

Class Deadline 4 March

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It is possible to combine the first two tables together. However to be most effective it requires the candidate to group the required information either by source or method of obtaining it (assuming there is only one source or method). In most cases combining the tables into one table will lead to some repetition. Below is an example from the task Investigate sectarianism in sport (with the focus on football). Identifying Information, its Source(s) and Methods of obtaining it Aim: To find out what the IFA and Irish League clubs are doing to combat sectarianism.

What information do you need?

Where could you obtain this information?

Possible Sources

Method(s) of obtaining the Required Information

Reason to select or reject

Sectarian disturbances at matches How are matches being policed? The IFA policy on sectarianism Club policy on sectarianism Is there anything to be learned from Scottish Football Clubs?

Views of Fans

Newspapers Football Fans or Match Officials (Referees, Linesmen, Club Stewards) IFA Website Club Websites Rangers and Celtic Websites

Football Fans

Go to the Belfast Telegraph Website and search through football stories Ask questions of a few fans or use a questionnaire Interview them Use a search engine to find the IFA, Irish Club and Scottish Club Websites.

Questionnaire

Accept because I will be able to search out reports using the word ‘Riot’. Accept as this will be first hand evidence. Reject as I don’t know any official well enough. Accept as I need to know what the policies are if I am to find out if they are working.

Accept as the fans will have the experiences of attending matches each week.

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Personal Development Sub-task 2: Planning and carrying out your research/investigation. (Identify information required and sources from which it can be obtained.) In order to complete my assessment task I must identify what information I need for each of my aims and I need to identify where I could obtain this information. Aim 1: To find out what young people know about the health risks associated with alcohol.



The health risks associated with alcohol abuse. How many of the risks are young people aware off?

Biology text books. LLW Text books. Leaflets in the doctor’s surgery. Use a website that would tell you about the health risks. Guest speaker in the school, for example someone from Drink Aware NI. Doctor. Nurse. Home Economics teacher. Young People. Health Magazines.

Aim 2: To find out why they continue to drink alcohol even if they are aware of these



Why do young people drink?

Young People World Wide Web

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(Consider and Select Methods of Research/investigation and give reasons for using them.) Below are some of the sources and methods I have considered in order to help me complete my action based project. I have either selected or rejected the sources.

Sources Method(s) Reason to select or reject Biology Books Leaflets in a doctor’s surgery. LLW text book Anti-drinking groups World wide web

Use contents or index to find information on the risks of alcohol. To visit the doctors surgery and pick up leaflets about alcohol abuse. To skim read the bits about alcohol in the text book and retrieve any useful information. To see if a guest speaker can come and give us a talk on the risks of drinking alcohol. Use a search engine to look up “the health risks associated with alcohol abuse”, “why young people drink”, and “why young people drink despite being aware of health risks”.

Reject as information is not available. Reject. There are always leaflets on display but most of these are aimed towards people that want to give up drinking alcohol. Reject as when we studied it for our module it gave some health risks associated with drinking alcohol but did not give as much detail near to what could be found on the world wide web. Reject as there are no local anti-drinking groups and due to time constraints, we may be unable to fit it in. Accept as I have adequate access to the internet. There are also many website dedicated to highlighting the dangers of drinking and reasons to why young people may drink.

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Doctor/Nurse Home Economics Teacher Young People Health Magazines

Ask a doctor or nurse about the effects of alcohol as they see the short and long term effects of alcohol every day. Ask the home economics teacher for resources on why young people drink and what the health risks are regarding drinking. Interview- Have a one to one interview with a young person that drinks and find out what health risks they are aware of and why they still drink.

OR Focus Group- Get five pupils together who would be willing to talk openly about alcohol in a confidential environment to see why they drink despite knowing about health risks.

OR Questionnaire- Create a questionnaire to ascertain what health risks young people are aware of and reasons why young people drink and why they continue to drink even though they are aware of these risks. Skim through Health Magazines to see if it mentions health risks or why young people drink.

Reject. People of the health profession are very busy people and would find it very difficult to get out of work to talk to a class. Reject as she has other commitments and usually has not got much room on her time table to come and talk to us. Reject as the information received will only be representative of one person and may be biased Reject as it will be very difficult to get teenagers who are not supposed to be drinking to openly give their opinion in front of other pupils and teachers. Accept as young people will not be putting their name on the questionnaires and will be more likely to answer truthfully if their identity is hidden. The data will also be easily collated and could be analysed and interpreted. Reject as health magazines are usually targeted towards adults and can be quite expensive. The school library does not bring these types of magazines in.

39

(Draw up action plan (s) to assist with sequencing the research/investigation and monitoring of the progress in carrying out the research/investigation.) Source World Wide Web Method Search Engine

Aim 1: To find out what the health risks are associated with alcohol abuse

ACTION PLAN Actions Personal

Target Dates Working Log of Progress

Type into Google “health risks associated with alcohol.” Refine to “effects of alcohol abuse”. Google search “long term effects of alcohol abuse”.

3rd February

4th February

5th February

On the 3rd of February I typed in “health risks associated with alcohol” and I looked through some the 29,000 web pages that it came up. I particularly liked the content that the following websites had: http://alcoholism.about.com http://hcd2.bupa.co.uk/fact_sheets I took some notes from this as it will be useful for my brochure. On the 4th February I refined “effects of alcohol abuse”. I found the following website very useful www.stopdrinkinkingadvice.org. It give excellent medical evidence of illnesses caused by alcohol. On the 5th of February I found the website www.web4health.com. I copied and pasted some useful information from this website into another word document, which could be useful to quote in my brochure.

Class deadline: 5/02/2009.

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Source World Wide Web Method Google Search Engine

Aim 2: To find out why young people drink alcohol. ACTION PLAN

Actions Personal Target Dates

Working Log of Progress

Type in to Google “why do people drink”. Refine to “why do young people drink” for more relevant information. Try and search “why do people drink even though they are aware of health risks”.

8th February

9th February

10th February

After searching this on the 8th February I found that this wasn’t accurate enough. I then searched why do people drink alcohol and found this really good website: www.apas.org.uk This provided enough information so I did not need to carry on searching. There were many websites that I deemed useful on the 9th. Some of these were: www.cyh.com/Archive/Newpubs.niaaa.nih.gov These will be beneficial when it comes to writing my brochure. I found this to be a very long phrase to type into Google and did not throw up any relevant material. I used the “advanced search” option to try and narrow the search. Some of the websites looked good- www.dcsf.gov.uk. But after looking at it in more detail I found it did not help me meet my aims.

Class deadline: 11/02/2009.

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Source Young people Method Questionnaire

Aims 1 & 2 To find out what health risks young people are aware of and why the young people continue to drink.



Discuss Questionnaire in class. Create Questionnaire. All results collected.

23rd February

24th February

2nd March

We decided we needed some primary research as a class and we thought about doing a Questionnaire. As some of us were focusing on different aspects we decided that for our next LLW, we will all have questions ready for the questionnaire. It was thought one class questionnaire would be better to give out than 28 different ones. We brought together our questions and realised that we had 52 and decided that this was far to many questions, so we narrowed it down to 15 questions. We then typed it up. All the results were collected and put into a master table for the class. I then made graphs from some of the information as I thought it would be useful in my brochure.

Class deadline: 2nd March

42

Employability

Aim: To research music and the teenage audience to-day compared to the teenage audience in the 1980s. What information do you need?


Today’s Teenagers What music is popular with teenagers? Where is music bought? How is it bought? How often is music bought? What recording formats are used? What is used for listening to music? What live music events are attended? How do music artists promote their music?

Teenagers from the 1980s What music was popular with teenagers? Where was music bought? How was it bought? How often was music bought? What recording formats were used? What was used for listening to music? What live music events were attended? How did music artists promote their music? What changes have there been in how artists make music? Have the sales of music changed?

13 to 19 year old males 13 to 19 year old females World Wide Web Music Magazines 33 to 39 year old males 33 to 39 year old females World Wide Web Musician World Wide Web

Notes

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CONSIDERING AND SELECTING SOURCES WITH THEIR CORRESPONDING METHODS


13 to 19 year old males 13 to 19 year old females 35 to 41 year old males 35 to 41 year old females World Wide Web Music Magazines Musician

Questionnaire

OR

Interview

OR

Focus Group Use a Search Engine to find information about technological changes. Use Web Search to see how artists are promoting themselves. Leaf through and check advertisements and reviews. Interview

Select a questionnaire for teenagers and a questionnaire for adults as you can get answers from more people. Reject interviews as you would have to do too many to get a range of opinions. Reject Focus group as they are difficult to control and record answers Accept as you can use search words and refine your search in Google. Accept as I have seen some groups promote their music here. Accept as the reviews can give an idea of how good bands or groups or singers are. Reject as I do not know any musicians well enough to come and speak to us.

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Web Search Record

Website Address "http://en.wikipedia.org/wiki/Music_history_of_the_United_States_(1980s_to_the_present)"

Summary description of information This site gave a brief history of developments in music in the 1980s, 1990s and 2000s.

1980s (Hip Hop, Rock and Other genres) 1190s (Grunge, Gangsta Rap and Other 90s trends 2000s

Information relevant to Aim(s) Yes/No Yes

Web Search Record Website Address www.solcomhouse.com/music.htm

Summary description of information History of music going back to the 1950s. Pictures of the development of media on which music was recorded and sold. Deals wit the use of music as an empowering tool for American teenagers. Information relevant to Aim(s) Yes/No Yes

Web Search Record Website Address www.thepeoplehistory.com/80smusic.html

Summary description of information History of music in the 1980s. Some of the artists mentioned are still singing to-day and are still popular. Will musical tastes differ?

Information relevant to Aim(s) Yes/No Yes It is not compulsory to use these but they may assist candidates to identify useful websites and be able to access them quickly when required. A screen dump of the search history can also be useful.

Notes

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4

Sources 1. 13 to 19 year old males; 2. 13 to 19 year old females 3. 35 to 41 year old males; 4. 35 to 41 year old females

Method 2 Questionnaires (Adult & Teenage)

Aim: To research music and the teenage audience to-day compared to the teenage audience in the 1980s.

ACTION PLAN Actions Personal

Target Dates Working Log of Progress

Write questions, giving choices, about: popular music buying music media and equipment for

listening to music live music events

Share these questions in class. Select questions which could go in both questionnaires Select the additional questions for the teenage questionnaire Select the additional questions for the adult questionnaire Issue the questionnaires Collect the questionnaires

16 February 18 February 20 February 23 February 23 February 25 February 4 March

Did not get as many questions written to-night as I had a lot of homework to do but I can get them written tomorrow night as my class is not until Wednesday. Wrote more questions on 17 February. We took it in turns to tell the teacher a question. We grouped the questions but did not get all the ones we wanted to use typed up. Finishing typing up the questions Added the additional questions. Gave out the questionnaires on 27 February and got about three quarters of them back on 6 March Missed our class deadline.

Suggested questions for Sub-task 3: Write up and evaluation of your final report

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Present information which meets the purpose of your research/investigation set out in sub-task 1 To assist candidates to present information which meets the purpose of your task (set out in sub-task 1) questions such as the following could be posed.

In Sub-task 1 what format did you select to present your information? In Sub-task 1 who was the intended audience? Do you still think your chosen format is suitable? Why are you changing to a different format from the one you suggested in Sub-task 1? In Sub-task 1 what were your aim(s)? In Sub-task 1 what purpose is the information to be used for? Which bits of the information obtained relates to the aim(s) and purpose? Why did you choose to use this information? What is the best way to present this information within the chosen format?

When questionnaires are used to it is only necessary for one copy of the questionnaire to be included with the collected information collated in tabular format. Depending on the purpose of the task it may only be necessary to select and represent some of the question responses as charts for analysis. Each source from which information is selected must be acknowledged

Interpret and evaluate this information To assist candidates to interpret and evaluate their information questions such as the following could be posed.

What observations can you make about your information? What opinions do you have about your information? Using your information what conclusions can you make? How reliable do you think your sources are?

Notes

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Local and Global Citizenship

Sub-Task 3: Write up and evaluation of your final report

In Sub task 1 what format did you select to present to your information? I chose to present my information in a Power Point presentation In sub task 1 who was the intended audience? I am presenting my information to my GCSE LLW class Do you still think your chosen format is suitable? Yes – as I can include all my information in a short and concise presentation In sub task one – what was your aim? My aim was to find out about cultural similarities and differences in terms of music culture in Northern Ireland – do Catholic and Protestant teenagers have more in common than they do differences? In sub task one what purpose is the information used for? My purpose was to find out if Catholic and Protestant teenagers have more in common than they do differences in terms of music culture.

Interpret and evaluate this information

Which bits of the information obtained relates to the aim and purpose? What is the best way to present this information within the chosen format? Why did you choose this information?

What observations can you make about your information? Using your information, what conclusions can you make? How reliable do you think you sources are?

INCLUDE ANSWERS TO THESE QUESTIONS WITHIN THE POWERPOINT Notes

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Personal Development

Presenting the Report Using a Brochure: Microsoft Publisher

Present information which meets the purpose of your research/investigation set out in sub-task 1.

To assist candidates to present information in a brochure the following points should be addressed:

What format was chosen? Who is the intended audience? Is the format you chose in subtask 1 still suitable? If you are changing the format, why? Re-state the aim(s). What is the information you are presenting to be used for? Which bits of the information obtained relates to the aim(s) and purpose? Highlight the

key points and conclusions to be included in the Brochure. What is the best way to present this information within this chosen format? For example

what order?

Interpret and evaluate this information. What observations can you make about your information? What opinions do you have about your information? Why did you choose this information? Using your information what conclusions can you make? How reliable d you think your sources are?

In creating a brochure candidates should:

Consider using images to entice the audience into reading it. Make sure the front cover will attract a reader’s attention. The colour, size and background should be taken into account. Consider how the words and images are affected by the fold pattern. Make sure brochure include key points so that it is not all dense text. Make sure that the information is in order and that pupils do not get confused with the

layout. Do not go over two A4 pages (6 panels).

Notes

49

Employability

Suggested questions for Sub-task 3: Write up and evaluation of your final report

Present information which meets the purpose of your research/investigation set out in sub-task 1 To assist candidates to present information which meets the purpose of your task (set out in sub-task 1) questions such as the following could be posed.

In Sub-task 1 what format did you select to present your information? Possible candidate response:- A Fact sheet In Sub-task 1 who was the intended audience? Possible candidate response:- Teenagers Do you still think your chosen format is suitable? Possible candidate response:- Yes because you can hand it out to students in my year group. In Sub-task 1 what were your aim(s)? Possible candidate response:- To research music and the teenage audience to-day compared to the teenage audience twenty years ago. In Sub-task 1 what purpose is the information to be used for? Possible candidate response:- I will use this information to identify areas in the music industry where there have been changes and where there might be increased employment or entrepreneurial opportunities. Which bits of the information obtained relates to the aim(s) and purpose? Possible candidate response:- bits of information which highlight changes in musical taste, reproduction format, how we listen to music, how we buy music, how artists promote themselves etc. Why did you choose to use this information? Possible candidate response:- comments relating to intended use of information What is the best way to present this information within the chosen format? Possible candidate response:- Suggestions such as graphs or charts to show trends, pictures to show changes in recording formats and playing/listening equipment, tables showing pricing differences between ‘shop bought’ and ‘internet shopping’, list of career opportunities.

Notes

50

Interpret and evaluate this information

To assist candidates to interpret and evaluate their information questions such as the following could be posed.

What observations can you make about your information? Possible candidate response:- Music likes are different (or similar depending on findings). We listen more to music now. Music is recorded unto a different medium. What opinions do you have about your information? (opinions are value related and generally not

backed up by hard evidence) Possible candidate response:- Modern equipment produces better quality sound when listening to music. The experience of going to a live gig is no different now than 20 years ago. There are more opportunities to listen to live bands now that the troubles have ended. A good way to see an artist perform is to get a job helping out at a gig.. Using your information what conclusions can you make? (this can subsume the first two questions) Possible candidate response:- There are some changes what is currently popular (quotes examples) but the biggest changes are how we buy music and what we use (quotes examples) to listen to music. There are also changes to how artists promote themselves (Web Search Reference) and the requirements to reach the top 20 in the charts. The opportunities for employment in the music industry are much the same but different skills are required in some areas (quotes examples) How reliable do you think your sources are? (a question for more able candidates) Possible candidate response:- I think the students and adults we asked gave truthful answers. The websites may have commercial backing and therefore be biased.

Notes

51

52

General Certificate of Secondary Education

2010

Learning for Life and Work

Unit 1: Report 1

Unit 2: Report 2

[CODE]

Controlled Assessment Mark Scheme

53

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 satisfactory. Level 3: Quality of written response is of a high standard.

54

AO2 [6] marks Sub-task 1: Introducing your controlled assessment task Award [0] for responses not worthy of credit. Level 1: ([1]–[2]) Candidates will make a few statements about the background for the task. Candidates will present a basic outline of their purpose for undertaking the task. 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]) Candidates will provide appropriate background for the task and acknowledge some sources. Candidates will present an appropriate description of their purpose for undertaking the task. There is some use of appropriate specialist vocabulary. Spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning. Level 3: ([5]–[6]) Candidates will provide very good background for the task and acknowledge most of sources used. Candidates will present a detailed description of their purpose for undertaking the task. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

55

AO3 [15] marks Sub-task 2: Planning and 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 these 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 their 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 them very good assistance in sequencing their 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.

56

AO3 [9] marks 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.

57

Sub-task 1: Introducing your controlled assessment task AO2 [6] marks

Level Assessment Criteria Comments and Elaboration 1

([1]–[2]) marks

Candidates will make a few statements about the background for the task. Candidates will present a basic outline of their purpose for undertaking the task. 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.

Background may only have some relevance to the task. The purpose may be an aim which is not much more than a re-statement of the given task. Briefly states what the findings may be used for.

Notes

58

Example:-Investigate the Risks Associated With Cigarette Smoking Level Assessment Criteria Comments and Elaboration

1

([1]–[2]) marks

Candidates will make a few statements about the background for the task. Candidates will present a basic outline of their purpose for undertaking the task.

The background context is likely to be a few statements without any further development. These may be statements relating to: warnings on cigarette packets someone known to them who is ill or has died media advertisements

The definition of the purpose of the task is likely to be a stated research aim and a brief statement about what their findings will be used for. A possible research aim may be to find out what smoking cigarettes do to your health. Use of findings may be to warn people not to smoke.

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.

59

Sub-task 1 (contd.): Introducing your controlled assessment task AO2 [6] marks


([3]–[4]) marks

Candidates will provide appropriate background for the task and acknowledge some sources. Candidates will present an appropriate description of their purpose for undertaking the task. There is some use of appropriate specialist vocabulary. Spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning.

Background will be relevant to the task and should include evidence of preliminary research. Reference to 1 source is a minimum requirement. A clear focus for the research will be described. Some description will be given of how the research findings may be used.

Notes

60


2

([3]–[4]) marks

Candidates will provide appropriate background for the task and acknowledge some sources. Candidates will present an appropriate description of their purpose for undertaking the task.

The background context is likely to be statements with some related description (based on research) or expressed personal opinion. These may be statements relating to: warnings on cigarette packets with an expressed

opinion about their effectiveness someone known to them who is ill (with e. g. poor

circulation) or died with accompanying related statistics referenced

media advertisements with a break down of the harmful chemicals in cigarette smoke

The definition of the purpose of the task is likely to be a stated one or two research aims which provide the task with a clear focus and there will be some description of how the findings will be used. Possible research aims may be to find out: what is the risk of getting addicted to cigarette smoking the risk of smoking leading to poor circulation

Description of the use of findings may be about: recognition of the risks of becoming addicted to

cigarette smoking warning about how cigarette smoking can reduce

mobility

There is some use of appropriate specialist vocabulary. Spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning.

61

Sub-task 1 (contd.): Introducing your controlled assessment task AO2 [6] marks


([5]–[6]) marks

Candidates will provide very good background for the task and acknowledge most of sources used. Candidates will present a detailed description of their purpose for undertaking the task. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

The examples selected from preliminary research should be a first step to more thorough research into the identified area(s) Reference to 2 sources is a minimum requirement. A clear and justified focus will be linked to the background context. The nature of the report and the intended audience will be clearly defined. The intended impact of the report will be highlighted.

Notes

62


3

([5]–[6]) marks

Candidates will provide very good background for the task and acknowledge most of sources used. Candidates will present a detailed description of their purpose for undertaking the task.

The background context is likely to refer to a range of associated areas of risk and reference at least two sources in the description of three of these areas. Areas could be trends in smoking referencing statistics associated with class and gender with

some explanation the strain on the health service referencing statistics and perhaps discussing

priorities to health care between a smoker and non-smoker government action and ramifications image and peer pressure relating to early images of film stars media advertisements and description of the images used to shock

The definition of the task is likely to be related to one of the areas discussed. As at Level 2 one or two research aims should be sufficient to provide a clear focus for the task. The reasons for the aims should be clearly stated. In describing how the findings will be used there will be an acknowledgement of the intended audience and a suggestion of format in which the findings are likely to be presented. Possible research aims may be to find out: the risk of smoking leading to poor circulation the extent to which this requires medical care

Description of the use of findings may be about: warning about how cigarette smoking can reduce mobility financial drain on an under funded health service

Audience may be young mobile and possibly sporty people. The format may be a strip cartoon showing the stages in health decline culminating in the final drawing showing the individual being turned away from hospital.

Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

63

Sub-task 2 Planning and carrying out your research/investigation (AO3 [15] marks)


([1]–[5]) marks

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 these sources. An Action Plan(s) will be drawn up which gives them limited assistance in sequencing the research and monitoring progress of their 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.

At least 3 general sources such as 3 from Library, World Wide Web, Newspapers, Leaflets, and My Teacher will be listed. At least 3 general research methods such as Search Engine, Questionnaire, Survey, Interview, and Reading will be identified. Not all may be appropriately linked to sources already identified. Likely to be one action plan (for one research method) with only a few general steps. It is likely that there will only be an account of what was done for some parts of research. It is likely that the candidate will mostly refer to what ‘we done’.

Notes

64


1

([1]–[5]) marks

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 these sources. An Action Plan(s) will be drawn up which gives them limited assistance in sequencing the research and monitoring progress of their research/investigation. A limited account of the research/investigation when carrying out their Action Plan(s) will be provided.

Identifies sources such as doctor leaflets, the school nurse, a smoker, the World Wide Web, my Biology book but little attention is given to the information required. Matching sources to research methods may be go to the doctor’s surgery, ask the nurse questions, ask the smoker questions, go onto the computer, read the book. Action plan will be simple with steps such as go to the computer room type in smoking print the pages

with a date or two dates when this is to take place. The account of what was done could be as brief as we went to the computer room on 4 Feb I printed out 4 pages

Additional information is likely to be collected as a class or group but with little or no account of how it was obtained. Possible sources and methods are a nurse or doctor invited in to speak to pupils; pupil responses to a class questionnaire about smoking.


65

Sub-task 2 (contd.): Planning and carrying out your research/investigation (AO3 [15] marks)


([6]–[10]) marks

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 their 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.

Mostly relevant information in a mix of general and specific detail will be identified. At least 3 specific sources are identified to match information identified. At least 3 specific research methods such as Google Search Engine, Teenage Questionnaire, Class Survey, Visitor Interview and Skim Reading will be identified. In doing so most methods will be linked to sources already identified. Separate Action Plans will be drawn up for two methods. These methods will be partially broken down into sequences of steps to be used in obtaining information from the relevant sources. Brief comments will be written against most steps in the Action Plans. The candidates comments are likely to be a mixture of ‘we did’ and ‘I did’.

Notes

66


2

([6]–[10]) marks

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 their 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.

Information required will link appropriately to the research aim(s) of the task and it would be sufficient in many cases to follow through one research aim. For the research aim ‘what is the risk of getting addicted to cigarette smoking’ some of the suggested information may be smoking within the family, smoking within peers, why a smoker started to smoke, a smokers smoking pattern, why a smoker continues to smoke, what is addictive in cigarette smoke. To find out what is addictive in cigarette smoke the suggested source may be the World Wide Web using Search Engine with this as a question. A structured interview with a smoker is likely to be suggested to find out why a smoker started to smoke, a smokers smoking pattern and why a smoker continues to smoke. A questionnaire is likely to be suggested to find out about smoking within the family and smoking within peers. There should be separate Action Plans for two of these methods, possibly the structured interview with the smoker and the questionnaire to be used with other pupils. A short description of what happened at each step will match most of the steps in each Action Plan.


67

Sub-task 2 (contd.): Planning and carrying out your research/investigation (AO3 [15] marks)


([11]–[15])marks

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 them very good assistance in sequencing their 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.

The identified information will be relevant and specific to the task. The range of information will be mostly complete and include little redundant information. A range of specific sources will be identified for consideration. A brief outline of how the information could be obtained from the sources will be included and used to select the sources and methods to use. Separate Action Plans will be drawn up for two or three selected methods. These methods will be broken down into sequences of steps providing sufficient detail so that another person could replicate obtaining information from the relevant sources. Relevant comments identifying progress will match the vast majority of the steps in the Action Plans. These comments will reflect a consideration of target dates and the need for any revisions. The candidate’s role in the execution of the Action Plans will be clear.

Notes

68


3

([11]–[15])marks

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 them very good assistance in sequencing their 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.

The identified information will be relevant and specific to the risks associated with smoking cigarettes. The range of information will be mostly complete and include little redundant information. The information is likely to be the identification of harmful substances in cigarette smoke, illnesses attributed to smoking, risk assessment information about life insurance, health statistics relating to smoking, first hand accounts of smokers’ quality of life. A range of specific sources will be identified for consideration e.g. information about harmful substances in cigarette smoke can be obtained from books or medical professionals or media advertisements or the World Wide Web. A brief outline of how the information could be obtained from each of these sources will be included and used to select the source and method considered best to use. There is likely to be overlap between sources and methods of obtaining identified information. For this task using a search engine is one method likely to identify a number of useful web pages (at least 3 sources) and a questionnaire as the second method can be targeted at smokers and non-smokers (2 more sources). Separate Action Plans will be drawn up for the use of the search engine and the construction of the questionnaire should be broken down into sequences of steps providing sufficient detail which would enable replication of using the methods and obtaining the required information from relevant sources. Relevant comments identifying progress will match the vast majority of the steps in both Action Plans. These comments will reflect a consideration of target dates and the need for any revisions. The candidate’s role in the execution of the Action Plans will be clear.

Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

69

Sub-task 3: Presenting and evaluating the information (AO3 [9] marks)


([1]–[3]) marks

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.

Information is likely to be from no more than three sources. The amounts from each source are unlikely to be proportionate with perhaps most of the information coming from one source. Information is likely to be grouped by source. Three or more observations are likely to be made about some of the information obtained. The conclusion is likely to be very simple and may or may not relate specifically to the task

Notes

70


1

([1]–[3]) marks

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.

Presents bits of information from web pages (cutting and pasting) A few comments made by the nurse or doctor are written down. A table showing the collation of the responses to the questionnaire is mostly completed and some charts are drawn with observations (mostly about most and least). A minimum of 3 observations should be made. Conclusion may be as simple as “Smoking is bad for you”


71

Sub-task 3 (contd.): Presenting and evaluating the information (AO3 [9] marks)


([4]–[6]) marks

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.

At least three sources will be used and the information presented will mostly reflect the purpose of the task. Information will be presented in a selected format which matches the purpose from Sub-task 1. Observations and conclusions will mostly reflect the purpose of the task.

Notes

72


2

([4]–[6]) marks

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.

The choice of presentation could be a fact sheet for teenagers. Information from at least 3 sources will be identified and referenced for inclusion in the fact sheet. . The information in the fact sheet should be mostly relevant to the task and presented in a way that aims to attract the attention of teenagers. Some reasons will be given for choice of lay out of the fact sheet. Observations should be made about this information and conclusions can be about why this information should be included on the fact sheet


73

Sub-task 3 (contd.): Presenting and evaluating the information (AO3 [9] marks)


([7]–[9]) marks

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.

There will be evidence of selection of the most appropriate information to present from that which is contained in a range of sources The identified format from Sub-task 1 will be used effectively to present the information. Consideration will be given to how the information is presented within the report format. Observations will reflect the purpose of the task and conclusions will be clearly supported by information obtained. Conclusions about what should be included or excluded from the report will demonstrate a clear appreciation of the audience and what the candidate hopes to achieve.

Notes

74


3

([7]–[9]) marks

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.

As at level 2 the choice of presentation could be a fact sheet for teenagers but in this case is likely to be a follow on from the format suggested in Sub-task 1. This format is justified or changed to a format which is justified as being more appropriate. Supported by selected information extracted from a range of referenced sources conclusions are made. These conclusions are likely to substantially influence what is included in the fact sheet. The impact that the fact sheet is intended to have on e. g. teenagers is made clear. To reflect this comments are made about the appearance and lay out of the fact sheet and its likely appeal to the identified audience.

Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar. Note It is acceptable for a group of pupils to produce an artefact such as a fact sheet. However pupils should individually: justify the format or justify the change of format make observations and draw conclusions about information obtained identify the message(s) to be conveyed suggest (with reasons) what information should go into the selected format demonstrate an awareness of audience through ideas for lay out and appearance

75

Summary of the General Elaboration Sub-task 1: Introducing your controlled assessment task AO2 [6] marks Level Assessment Criteria Comments and Elaboration

1

([1]–[2])

marks

Candidates will make a few statements about the background for the task. Candidates will present a basic outline of their purpose for undertaking the task. 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.

Background may only have some relevance to the task. The purpose may be an aim which is not much more than a re-statement of the given task. Briefly states what the findings may be used for.

2

([3]–[4])

marks

Candidates will provide appropriate background for the task and acknowledge some sources. Candidates will present an appropriate description of their purpose for undertaking the task. There is some use of appropriate specialist vocabulary. Spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning.

Background will be relevant to the task and should include evidence of preliminary research. Reference to 1 source is a minimum requirement. A clear focus for the research will be described. Some description will be given of how the research findings may be used.

3

([5]–[6])

marks

Candidates will provide very good background for the task and acknowledge most of sources used. Candidates will present a detailed description of their purpose for undertaking the task. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

The examples selected from preliminary research should be a first step to more thorough research into the identified area(s) Reference to 2 sources is a minimum requirement. A clear and justified focus will be linked to the background context. The nature of the report and the intended audience will be clearly defined. The intended impact of the report will be highlighted.

76

Sub-task 2 Planning and carrying out your research/investigation (AO3 [15] marks) Level Assessment Criteria Comments and Elaboration

1

([1]–[5])

marks

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 these sources. An Action Plan(s) will be drawn up which gives them limited assistance in sequencing the research and monitoring progress of their 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.

At least 3 general sources such as3 from Library, World Wide Web, Newspapers, Leaflets, and My Teacher will be listed. At least 3 general research methods such as3 from Search Engine, Questionnaire, Survey, Interview, and Reading will be identified. Not all may be appropriately linked to sources already identified. Likely to be one action plan (for one research method) with only a few general steps. It is likely that there will only be an account of what was done for some parts of research. It is likely that the candidate will mostly refer to what ‘we done’.

2

([6]–[10])

marks

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 their 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.

Mostly relevant information in a mix of general and specific detail will be identified. At least 3 specific sources are identified to match information identified. At least 3 specific research methods such as Google Search Engine, Teenage Questionnaire, Class Survey, Visitor Interview and Skim Reading will be identified. In doing so most methods will be linked to sources already identified. Separate Action Plans will be drawn up for two methods. These methods will be partially broken down into sequences of steps to be used in obtaining information from the relevant sources. Brief comments will be written against most steps in the Action Plans. The candidates comments are likely to be a mixture of ‘we did’ and ‘I did’.

3

([11]–[15])

marks

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 them very good assistance in sequencing their 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.

The identified information will be relevant and specific to the task. The range of information will be mostly complete and include little redundant information. A range of specific sources will be identified for consideration. A brief outline of how the information could be obtained from the sources will be included and used to select the sources and methods to use. Separate Action Plans will be drawn up for two or three selected methods. These methods will be broken down into sequences of steps providing sufficient detail so that another person could replicate obtaining information from the relevant sources. Relevant comments identifying progress will match the vast majority of the steps in the Action Plans. These comments will reflect a consideration of target dates and the need for any revisions. The candidate’s role in the execution of the Action Plans will be clear.

77

Sub-task 3: Presenting and evaluating the information (AO3 [9] marks)

Level Assessment Criteria Comments and Elaboration

1

([1]–[3]) marks

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.

Information is likely to be from no more than three sources. The amounts from each source are unlikely to be proportionate with perhaps most of the information coming from one source. Information is likely to be grouped by source. Three or more observations are likely to be made about some of the information obtained. The conclusion is likely to be very simple and may or may not relate specifically to the task

2

([4]–[6]) marks

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.

At least three sources will be used and the information presented will mostly reflect the purpose of the task. Information will be presented in a selected format which matches the purpose from Sub-task 1. Observations and conclusions will mostly reflect the purpose of the task.

3

([7]–[9]) marks

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.

There will be evidence of selection of the most appropriate information to present from that which is contained in a range of sources The identified format from Sub-task 1 will be used effectively to present the information. Consideration will be given to how the information is presented within the report format. Observations will reflect the purpose of the task and conclusions will be clearly supported by information obtained. Conclusions about what should be included or excluded from the report will demonstrate a clear appreciation of the audience and what the candidate hopes to achieve.

78

Presenting the Report Using PowerPoint Slides

Steps In preparation for creating a PowerPoint presentation candidates should: Describe in Sub-task 1 why the report is being produced as a PowerPoint presentation. Identify the information which will be used in creating the slides. Describe the sequence in which this information will be presented. State the expected length of time for the delivery of the PowerPoint presentation Highlight the key points and conclusions to be included in the PowerPoint presentation

In creating a PowerPoint presentation candidates should: Consider using images to enhance the audiences understanding. Make sure slides include key points (are not dense in text) Create speaking notes to complement the prompts on the slides. Restrict the number of slides to match the expected length of time for the delivery of the PowerPoint

presentation

Relating these steps to the assessment criteria Steps Assessment Criteria

In preparation for creating a PowerPoint presentation candidates should: Describe why the report is being produced as a

PowerPoint presentation. Identify the information which will be used in

creating the slides. Describe the sequence in which this

information will be presented.

State the expected length of time for the

delivery of the PowerPoint presentation Highlight the key points and conclusions to be

included in the PowerPoint presentation

Defining the purpose of the task. (Sub-task 1)

Evaluating and interpreting information. (Sub-

task 3) Organising information. (Sub-task 3)

Organising information. (Sub-task 3)

Evaluating and interpreting information. (Sub-

task 3) In creating a PowerPoint presentation candidates should: Consider using images to enhance the

audiences understanding. Make sure slides include key points (are not

dense in text) Create speaking notes to complement the

prompts on the slides. Restrict the number of slides to match the

expected length of time for the delivery of the PowerPoint presentation

Presenting information from sources. (Sub-

task 3) Presenting information from sources. . (Sub-

task 3) Organising and presenting information from

sources. (Sub-task 3) Organising and presenting information from

sources. (Sub-task 3)

Documents

Learning for Life and · PDF fileGuidance on Controlled Assessment ... There are two controlled assessment task(s) for GCSE Learning for Life and ... Development and Employability