gcse learning for life and work modular specimen ... on the structure and character of the planned...

For first teaching from September 2009

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

Subject Code: 4810

GCSE Learning for Life and Work ModularSpecimen Assessment Materials

Foreword

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

GCSE Learning for Life and Work Modular Specimen Assessment Materials

Contents Specimen Papers 1

Unit 3: Specimen Paper: Local and Global Citizenship 3

Unit 3: Insert 11

Unit 4: Specimen Paper: Personal Development 15

Unit 4: Insert 23

Unit 5: Specimen Paper: Employability 25

Unit 5: Insert 33

Mark Schemes 35

General Marking Instructions 37

Unit 3: Local and Global Citizenship Mark Scheme 41

Unit 4: Personal Development Mark Scheme 51

Unit 5: Employability Mark Scheme 59

Controlled Assessment 67

Guidance on Controlled Assessment 69

Specimen Controlled Assessment Tasks 71

Specimen Controlled Assessment Mark Scheme 75

Subject Code QAN

4821 500/4525/8

A CCEA Publication © 2009

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

1

Specimen Papers

3

General Certificate of Secondary Education

2010

TIME

45 minutes

INSTRUCTIONS TO CANDIDATES

Write your Centre Number and Candidate Number in the spaces provided at the top of the page. Write your answers in the spaces provided in this question paper. The insert (containing Source A) is to be used for Questions 4 and 5. Answer all questions in this paper.

INFORMATION FOR CANDIDATES

The total mark for this paper is 40. Quality of written communication will be assessed in questions 4–5. Figures in brackets printed down the right-hand side of pages indicate the marks awarded to each question or part question.

For Examiner’s use only

Question Number

Marks

1

2

3

4

5

Total Marks

Learning for Life and Work

Unit 3: Local and Global Citizenship

SPECIMEN PAPER

71

Centre Number

Candidate Number

4

Section A

Answer all questions in this section.

This question is about the role of society and government in safeguarding human rights. 1 (a) Name the organisation which produced the Universal Declaration of Human

Rights. [1]

(b) Identify and explain one human right that a citizen of a country should have.

[2]

(c) Identify and explain one advantage to a citizen of having a Declaration of

Human Rights. [2]

5

This question is about the rights and responsibilities regarding local, national and global issues. 2 (a) Name one way a person can play an active part in their local community.

[1]

(b) Explain one reason why people should try to take an active role in their local

community. [2]

(c) Explain one way in which pressure groups can bring about change in society.

[2]

6

This question is about diversity and inclusion. 3 (a) Name two ways in which a person can express their cultural identity.

1 ______________________________________________________________ 2 ______________________________________________________________ [2]

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

culturally diverse.

1 2 [4]

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

might be resolved.

1 2 [4]

7

Section B


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

(a) With reference to Source A and your own knowledge explain how some

32,000 children in Northern Ireland are affected by poverty.

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ [6]

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

(i) ‘privacy’

[2]

8

(ii) ‘education’

[2]

9

Section C


5 With reference to Source A and your own knowledge assess the different ways that

Save the Children tackles the problem of child poverty in Northern Ireland.

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

10

___________________________________________

THIS IS THE END OF THE QUESTION PAPER ___________________________________________

11


2010



[CODE]

SPECIMEN PAPER INSERT

SOURCE A

12

Insert 1: Local and Global Specimen Paper

For use with Questions 4 and 5

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

© http://news.bbc.co.uk – 1 November 2004

13

___________________________________________


15


2010

TIME

45 minutes


Write your Centre Number and Candidate Number in the spaces provided at the top of the page. Write your answers in the spaces provided in this question paper. The insert (containing Source B) is to be used for Questions 4 and 5. Answer all questions in this paper.


The total mark for this paper is 40. Quality of written communication will be assessed in questions 4–5. Figures in brackets printed down the right-handside of pages indicate the marks awarded to each question or part question.


Question Number

Marks

1

2

3

4

5

Total Marks


Unit 4: Personal Development

SPECIMEN PAPER

71

Centre Number

Candidate Number

16

Section A


This question is about developing competence as discerning consumers. 1 (a) Write down one possible household expense.

[1]

(b) Identify and explain one problem a family could face if they get into debt.

[2]

(c) Identify and explain one advantage of paying by cash for luxury items.

[2]

17

This question is about building and maintaining healthy relationships. 2 (a) Name one quality that contributes to a healthy relationship.

[1]

(b) Explain one reason why a relationship which is based on physical attraction

may not last. [2]

(c) Explain one reason why parents should encourage their children to be

independent. [2]

18

This question is about health and well being. 3 (a) Name two illegal drugs.

1 ______________________________________________________________ 2 ______________________________________________________________ [2]

(b) Identify and explain two ways in which a young person’s health and well

being can be supported by their school.

1 2 [4]

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

health.

1 2 [4]

19

Section B


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

(a) With reference to Source B and your own knowledge explain why young

people in Northern Ireland might take illegal drugs and how this could affect them.

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ [6]

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

(i) ‘alcohol’

[2]

20

(ii) ‘smoking’

[2]

21

Section C


5 With reference to Source B and your own knowledge assess the different strategies

that can be used to reduce the abuse of drugs by young people in Northern Ireland.

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

22

___________________________________________


23


2010



[CODE]


SOURCE B

24

Insert 1: Personal Development Specimen Paper


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

© http://news.bbc.co.uk – 14 September 2005

25


2010

TIME

1 hour 30 minutes


Write your Centre Number and Candidate Number in the spaces provided at the top of the page. Write your answers in the spaces provided in this question paper. The insert (containing Source C) is to be used for Questions 4 and 5. Answer all questions in this paper.


The total mark for this paper is 40. Quality of written communication will be assessed in questions 4–5. Figures in brackets printed down the right-handside of pages indicate the marks awarded to each question or part question.


Question Number

Marks

1

2

3

4

5

Total Marks


Unit 5: Employability

SPECIMEN PAPER

71

Centre Number

Candidate Number

26

Section A


This question is about rights and responsibilities of employers and employees. 1 (a) Name one area in which an employer owes a duty of care to an employee.

[1]

(b) Identify and explain one way in which an employee could be discriminated in

the work place. [2]

(c) Identify and explain one reason why it is important for an employee to be

given a contract of employment when starting a new job. [2]

27

This question is about issues of self-employment and sources of support. 2 (a) Name one characteristic of an entrepreneur.

[1]

(b) Explain one advantage of being self-employed.

[2]

(c) Explain one disadvantage of being self-employed.

[2]

28

This question is about recruitment and selection practices for employment. 3 (a) List two pieces of information that a young person may need to find out before

applying for a job.

1 ______________________________________________________________ 2 ______________________________________________________________ [2]

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

should pursue lifelong learning.

1 2 [4]

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

employers.

1 2 [4]

Section A [20]

29

Section B


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

(a) With reference to Source C and your own knowledge explain why over 700

foreign investors and many investors from the rest of the UK have chosen to locate in Northern Ireland.

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ [6]

(b) What is meant by the terms:

(i) ‘hi-tech expertise’?

[2]

30

(ii) ‘great lifestyle’?

[2]

Section B [10]

31

Section C


5 With reference to Source C and your own knowledge assess the impact of global

economic changes upon people in Northern Ireland.

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

Section C [10]

Total [40]

32

___________________________________________

THIS IS THE END OF THE QUESTION PAPER __________________________________________

33


2010



[CODE]


SOURCE C

34

Insert 1: Employability


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

European Union a highly educated, English speaking workforce excellent transport and communications links great recreational facilities many incentives and support from Invest NI (Invest Northern

Ireland) a good value for money environment.

© CCEA

35

Mark Schemes

37



GENERAL MARKING

INSTRUCTIONS

38

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

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

39

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

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

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

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

40

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

41


2010



[CODE]

SPECIMEN

MARK SCHEME

42

Section A

Local and Global Citizenship

1 (a) One answer – The United Nations AO1

[1] (b) Any one from the following suggested answers:

the right to life – Every human being has the right to live and to live in freedom and safety

the right to privacy, family, home or correspondence – Every human being has the right to ask to be protected if someone tries to harm their reputation, enter their house, open their letters, or bother them or their family without a good reason

the right to vote – Every human being has the right to take part in their country’s political affairs either by belonging to the government or by choosing politicians who have the same ideas as they have

the right to work with equal pay for equal work – Every human being has the right to work to be free to choose their work and to get a salary. If a man and a woman do the same work, they should get the same pay

the right to adequate health and well-being to self and family – Every human being has the right to have whatever they need so that they and their family do not fall ill or go hungry, have clothes and a house, and are helped if they are out of work

the right to free education – Every human being has the right to go to school. Primary education should be free and everyone should be able to learn a profession or continue their studies as far as they wish

Or any other suitable alternative. AO1 [2]

(c) Any one from the following suggested answers.

Provide protection – helps everyone especially those who have/are marginalised and therefore ensures they have a voice

Provides security – allows all human beings to realise that some parts of society will help and that everyone will have an input

Human – restores people’s self-esteem and gives guidance of how people should behave

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

AO1 [2]

43

2 (a)

Any one of the following: Volunteer to do some community work Fundraise for a local organisation Join local community youth group Participate in a community regeneration project, for example, help design a

hospital garden Help the elderly Clean the local children’s playground Join an NGO Or any other suitable alternative.

AO2 [1]

(b) Answers may include reference to any of the following:

Feel part of the local community – increase their sense of belonging and identify and lead to young people to feel a greater sense of ownership of their community

Improve the perception of young people in the local community – demonstrate positive youth culture in the local community and this in turn may lead to better relationships between local people

Develop new skills – working with others, managing their time, organisation, listening, negotiation

Make new friends – meet new people with similar interests and shared goals

Social responsibility – opportunity to help others in the community who may be less fortunate than themselves

More politically aware – increased knowledge of how to bring about positive change

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

AO2 [2]

(c) Answers may include reference to any of the following:

By lobbying MP’s and local councillors – to raise awareness of their concerns and to try and influence political decisions

By writing to the press – to highlight their concerns and raise public awareness

By organising a peaceful protest – to publicity demonstrate the level of support for the work of the pressure group

By organising a petition – to provide the opportunity for the public to have their say on a particular issue and demonstrate the strength of public support in wanting change

By using celebrities to raise the profile of their campaign to influence and persuade government to change policies


AO2 [2]

44

3 (a) Two from music; language, lifestyle or religion or any suitable alternative.

(2 × [1]) AO1 [2]

(b) Any two from the following suggested answers:

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

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

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

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

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

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

AO1[4]

(c) Any two from the following suggested answers:

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

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

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

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

45

Education for mutual understanding: schools, community centres or

churches can become the platform for helping the communities express their fears and worries; they can also provide meeting points for the communities to engage in dialogue to resolve their differences

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

AO1 [4]

Section A [20]

46

Section B

Source Based

Source A


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

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

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

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

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

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

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

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

AO2[6]

47

(b) (i) Privacy

Answers may include reference to any of the following: Legal – identity protected in court as a child: in a relationship

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

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

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

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

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

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

AO2[2]

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

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

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

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

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

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

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

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


AO2[2]

Section B [10]

48

Section C


5 Answers may include reference to any of the following:

Research reports Positives Objective or scientific evidence for government bodies Useful in legal situations; legal solution

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

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

49

Award [0] for responses not worthy of credit

Level 1: ([1]–[3]) marks

Answers may identify a few of the above points or focus only on a few of the positive or negative factors which may be related in a superficial way. The organisation and presentation of material may sometimes lack clarity and/or coherence. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear.

Level 2: ([4]–[7]) marks Answers may identify some of the points listed with a brief assessment of each. Relevant material is organised appropriately and presented with sufficient clarity and coherence. There is some use of appropriate specialist vocabulary and spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning.

Level 3: ([8]–[10]) marks Answers will identify most of the points listed and provide a detailed explanation of each. Relevant material is organised and presented using an appropriate form and style of writing. There is a high degree of clarity and coherence. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar. AO3

Section C [10]

Total [40]

51


2010



[CODE]

SPECIMEN

MARK SCHEME

52

Section A

Personal Development

1 (a) Any one from the following suggested answers:

Electricity Gas Coal Mortgage Telephone Rent Rates Or any other suitable alternative.

AO1 [1]

(b) Any one from the following suggested answers:

Inability to meet household bills – this could lead to essential supplies being ‘cut-off’

No money to cover unexpected expenses The family may have to borrow from family or outside agencies to pay off

debts – this often becomes more expensive Getting into debt can increase stress levels and cause increased

stress/mental health problems which could lead to family rows or relationship breakdown

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

AO1 [2]

(c) Any one from the following suggested answers:

Safer – it avoids frauds More convenient – No forms to complete You may get discount and have to pay less – because you are paying in cash You will pay less – because there will be no interest charges There are no hidden charges such as set up fees or interest rates You will own the goods outright rather than having to make payments over

a number of months/years You will not have to worry about budgeting in order to make

repayments/bills/debts Or any other suitable alternative. [1] mark for the correct identification and [1] mark for the accompanying explanation. (2 × [1])

AO1 [2]

53

2 (a)

Any one of the following: Communication Caring Sharing Patience Trust Mutual respect Honesty Or any other suitable alternative.

AO2 [1]

(b) Answers may include reference to any of the following:

Physical attraction is only one aspect of a relationship Relationships should be based on mental, physical and emotional

fulfilment A healthy relationship is based on commitment, communication, working

together and expectations A couple should have a strong bond based on trust and understanding Or any other suitable alternative. Up to [2] marks depending on the detail of the explanation.

AO2 [2]

(c) Answers may include reference to any of the following:

To help prepare their children for the future – responsibility for family life To help their children become more independent by having an appreciation

for the value of money/holidays/university To help their children mature and have confidence in themselves To help their children have more confidence in their own ability and be

aware of their talents and skills Allow their children to make their own decisions – allow them to choose

their friends and socialise together doing things they enjoy Or any other suitable alternative. Up to [2] marks depending on the detail of the explanation.

AO2 [2]

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3 (a) Two from heroin, cannabis, crack and cocaine or any suitable alternative.

(2 × [1]) AO1 [2]


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

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

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

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

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


AO1[4]

(c) Any two from the following suggested answers:

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

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

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

AO1 [4]

Section A [20]

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Section B

Source Based

4 (a) Answers may make reference to and expand upon the following: Boredom

Pressure at school Peer pressure Breakdown of a relationship Pressure from parents Lifestyle Imitating admired celebrities Media influence Helps them to forget problems Or any suitable alternative.

Ways in which the young person may be affected include: Trouble at school – they may be implicated in possessing or

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

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

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

damage to heart and lungs Or any suitable alternative.

Award [0] for responses not worthy of credit. Level 1: ([1]–[2]) marks Answers may repeat a few of the points set out in the source with limited explanation of each. The organisation and presentation of material may sometimes lack clarity and/or coherence. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear.

Level 2: ([3]–[4]) marks Answers may identify some of the points listed in the source and provide an appropriate explanation of each. Relevant material is organised appropriately and presented with sufficient clarity and coherence. There is some use of appropriate specialist vocabulary, and spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning.

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

AO2[6]

(b) (i) Alcohol

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

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

under the influence of alcohol reduces a person’s ability to make judgements; reduces reaction time

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

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

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


AO2[2]

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

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

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

become ‘yellow’ Skin damage: cell damage is linked to the chemical substances in

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

AO2[2]

Section B [10]

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Section C

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

Education Drugs Awareness Positives Groups will provide expert advice Police will provide advice and warnings

Negatives Problem may be that young people who knew nothing about drugs are actually

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

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

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

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

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Award [0] for responses not worthy of credit


Answers may identify a few of the above points or focus only on a few of the positive or negative factors which may be related in a superficial way. The organisation and presentation of material may sometimes lack clarity and/or coherence. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2: ([4]–[7]) marks Answers may identify some of the points listed with a brief assessment of each. Relevant material is organised appropriately and presented with sufficient clarity and coherence. There is some use of appropriate specialist vocabulary, and spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning. Level 3: ([8]–[10]) marks Answers will identify most of the points listed and provide a detailed explanation of each. Relevant material is organised and presented using an appropriate form and style of writing. There is a high degree of clarity and coherence. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar. AO3

Section C [10]

Total [40]

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2010



[CODE]

SPECIMEN

MARK SCHEME

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Section A

1 (a) Any one from the following suggested answers:

Salary Career development Compassionate leave Holidays Health and safety Or any other suitable alternative.

AO1 [1]

(b) Any one from the following suggested answers:

Racial discrimination – people of all races, colours, nationalities or ethnic origin must be treated equally in the workplace

Sex discrimination – men and women should have equal treatment and opportunity in the workplace regarding terms and conditions of employment

Disability discrimination – disabled people should not be treated less favourably than other people in employment

Equality – women performing similar work to men must be treated in the same way as men regarding salary and conditions of service


(c) Any one from the following suggested answers:

It states the employee’s starting date – this will be important regarding pension, redundancy, etc

It states the rates of pay and method of payment agreed between the employer and employee and thus they are fully aware of the hours they are being paid for

It states the length of period of notice to be given by either employer or employee – this will be important if the employee wishes to leave their job or if their employer makes them redundant or sacks them

It is a legal document and thus it will be of relevance if the employee is unfairly dismissed as it can be used at an Industrial Tribunal


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2 (a)

Any one of the following: Initiative Patience Endurance Commitment Time and money management Negotiation Networking Innovativeness Vision Risk-taking Listening Dedication Responsible Hardworking Focused Determination Independent Resilient Or any other suitable alternative.

AO2 [1]

(b) Any one of the following:

You are your own boss and therefore you can make all your own decisions without having to consult anyone

The profit will all belong to you, so the harder you work the more profit you will make

You can gain great job satisfaction as your business could grow from strength to strength


AO2 [2]

(c) Any one of the following:

You will bear all the responsibility of running a business and this can be very stressful

If your business does not succeed you will make a loss and this may leave you bankrupt

You may have to work long hours and at weekends and this may have an impact on your social and family life


AO2 [2]

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3 (a) Any two from the following suggested answers:

Pay Hours of work Location Experience required Qualification/skills required Reputation of firm Working conditions Prospects of promotion Or any suitable alternative. (2 × [1])

AO1 [2]


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

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

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

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


AO1[4]

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(c) Answers may include reference to any two of the following:

Team worker: ability to work as part of a team; work with others; get along with other people; strive for the same goals

Good communication: ability to communicate well in a variety of ways; oral presentations to an audience; able to communicate well in a one to one situation; communicate well in written forms such as reports

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

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

pride in their work; acts responsibly at all times Or any suitable alternative. [1] mark for each correct identification and [1] mark for each accompanying explanation. (2 × [2])

AO1 [4]

Section A [20]

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Section B

4 (a) Answers may include reference to any of the following: Fresh pool of talent – a young workforce; large number of people who have

skills required but are not presently committed to a job or who may be working below their capabilities

Highly educated – a literate, numerate, skilled, highly qualified and flexible workforce

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

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

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

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

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

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

AO2[6]

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(b) (i) Hi-tech’ expertise

Answers may include reference to any of the following: A strong IT component which allows business to communicate

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

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

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

AO2[2]

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

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

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

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

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

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

AO2[2]

Section B [10]

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Section C

5 Answers may include reference to any of the following:

Positives Opens up more opportunities/markets for business Offers opportunities for more and new jobs Greater movement of people in and out of Northern Ireland Allows Northern Ireland to overcome its isolation Or any suitable alternative.

Negatives Threat to jobs – due to cheaper wages being offered in other countries/economies Digital divide – hard to compete with those with advanced technologies Challenges to education – need to skill young people in e.g. languages and ICT Or any suitable alternative. Award [0] for responses not worthy of credit Level 1: ([1]–[3]) marks Answers may identify a few of the above points or focus only on a few of the positive or negative factors which may be related in a superficial way. The organisation and presentation of material may sometimes lack clarity and/or coherence. The use of specialist vocabulary is limited or inappropriately used. Spelling, punctuation and grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2: ([4]–[7]) marks Answers may identify some of the points listed with a brief assessment of each. Relevant material is organised appropriately and presented with sufficient clarity and coherence. There is some use of appropriate specialist vocabulary, and spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning. Level 3: ([8]–[10]) marks Answers will identify most of the points listed and provide a detailed explanation of each. Relevant material is organised and presented using an appropriate form and style of writing. There is a high degree of clarity and coherence. Specialist vocabulary is utilised in the relevant contexts and clarity of meaning is ensured through accurate spelling, punctuation and grammar.

AO3 [10]

Section C [10]

Total [40]

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Controlled Assessment

69



GUIDANCE ON CONTROLLED ASSESSMENT

70

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. 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. 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.

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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2010


Unit 1: Report 1

Unit 2: Report 2

[CODE]

SPECIMEN CONTROLLED ASSESSMENT TASKS

72

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 review them every two years. 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. Each task comprises three sub tasks: (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 four 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 fourteen 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 five hours. (AO3)

Two of the following tasks must be completed. Task 1 Investigate and write a report on one aspect of volunteering in your local community. Or Task 2 Investigate and write a report on one aspect of a healthy lifestyle for young people. Or Investigate and write a report on one aspect of work experience for young people in your local community.

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Instructions to candidates Sub-task 1: Introducing and planning your controlled assessment task (AO2) Identify and explain a reason for choosing the task Set out what you intend to find out through your investigation, including your expectations and

any assumptions you have regarding the outcome of the investigation Set out the various stages of the process you have designed and your plan of action Sub-task 2: Carrying out the investigation (AO3) Detail your process of gathering evidence, identifying and accounting for the people and/or

organisations you communicated with and explaining what part they played Explain in detail, with reasons, the tasks that you undertook in carrying out your investigation Set out clearly the evidence you gathered as a result of the investigation Identify and explain three conclusions that you could draw from your evidence Sub-task 3: Evaluation (AO3) Relate your conclusions to your original aim and any expected outcomes or assumptions you

may have had before undertaking the task Evaluate the process you set out in sub-task 1 and your subsequent actions in sub-task 2,

identifying those aspects which were successful and those which were less so Describe and explain any improvements that could be made to your investigation

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2010


Unit 1: Report 1

Unit 2: Report 2

[CODE]

SPECIMEN CONTROLLED ASSESSMENT MARK SCHEME

76

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. Where the quality of candidates’ Learning for Life and Work is not matched by the quality of written communication, marks awarded will not exceed the maximum for Level 2. 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. AO2 [6] marks Sub-task 1: Introducing and planning your controlled assessment task Award [0] for responses not worthy of credit. Level 1: [1]–[2] Candidates will present a basic outline of their intention in undertaking the task. There may be little reference to expectation of findings or any assumptions they may have about the particular aspect they have chosen. The process outlined may be sketchy. The organisation and presentation of material may sometimes lack clarity and/or coherence. The use of specialist vocabulary, where necessary, is limited or inappropriately used. Spelling, punctuation and/or grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2: [3]–[4] Candidates will present sufficient detail to demonstrate their understanding of the task they intend to undertake. The aim will be stated and include reference to their expected outcome and assumptions they may have about the particular aspect they have chosen. Content is organised appropriately and presented with sufficient clarity and coherence. There is some use of appropriate specialist vocabulary when necessary, and spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning.

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Level 3: [5]–[6] Candidates address in some detail all points required by the instructions. Content is organised and presented using an appropriate form and style of writing. There is a high degree of clarity and coherence. Specialist vocabulary is utilised when necessary, and clarity of meaning is ensured through accurate spelling, punctuation and grammar. AO3 [15] marks Sub-task 2: Carrying out the investigation Award [0] for responses not worthy of credit. Level 1: [1]–[5] Candidates will present a basic outline of the process they engaged in when undertaking the task. Their sources of evidence are limited with little reference to the detail required in the instructions to candidates. Organisation and presentation of evidence may lack clarity and/or coherence and there may be a single conclusion. The use of specialist vocabulary, where necessary, is limited or inappropriately used. Spelling, punctuation and/or grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2: [6]–[10] Candidates will present sufficient detail to demonstrate their understanding and ability to undertake the process set out under sub-task 1. The report will reference the people/organisations from which evidence was gathered, and the evidence itself will be organised appropriately and presented with sufficient clarity and coherence. Three conclusions will be presented, but overall, the required explanations may be limited in detail. Appropriate specialist vocabulary will be used when necessary, and spelling, punctuation and grammar are sufficiently accurate to ensure clarity of meaning. Level 3: [11]–[15] Candidates will present a detailed report which demonstrates a high level of understanding and ability to undertake the process set out under sub-task 1. The report will detail the people/organisations from which evidence was gathered, and the evidence itself will be very well organised and presented with clarity and coherence. At the top end of the band, three conclusions will be set out with an appropriate explanation for each. At the lower end of the band the three explanations may lack some detail; alternatively the explanations across the three conclusions may be uneven. Appropriate specialist vocabulary will be used when necessary, and meaning is ensured through accurate spelling, punctuation and grammar.

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AO3 [9] marks Sub-task 3: Evaluation Award [0] for responses not worthy of credit. Level 1: [1]–[3] There may be little if any reference to the relationship between candidates’ original aim and/or expectations or assumptions. The evaluation will be limited in both detail and standard of the outcome. There will be reference to the positive aspects of candidates’ investigation but little, if any identification of the less successful aspects. Ability to describe ways in which the processes could be improved will be limited. The use of specialist vocabulary, where necessary, will be limited or inappropriately used. Spelling, punctuation and/or grammar may contain a number of inaccuracies and be such that intended meaning is not always clear. Level 2: [4]–[6] Candidates will present sufficient detail to demonstrate their ability to reflect on the evidence gathered in relation to their aim and expected outcomes or assumptions. Evaluation of the processes undertaken to gather the evidence will be mostly satisfactory and both positive and less positive aspects of the activity will be identified. Some possible improvements in the processes undertaken may be described, but without relevant explanation. The evaluation will be organised appropriately and presented with sufficient clarity and coherence. Appropriate specialist vocabulary will be used when necessary, and spelling, punctuation and grammar will be sufficiently accurate to ensure clarity of meaning. Level 3: [7]–[9] Candidates will present a detailed evaluation which demonstrates a high level of understanding and ability to reflect on and assess the processes undertaken throughout the controlled assessment task. Positive and less positive aspects of the processes will be identified and commented upon. Ways in which the less positive aspects of the process could be improved will be identified, described and explained as necessary. Presentation of the explanation will be clear and coherent. Appropriate specialist vocabulary will be used when necessary, and meaning is ensured through accurate spelling, punctuation and grammar.

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