GCSE Child Development DesignVersion

GCSE

For first teaching from September 2017For first assessment in Summer 2018For first award in Summer 2019Subject Code: 3330

CCEA GCSE Specification in

Home Economics:Child Development

Contents

1 Introduction 3

1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations

4

2 Specification at a Glance

5

3 Subject Content 7

3.1 Unit1:Parenthood,PregnancyandtheNewbornBaby 73.2 Unit2:TheDevelopmentoftheChild(0–5years) 123.3 Unit3:InvestigationTask 19 4 Scheme of Assessment 21

4.1 Assessmentopportunities 214.2 Assessmentobjectives 214.3 Assessmentobjectiveweightings 214.4 Qualityofwrittencommunication 224.5 Reportingandgrading

22

5 Grade Descriptions

23

6 Guidance on Controlled Assessment 24

6.1 Controlledassessmentreview 246.2 Skillsassessedbycontrolledassessment 246.3 Levelofcontrol 246.4 Tasksetting 246.5 Tasktaking 256.6 Taskmarking 266.7 Internalstandardisation 276.8 Moderation 286.9 Drafting/Redrafting

28

7 Curriculum Objectives 29

7.1 Cross-CurricularSkillsatKeyStage4 297.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4

30

8 Links and Support 32

8.1 Support 328.2 Examinationentries 328.3 Equalityandinclusion 328.4 Contactdetails 33

Appendix 1 GlossaryofTermsforControlledAssessmentRegulations

34

Appendix 2 AssessmentCriteriaforUnit3:InvestigationTask

36

SubjectCodeQAN

3330603/0737/7

ACCEAPublication©2016

Thisspecificationisavailableonlineatwww.ccea.org.uk

CCEAGCSEHomeEconomics:ChildDevelopmentfromSeptember2017

3

1 Introduction

ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinHomeEconomics:ChildDevelopment.Wehavedesignedthisspecificationtomeettherequirementsof:

• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisaunitisedcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:

• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk


4

1.1 Aims

Thisspecificationaimstoencouragestudentsto:

• followabroad,coherentandworthwhilecourseofstudy;• developtheknowledge,understandingandskills(includingpracticalskills)requiredforworkingintheareaofchilddevelopment;

• understandpregnancy,parentalresponsibilitiesandyoungchildren’soverallneeds;

• understandhowimportantitistomaintainahealthylifestyle;• developtheirknowledgeandunderstandingofhumanneedsinamulticulturalsociety;

• increasetheirknowledgeandunderstandingofrelevanttechnologicalandscientificdevelopments;

• developacriticalandanalyticalapproachtodecisionmakingandproblemsolving;• examineissuesthataffectthequalityofhumanlife,includinganappreciationofdiversity;

• evaluatedecisionssothattheydevelopasinformedanddiscerningconsumers;• makeinformeddecisionsaboutfurtherlearningopportunitiesandcareerchoices;and• engageactivelyinstudyingchilddevelopmenttodevelopaseffectiveandindependentstudents.

1.2 Key features

Thefollowingareimportantfeaturesofthisspecification.

• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.

• Itprovidesasoundbasisforthefurtherstudyofrelatedsubjects. • Thespecificationisaimedprimarilyatstudentsaged14–16years. • Itgivesstudentsopportunitiestoapplytheirknowledgeandunderstandinginavarietyofcontexts.

1.3 Prior attainment

Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.StudentsarenotrequiredtohaveanypriorexperienceofHomeEconomics.1.4 Classification codes and subject combinations

Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis3330.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.


5

2 Specification at a Glance

ThetablebelowsummarisesthestructureofthisGCSEcourse.

Content

Assessment Weightings Availability

Unit1:Parenthood,PregnancyandtheNewbornBaby

Externalwrittenexamination1hour15mins75marksThepaperincludesmultiple-choice,shortandstructuredquestions,andquestionsrequiringextendedwriting.

30%

Summerfrom2018

Unit2:TheDevelopmentoftheChild(0–5Years)

Externalwrittenexamination1hour15mins75marksThepaperincludesmultiple-choice,shortandstructuredquestions,andquestionsrequiringextendedwriting.

30% Summerfrom2019


6

Content

Assessment Weightings Availability

Unit3:InvestigationTask

Controlledassessment100marksStudentscompleteonetaskfromachoiceoftwo.Thetaskhasthefollowingparts:

• PartA:AnalysisandJustification;

• PartB:SecondaryResearchandAnalysisofOwnViewpoint;

• PartC:ConclusionsandEvaluationofPartsAandB;

• PartD:PlanningandOutcome;and

• PartE:EvaluationofPlanningandOutcome.

Studentspresentthewrittenreportonthetaskintherequiredformat.

Teachersmarkthetask,andwemoderatetheresults.

40% Summerfrom2019Wewillissuethetitleofthetaskon1Septemberoftheacademicyearinwhichtheawardistobemade.

Studentsmusttakeatleast40percentoftheassessment(basedonunitweightings)attheendofthecourseasterminalassessment.


7

3 Subject Content

Wehavedividedthiscourseintothreeunits.Thecontentofeachunitandtherespectivelearningoutcomesappearbelow.3.1 Unit 1: Parenthood, Pregnancy and the

Newborn Baby

Inthisunit,studentslearnaboutparentalresponsibilities,thedevelopmentofahealthypregnancy,thestagesoflabour,birth,andthecareofanewbornbaby.

Content

LearningOutcomes

Thefamilyandparentalresponsibilities

Studentsshouldbeableto:

• discussfamilymembers’rolesandresponsibilities;• discusshowfamilymembersinfluencethechild’sdevelopment;

• discussthefactorsthataffectthedecisiontohaveababy;• assesshowhavingababyaffectsfamilylife;

• demonstrateunderstandingofchildren’srights,parentalresponsibilitiesandtheUNConventionontheRightsoftheChild;

Reproduction • identifythepartsofthefemaleandmalereproductivesystems;

• demonstrateknowledgeofthefunctionsofthefemaleandmalereproductivesystems;

• explainhowthemenstrualcycleworks;

• explainconception;and• explainthefunctionsofthefollowinghormonesduringpregnancyandchildbirth:- progesterone;- oxytocin;- oestrogen;and- prolactin.


8

Content

LearningOutcomes

Reproduction(cont.)


• evaluatefamilyplanningmethodsandassessthebenefitsoffamilyplanning;

• listthecausesofanddescribethetreatmentsformaleandfemaleinfertility;

Pregnancy

• identifythesignsofpregnancyandhowitisconfirmed;

• explainthefollowingminorproblemsassociatedwithpregnancy:- heartburn;- nausea;- tastesandcravings;- constipation;- varicoseveins;- dentalproblems;- oedema;- backache;and- emotionalchanges;

• discussectopicpregnancyandmiscarriage;

• discussthedifferencebetweenidenticalandnon-identicaltwins;

• recognisethestagesofdevelopmentoftheembryoatweek6andthefetusatweeks20and40;

• describethedevelopmentofthefetusatweek14andatweek28;

• discusshealthybraindevelopmentinthewomb;and

• explainthefunctionofthefollowingpartsofthepregnancysupportsystemintheuterus:- placenta;- amnioticsacandfluid;- cervix;and- umbilicalcord.


9

Content

LearningOutcomes

Pregnancy(cont.)


• discusshowantenatalcarebenefitsthemother;

• identifythefollowingtestsandcheckscarriedoutatantenatalappointmentsandexplaintheimportanceofeach:- urinetest;- bloodtest;- bloodpressuretest(highorlow,andcheckingfor pre-eclampsia);- weightcheck;- baby’sheartbeatcheck;and- screeningtests;

• discusstheroleofapartnerduringpregnancy;

• describetheroleofthefollowinghealthprofessionalsduringpregnancyandbirth:- doctor(GP);- sonographer;- midwife;- obstetrician;- paediatrician;and- gynaecologist;

Dietandlifestyleduringpregnancy

• discusscurrentgovernmentnutritionaladviceanditsrelationshiptoahealthypregnancy;

• explainwhichfoodstoavoidduringpregnancy;

• analyseandevaluatearangeofmealsforapregnantwoman;

• demonstrateknowledgeandunderstandingoffoodsafetyandhygienepracticeswhenstoring,preparingandcookingfoodsforpregnantwomen;and

• analysehowalcoholconsumption,drugtakingandsmokingaffecttheunbornbaby.


10

Content

LearningOutcomes

Dietandlifestyleduringpregnancy(cont.)


• explainhowthefollowingdiseasesaffecttheunbornbaby:- rubella;- chickenpox;- listeriosis;and- toxoplasmosis;

Birth

• discussthethreestagesoflabour;

• evaluatethefollowingbirthoptions:- homebirth;and- hospitalbirth;

• evaluatethetypesofpainreliefavailableduringlabour,includingmedicalandcomplementary;

• describethefollowingtypesofdelivery:- induction;- breech;- forceps;- caesarean;and- ventouseextraction;

• analysetheroleofthebirthingpartner;

Thenewbornbaby

• describetheappearanceandphysicalconditionofanewbornbaby,including:- averageweight;- lengthandheadcircumference;- skinandbirthmarks;- fontanelle;and- Apgarscore;and

• identifyanddescribethefollowingreflexesofanewbornbaby:- suckingandswallowing;- rooting;- grasping;- Moroandstartle;and- stepping.


11

Content

LearningOutcomes

Thenewbornbaby(cont.)


• describehowtomeetthefollowingneedsofababy:- warm,safeandcleanenvironment;- sleep;- food;- freshair;- loveandcomfort;and- clothing;

• explainthepostnatalchecksformotherandbaby;

• describethesymptomsofpostnataldepression;

• explainhowtohelppreventsuddeninfantdeathsyndrome(SIDS);

• explainthefactorstoconsiderwhenchoosingclothingandequipmentforababy;

• identifytheinformationoncarelabelsfoundonbabies’clothing;

• explainhowtheConsumerRightsAct2015protectstheconsumerwhenbuyingequipmentforababy;

• identifyqualitymarksusedonclothingandequipmentforababyandexplaintheirbenefitstotheconsumer;

Feedingthenewbornbaby

• explainhowbreastfeedingworks;

• describehowtomakeaformulafeed;

• identifythesterilisationmethodsforbottlefeeding;and

• evaluatefeedingoptions.


12

3.2 Unit 2: The Development of the Child (0–5 Years)

Inthisunit,studentslearnabouttheneedsofachildandtheimportanceofallaspectsofachild’shealthanddevelopmentfrom0–5years.Wherepossibleandappropriate,thisunit’ssubjectcontentshouldbeinterrelatedwiththeUnit1subjectcontent.

Content LearningOutcomes

Dietaryneedsofthechild(0–5years)


• explainthefunctionsandsourcesofthefollowingnutrients:- protein;- fats;- carbohydrates;- calcium;- iron;- vitaminsA,CandD;and- otherdietaryconstituents,includingfibreandwater;

• demonstrateknowledgeandunderstandingofthecurrentgovernmentdietaryguidelinesforchildren;

• evaluatearangeoffoodsforachild,takingaccountofcurrentgovernmentdietaryguidelines;

• describethestagesofweaning;and• demonstrateknowledgeandunderstandingofthefollowing:- obesity;- foodrefusal;- lactoseintolerance;and- allergicreactionstofood.


13

Content LearningOutcomes

Dietaryneedsofthechild(0–5years)(cont.)


• explainthefollowingfactorstoconsiderwhenplanningmealsandchoosingfood:- theEatwellGuide;- advertisingoffoodproducts,includingstrategies targetingchildren;- readingandunderstandinginformationonfoodlabels;- specialdietaryrequirements;- thecarer’sbudget,timeandskills;- thechild’sageandstageofdevelopment;and- aestheticsandthechild’sfoodpreferences;

Childhealthandeducation

• describethesafetymeasuresthatparentsandcarersshouldtaketocreateasafeenvironmentinthefollowingcontexts:- inthehome;- inthegarden;- onthebeach;- inthecar;and- asapedestrianontheroad;

• identifythefollowingtypesofaccidentsthatcanoccurinthecontextsabove:- falls;- choking;- cutsandbruises;- burnsandscalds;and- poisoning;

• discusshowtopreventtheseaccidents;

• identifythesymptomsofthefollowinginfectiousdiseases:- meningitis;- measles;- mumps;- rubella;- chickenpox;and- whoopingcough;and

• assesstheimportanceofimmunisationforchildren.


14

Content

LearningOutcomes

Childhealthandeducation(cont.)


• discussthefollowingfactorstoconsiderwhencaringforasickchildathome:- thetypesofthermometerusedtotaketemperature;- howtoadministermedication;and- howtoprovideacomfortableenvironment;

• explainhowtoprepareachildforahospitalstay;

• demonstrateunderstandingofthecircumstancesinwhichmedicalhelpshouldbesoughtforachild;

• identifyandevaluatethefollowingchildcareoptions:- childminder;- daynursery;- relative;and- crèche;

• discussthebenefitstoachildofattendingthefollowing:- aparentandtoddlergroup;- nurseryschool;and- playgroup;

• justifyusinganamedchildcareoptionwithinagivencontext;

• discusshowtoprepareachildforstartingschool;

• explainhowthefollowingagenciesmaysupportfamilies:- ParentingNI;- theNorthernIrelandChildmindingAssociation(NICMA); and- EarlyYears–theorganisationforyoungchildren;and

• describehowthefollowinghealthprofessionalssupportamotherandchild:- doctor(GP);- healthvisitor;- speechandlanguagetherapist;and- paediatrician.


15

Content

LearningOutcomes

Childdevelopment


• discussthefollowingfactorsinfluencingchilddevelopment:- anurturingenvironment;- positiverolemodels;- thevalueofeducationasperceivedbythechild’sfamily;- age-appropriateexperiences;and- passingonfamilytraditions;

• demonstrateknowledgeandunderstandingofthelinksacrossthefollowingareasofdevelopment:- socialdevelopment;- physicaldevelopment;- intellectualdevelopment;- communicationdevelopment;and- emotionaldevelopment;

• demonstrateknowledgeandunderstandingofcentilecharts;

• assesshowachildwithspecialneedsaffectsfamilylife:- pressuresonfamilytime;- alterationsrequiredtothehome;- additionalmedicalprovision;- financialconsiderations;and- effectonrelationships;and

Socialdevelopment

• demonstrateknowledgeandunderstandingofthefollowingsocialskillsandhowparents,carersandfamilymemberscannurturethem:- sharing;- takingturns;- followingrules;- co-operating;- usinggoodmanners;and- beingcleanandtidy.


16

Content

LearningOutcomes

Socialdevelopment(cont.)


• identifyandexplainthefollowingstagesofplay:- solitary;- parallel;- looking-on;- joining-in;and- co-operative;

• analysetheroleofparents,carersandfamilymembersin promotingpositivebehaviour;

• evaluatewaysofmanagingunacceptablebehaviour;

• demonstrateknowledgeandunderstandingoftheroleof parents,carersandfamilymembersinpromoting independence;

Physicaldevelopment

• demonstrateknowledgeandunderstandingofthedevelopmentofthefollowinggrossmotorskills:- headcontrol;- learningtosit;- theproneposition;and- learningtowalk;

• demonstrateknowledgeandunderstandingofthedevelopmentoffinemotorskills;

• describethedevelopmentofhealthyteeth,includingthefactorsthatmayaffecttheirdevelopment;

• describehowtorelieveteethingdiscomfort;

• discusshowtoencouragesuccessfultoilettraining;and

• explainthefactorstoconsiderwhenchoosingappropriateclothingandfootwearforachild.


17

Content

LearningOutcomes

Intellectualdevelopment


• discusshowtopromotehealthybraindevelopment;

• identifyandexplainthebenefitsofthefollowingtypesofplayforthechild’soveralldevelopment;- creative;- imaginative;- physical;and- manipulative;

• discusstheroleofthefollowinginmeetingthechild’sintellectualneeds:- books;- toys;- playmaterials;- games;- singing;- music;and- technology;

• identifyanddescribethestagesinthedevelopmentofdrawing;

• demonstrateknowledgeandunderstandingofthestagesofnumberdevelopmentandhowtopromotethisdevelopment;

Communicationdevelopment

• demonstrateknowledgeandunderstandingofhowcommunicationdevelops,including:- prelinguisticcommunication;and- linguisticcommunication;and

• explainhowtopromotethedevelopmentofcommunication.


18

Content

LearningOutcomes

Communicationdevelopment(cont.)


• identifythefollowingbarrierstocommunication:- deafness;- visualimpairment;- speechdisorder;- reluctancetospeak;and- communicationskilllevelofparents,carersandfamily members;and

• discussthefollowingwaystoovercomethesebarriers:- medicalintervention;- supportfromhealthprofessionals;- astimulatingenvironment;- freedomofexpression;and- exposuretopositiveverbalandnon-verbalformsof communication;

Emotionaldevelopment

• demonstrateknowledgeandunderstandingofwaystopromotepositiveemotionalwell-being;and

• analysehowlifeeventsaffectemotionaldevelopmentanddiscusshowtomanagethisimpact.


19

3.3 Unit 3: Investigation Task

Inthisunit,studentscarryoutataskthatdevelopsuniquetransferableskills.Studentsusethegiventasktitletochooseoneissueforfurtherresearch.Theyplanandcarryoutactivitiestoproduceanoutcomeandthenevaluateallaspectsofthetask.

Content

LearningOutcomes

Investigationtask


• demonstrateknowledge,understandingandskillsby:- analysingthetasktitleandjustifyingtheirchoiceofissuefor furtherresearch;- researchingtheissueusingsecondarysourcesandanalysing theirownviewpoint;- formingconclusionstotheirresearchandevaluatingtheir analysisandresearch;- planningacourseofactionfortheoutcome;- carryingoutpracticalactivitiestoproduceanoutcome;and- evaluatingtheirplanningandoutcome.

Studentsmustcompleteallparts.

PartofTask Description

SkillsandCapabilities

PartA:AnalysisandJustification300words

Studentsmust:

• analysethetasktitle,identifyingarangeofissuesrelatedtothetitle;

• justifytheirchoiceofoneissueforfurtherresearch;

Communication

WorkingwithOthers

ProblemSolving

ManagingInformation

PartB:SecondaryResearchandAnalysisofOwnViewpoint1200words

• researchtheissueusingarangeofsecondarysources;

• selectandapplyrelevantinformationeffectively;and

• analysetheirownviewpointontheissue.

Communication

UsingICT

ProblemSolving

ManagingInformation


20

PartofTask Description

SkillsandCapabilities

PartC:ConclusionsandEvaluationofPartsAandB750words

Studentsmust:

• presentconclusionsbasedonareviewoftheirresearch;

• evaluatetheirownperformanceincarryingoutthetaskanalysisandresearch;

Communication

ProblemSolving

ManagingInformation

PartD:PlanningandOutcome375words

• produceaplanofaction,including:- sequencingtheactivitiesrequired;and- identifyingalltheresourcesthatthey

needtocarryoutthetask;

• produceanoutcomethatmeetstherequirementsandhasahighstandardoffinishandpresentation;

Communication

UsingMathematics

Self-Management

ManagingInformation

BeingCreative

PartE:EvaluationofPlanningandOutcome375words

• evaluatetheirownperformanceinplanningandproducingtheoutcome,including:- identifyingstrengthsandweaknesses; and- suggestingimprovements;

Communication

Self-Management

ProblemSolving

ManagingInformation

Presentation • presenttheirtaskonsingle-sidedA4sheets;

• includeabibliographytoreferenceallthesourcesthattheyusedinthetask;

• securetheircompletedtaskinaflatA4projectfile;and

• notexceedthewordlimit.

Communication

UsingICT

Self-Management

ManagingInformation


21

4 Scheme of Assessment

4.1 Assessment opportunities

Fortheavailabilityofexaminationsandcontrolledassessment,seeSection2.Therewillbeoneexaminationserieseachyear,inSummer.Thisisaunitisedspecification;candidatesmustcompleteatleast40percentoftheoverallassessmentrequirementsattheendofthecourse,intheexaminationseriesinwhichtheyrequestafinalsubjectgrade.Thisistheterminalrule.Candidatesmayresitindividualassessmentunitsoncebeforecash-in.ThebetterofthetworesultswillcounttowardstheirfinalGCSEgradeunlessaunitisrequiredtomeetthe40percentterminalrule.Ifitis,themorerecentmarkwillcount(whetherornotitisthebetterresult).ResultsforindividualassessmentunitsremainavailabletocounttowardsaGCSEqualificationuntilwewithdrawthespecification.4.2 Assessment objectives

Therearethreeassessmentobjectivesforthisspecification.Candidatesmust:

AO1 recall,selectandcommunicatetheirknowledgeandunderstandingofarangeofcontexts;

AO2 applyknowledge,understandingandskillsinavarietyofcontextsandinplanningandcarryingoutinvestigationsandtasks;and

AO3 analyseandevaluateinformation,sourcesandevidence;makereasonedjudgementsandpresentconclusions.

4.3 Assessment objective weightings

ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.

AssessmentObjective

UnitWeighting(%) OverallWeighting(%)

ExternalAssessment ControlledAssessment

Unit1 Unit2 Unit3

AO1 10 10 10 30

AO2 12.5 12.5 20 45

AO3 7.5 7.5 10 25

TotalWeighting 30 30 40 100


22

4.4 Quality of written communication

InGCSEHomeEconomics:ChildDevelopment,candidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:

• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;

• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and

• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.

Qualityofwrittencommunicationisassessedinresponsestoquestionsandtasksthatrequireextendedwriting.4.5 Reporting and grading

Wereporttheresultsofindividualassessmentunitsonauniformmarkscalethatreflectstheassessmentweightingofeachunit.Wedeterminethegradesawardedbyaggregatingtheuniformmarksthatcandidatesobtaininindividualassessmentunits.WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:

Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).


23

5 Grade Descriptions

Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.

Grade

Description

A Candidatesrecall,selectandcommunicatedetailedknowledgeandthoroughunderstandingofchilddevelopment.Theyapplyrelevantknowledge,understandingandskillsinavarietyofcontextstoplanandcarryoutinvestigationsandtasks,workingsafelyandwithahighdegreeofprecision.Theyanalyseandevaluatetheevidenceavailable,reviewingandadaptingtheirmethodswhennecessary.Theypresentinformationclearlyandaccurately,makingreasonedjudgementsandpresentingsubstantiatedconclusions.

C Candidatesrecall,selectandcommunicatesoundknowledgeandunderstandingofaspectsofchilddevelopment.Theyapplysuitableknowledge,understandingandskillsinavarietyofcontextstoplanandcarryoutinvestigationsandtasks,workingsafelyandwithprecision.Theyreviewtheevidenceavailable,analysingandevaluatingsomeoftheinformationclearly,andwithsomeaccuracy.Theymakejudgementsanddrawappropriateconclusions.

F Candidatesrecall,selectandcommunicateknowledgeandunderstandingofbasicaspectsofchilddevelopment.Theyapplybasicknowledge,understandingandskillstoplanandcarryoutsimpleinvestigationsandtasks,withanawarenessoftheneedforsafetyandprecision.Theyreviewtheevidenceavailableandmaydrawbasicconclusions.


24

6 Guidance on Controlled Assessment

6.1 Controlled assessment review

Everyyearwewillissuetwocontrolledassessmenttaskstoensurethattheycontinuetosetanappropriatechallengeandremainvalid,reliableandstimulating.Candidatesmustchooseoneofthetwotasks.Eachtaskisonlyavailableforasingleassessmentopportunity. 6.2 Skills assessed by controlled assessment

Teachersmustassessthefollowingskillsthroughcontrolledassessment:

• analysingissuesandproblems;• identifying,gatheringandrecordingrelevantinformationandevidence;• analysingandevaluatingevidence;• makingreasonedjudgementsandpresentingconclusions;• planningandcarryingoutpracticalactivities;and• evaluatingoutcomes. 6.3 Level of control

RulesforcontrolledassessmentinGCSEHomeEconomics:ChildDevelopmentaredefinedforthethreestagesoftheassessment:

• tasksetting;• tasktaking;and• taskmarking. 6.4 Task setting Thelevelofcontrolfortasksettingishigh.Thismeansthatwesetthetasks.Wewillprovidecentreswithdetailsofcontrolledassessmenttasksandguidanceonhowtocompleteandsubmitthem.


25

6.5 Task taking

Thelevelofcontrolforallpartsofthetaskismedium.

AreasofControl DetailofControl

Supervision • Candidatesshouldcompleteallworkunderinformalsupervision.

• Teachersmustensurethatcandidatesacknowledgeandreferenceanysourcesthattheyuseintheirtextandincludeadetailedbibliography.

Feedback • Teachersmustguideandsupervisecandidatesonthefollowing:- monitoringprogress;- preventingplagiarism;- ensuringcompliancewithhealthandsafety requirements;and- ensuringthatworkiscompletedinaccordancewiththis specification’srequirements.

• Teachersmustassessworkinaccordancewiththeproceduresandmarkingcriteria.

• Ifcandidatesrequiresupportandguidance,teachersmustreflectthisinthemarkbandthattheyselectintheassessmentcriteriagridandinthemarksthattheyaward.

Resources • Candidates’accesstoresourcesisdeterminedbythoseavailabletothecentre.

• Centresshouldlimitcandidates’accesstotheresourcesthattheyneedforthetask.

• Candidatesmustreferenceallonlineresources.


26

AreasofControl DetailofControl

WordLimit • Thewordlimitforthetaskis3000words,notincludingthebibliographyorreferencingofsecondarysources.Anoveralltoleranceof+10%willbeaccepted.

• Candidatesmuststateawordcountforeachsection,alongwithanoveralltotalwordcount.Thefollowingguidanceisprovidedonlytohelpachievethewordlimit.

• Wordlimitsforthetaskare:- PartA:AnalysisandJustification–300wordsmaximum;- PartB:SecondaryResearchandAnalysisofOwn Viewpoint–1200wordsmaximum;- PartC:ConclusionsandEvaluationofPartsAandB– 750wordsmaximum;- PartD:PlanningandOutcome–375wordsmaximum; and- PartE:EvaluationofPlanningandOutcome– 375wordsmaximum.

Collaboration • Candidates’workmaybeinformedbyworkingwithothersforPartA:Analysis,buteachcandidatemustprovideanindividualresponse.

Authenticity • Teachersauthenticatetheworktoconfirmthatit:- issolelythatofthecandidateconcerned;and- wascompletedundertherequiredconditions.

6.6 Task marking

Thelevelofcontrolfortaskmarkingismedium.Teachersmarkthecontrolledassessmenttaskusingassessmentcriteriathatweprovide.(SeeAppendix2fortheassessmentcriteriaforUnit3.)Theyshoulduseprofessionaljudgementtoselectandapplythecriteriaineachsuccessivemarkbandappropriatelyandfairlytocandidates’work.Theyshouldfollowa‘bestfit’approachwhenselectingacandidate’smark,makingallowanceforbalancingstrengthsandweaknessesineachresponse.


27

Whenmakingjudgements,theyshouldfollowtheproceduresetoutbelow:

• makeabroadjudgementbyidentifyingthemarkbandthatbestdescribesthecandidate’sachievement;and

• refinethisinitialjudgement.Forexample,ifateacherdecidesthattheworkbestfitsMarkBand4(19–24marks),thentorefinethisdecision,theyshouldconsiderthefollowing:

• ifthecandidatehasonlyjustfulfilledthecriteria,thentheworkislikelytobeworth19–20marks,thebottomofthemarkband;

• ifthecandidatefulfilsmostofthecriteriainareasonablycompetentmanner,thentheworkislikelytobeworth21–22marks,themiddleofthemarkband;and

• ifthecandidatefulfilsthecriteriacompletelyandthereissomeevidenceofachievingthehighermarkband,thentheworkmaybejudgedtobeworth23–24marks,thetopofthemarkband.

Teachersmustannotatethecandidate’sworkindetailtoensurefairnessforthecandidateandtoassistwiththemoderationprocess.Annotationshouldtaketheformof:

• summativecommentsonthework,usuallyattheend,andontheCandidateRecordSheet;and

• keypiecesofevidenceidentifiedthroughouttheworkbyannotationeitherinthemarginorinthetext.

Teachersmustensurethattheworktheymarkisthecandidate’sown.Forup-to-dateadviceonplagiarism,oranykindofcandidatemalpractice,seeSuspectedMalpracticeinExaminationsandAssessments:PoliciesandProceduresontheJointCouncilforQualificationswebsiteatwww.jcq.org.uk6.7 Internal standardisation

Centreswithmorethanoneteachinggroupmustcarryoutinternalstandardisationofcontrolledassessmenttasksbeforesubmittingtheirmarkstous.Thisistoensure,asfaraspossible,thateachteacherhasappliedtheassessmentcriteriaconsistentlywhenmarkingassessments.Centresmayneedtoadjustanindividualteacher’smarking:

• tobringassessmentsintolinewiththoseofotherteachersinthecentre;and• tomatchthestandardsestablishedattheagreementtrial.Ifmarksdochange,centresmustamendthefinalmarkontheirCandidateRecordSheet.


28

6.8 Moderation

CentresmustsubmittheirmarksandsamplestousbyMayinanyyear.Wemayadjustcentres’markingtobringtheassessmentofthecandidates’workintolinewithouragreedstandards.Weissuefullinstructionseachyearon:

• ourmoderationprocedures;• whichsampleswerequire;and• thedeadlinesforsubmittingmarksandsamplestous.

Teachersandcentrestaffmaycontactusatanystageiftheyrequireadvice,assistanceorsupportrelatingtoanyaspectofcontrolledassessment.6.9 Drafting/Redrafting

Teachersmustnotcorrectcandidates’workindetailandreturnittothemtowriteupafaircopy.Responsibilityfordraftingapieceofworktowardscompletionliesentirelywiththecandidate.Onceacandidatehassubmittedthecontrolledassessmentandithasbeenawardedamark,thatmarkisfinal.Thecandidatemaynotcarryoutfurtherwork.SeeAppendix1foraglossaryofcontrolledassessmentterms.Formoredetails,seetheJointCouncilforQualificationsdocumentInstructionsforConductingControlledAssessments,availableatwww.jcq.org.uk


29

7 Curriculum Objectives

ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused.7.1 Cross-Curricular Skills at Key Stage 4

Communication


• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexamplediscussingtheimportanceofimmunisation;

• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexamplewritingextendedresponsestoquestions,andreviewingsecondaryresearchforthecontrolledassessmenttask;

• participateindiscussions,debatesandinterviews,forexampleevaluatingfeedingoptionsforababy;

• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleunderstandinginformationonfoodlabelsandreadinginstructionsforformulafeed;and

• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts,forexamplecarryingoutresearchusingarangeofsecondarysources.


30

UsingMathematics


• usemathematicallanguageandnotationwithconfidence,forexamplerecordingthetemperatureofbathwaterandbodytemperature;

• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexamplecalculatinghowthemenstrualcycleworks;

• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexamplecalculatingtheestimateddeliverydate;

• interpretandanalyseawiderangeofmathematicaldata,forexampleusingcentilecharts;

• assessprobabilityandriskinarangeofsimulatedandreal-lifecontexts,forexampleanalysingandevaluatingarangeofmealsforapregnantwoman,andassessingfoodsafetyandhygienepracticeswhenstoring,preparingandcookingfoodsforapregnantwoman;and

• presentmathematicaldatainavarietyofformatswhichtakeaccountofaudienceandpurpose,forexamplepresentingnutritionaldatafrominformationonfoodlabels.

UsingICT

Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexampleusingarangeofsecondarysourcesonlinewhenresearchingthecontrolledassessmenttasktitleandwhenanalysingtheinformationonfoodlabels.

7.2 Thinking Skills and Personal Capabilities at

Key Stage 4

Self-Management


• planwork,forexampleproducingaplanofactionfortheoutcome;• setpersonallearninggoalsandtargetstomeetdeadlines,forexampleplanningthecontrolledassessmenttasktomeetgivendeadlines;

• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexampleevaluatingtheplanningandproductionoftheoutcome;and

• effectivelymanagetheirtime,forexamplesequencingactivitiestoproducetheoutcome.


31

WorkingwithOthers


• learnwithandfromothersthroughco-operation,forexampleengagingindiscussionwiththeirteacherandpeerstodeveloptheirunderstandingoftherequirementsforthecontrolledassessmenttask;

• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexampleworkingwithotherstopreparearangeofhealthymealsforayoungchild;and

• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexamplediscussingtheroleofparentsandcarersinpromotingpositivebehaviour,andexplaininghowlifestylechoicesaffecttheunbornbaby.

ProblemSolving


• identifyandanalyserelationshipsandpatterns,forexamplerecognisingthechangingtrendsinfamilylife;

• proposejustifiedexplanations,forexampleevaluatingchildcareoptions;• reason,formopinionsandjustifytheirviews,forexampleevaluatingtheoutcome;

• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexampleanalysingtheuseofqualitymarksonproducts;

• analyseandevaluatemultipleperspectives,forexampleanalysingtheimportanceofconsumerprotectionlegislation;

• exploreunfamiliarviewswithoutprejudice,forexamplediscussingtherolesandresponsibilitiesoffamilymembersinadiversesociety;

• weighupoptionsandjustifydecisions,forexampleevaluatingbirthoptions;and• applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexamplemanagingunacceptablebehaviourinavarietyofcontextsandmanagingtheimpactoflifeeventsonachild’semotionaldevelopment.

AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.


32

8 Links and Support

8.1 Support

Thefollowingresourcesareavailabletosupportthisspecification:

• ourHomeEconomicsmicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.Wealsointendtoprovide:

• pastpapersandmarkschemes;• ChiefExaminer’sreports;• PrincipalModerator’sreports;• planningframeworks;• centresupportvisits;• supportdaysforteachers;• portfolioclinics;• agreementtrials;• controlledassessmentguidanceforteachers;• controlledassessmentguidanceforcandidates;• aresourcelist;and• exemplificationofexaminationperformance.

8.2 Examination entries

EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion

Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.


33

Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk8.4 Contact details

Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:

• SpecificationSupportOfficer:NolaFitzsimons(telephone:(028)90261200,extension2235,email:[email protected])

• SubjectOfficer:GlynisHenderson(telephone:(028)90261200,extension2138,email:[email protected])

• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])

• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])

• Distribution(telephone:(028)90261242,email:[email protected])

• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])

• Moderation(telephone:(028)90261200,extension2236,email:[email protected])

• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).


34

Appendix 1

Glossary of Terms for Controlled Assessment Regulations

Term Definition

Component

Adiscrete,assessableelementwithinacontrolledassessment/qualificationthatisnotitselfformallyreportedandforwhichtheawardingorganisationrecordsthemarksMaycontainoneormoretasks

Controlledassessment

Aformofinternalassessmentwherethecontrollevelsaresetforeachstageoftheassessmentprocess:tasksetting,tasktaking,andtaskmarking

Externalassessment

Aformofindependentassessmentinwhichquestionpapers,assignmentsandtasksaresetbytheawardingorganisation,takenunderspecifiedconditions(includingdetailedsupervisionandduration)andmarkedbytheawardingorganisation

Formalsupervision(Highlevelofcontrol)

Thecandidatemustbeindirectsightofthesupervisoratalltimes.Useofresourcesandinteractionwithothercandidatesistightlyprescribed.

Informalsupervision(Mediumlevelofcontrol)

Questions/Tasksareoutlined,theuseofresourcesisnottightlyprescribedandassessableoutcomesmaybeinformedbygroupwork.Supervisionisconfinedto:

• ensuringthatthecontributionsofindividualcandidatesarerecordedaccurately;and

• ensuringthatplagiarismdoesnottakeplace.Thesupervisormayprovidelimitedguidancetocandidates.

Limitedsupervision(Limitedlevelofcontrol)

Requirementsareclearlyspecified,butsomeworkmaybecompletedwithoutdirectsupervisionandwillnotcontributedirectlytoassessableoutcomes.


35

Term Definition

Markscheme

Aschemedetailinghowcreditistobeawardedinrelationtoaparticularunit,componentortaskNormallycharacterisesacceptableanswersorlevelsofresponsetoquestions/tasksorpartsofquestions/tasksandidentifiestheamountofcrediteachattractsMayalsoincludeinformationaboutunacceptableanswers

Task

Adiscreteelementofexternalorcontrolledassessmentthatmayincludeexaminations,assignments,practicalactivitiesandprojects

Taskmarking

Specifiesthewayinwhichcreditisawardedforcandidates’outcomesInvolvestheuseofmarkschemesand/ormarkingcriteriaproducedbytheawardingorganisation

Tasksetting

ThespecificationoftheassessmentrequirementsTasksmaybesetbyawardingorganisationsand/orteachers.Teacher-settasksmustbedevelopedinlinewithawardingorganisationspecifiedrequirements.

Tasktaking

Theconditionsforcandidatesupportandsupervision,andtheauthenticationofcandidates’workTasktakingmayinvolvedifferentparametersfromthoseusedintraditionalwrittenexaminations.Forexample,candidatesmaybeallowedsupervisedaccesstosourcessuchastheinternet.

Unit

ThesmallestpartofaqualificationthatisformallyreportedMaycompriseseparatelyassessedcomponents

App

endi

x 2

Ass

essm

ent C

riter

ia fo

r Uni

t 3: I

nves

tigat

ion

Task

PartofT

askan

dAs

sessmen

tObjectiv

e(s)

MarkBa

nd1

Mark

Rang

eMarkBa

nd2

Mark

Rang

eMarkBa

nd3

Mark

Rang

eMarkBa

nd4

Mark

Rang

e

OverallIm

pression

:Ba

sic

Usesspelling,

punctuationan

dthe

rulesofgrammarwith

someaccuracysothat

themeaningis

reason

ablyclear

Usesalim

ited

ran

geof

specialistterm

sap

prop

riately

Atthislevel,cand

idates

mayreq

uiresup

portand

guidan

ce

OverallIm

pression

:Ade

quate

Usesspelling,

punctuationan

dthe

rulesofgrammarwith

reason

ableaccuracyso

thatthe

meaningis

reason

ablyclear

Usesan

ade

quaterange

ofspe

cialistterm

sap

prop

riately

Atthislevel,cand

idates

mayreq

uireguida

nce

OverallIm

pression

:Co

mpe

tent

Usesspelling,

punctuationan

dthe

rulesofgrammarwith

considerab

leaccuracyso

thatthe

meaningis

reason

ablyclear

Usesago

odran

geof

specialistterm

sap

prop

riately

Atthislevel,cand

idates

mayreq

uirelittle

guidan

ce

OverallIm

pression

:HighlyCo

mpe

tent

Usesspelling,

punctuationan

dthe

rulesofgrammarwith

almostcomplete

accuracysothatthe

meaningisclear

Usesawiderangeof

specialistterm

sskilfully

andwithprecision

Atthislevel,cand

idates

workinde

pend

ently

CCEA GCSE Home Economics: Child Development from September 2017

36

PartofT

askan

dAs

sessmen

tObjectiv

e(s)

MarkBa

nd1

Mark

Rang

eMarkBa

nd2

Mark

Rang

eMarkBa

nd3

Mark

Rang

eMarkBa

nd4

Mark

Rang

e

PartA:

Analysisand

Justificatio

n

AO1,AO2an

dAO

3

Presen

tsabasic

unde

rstand

ingofso

me

issue

srelated

toth

etask

title,w

ithso

meob

viou

som

issions

1–3

Presen

tsanad

equa

te

unde

rstand

ingofissues

relatedtoth

etasktitle

4–6

Presen

tsacom

petent

unde

rstand

ingofara

nge

ofissuesre

latedtoth

etasktitle

7–9

Presen

tsahighly

compe

tent

unde

rstand

ingofawide

rangeofissuesre

latedto

thetasktitle

10–1

2

Presen

tsalimite

djustificatio

nofcho

iceof

theiss

uefo

rfurther

research

Presen

tsanad

equa

te

justificatio

nofcho

iceof

theiss

uefo

rfurther

research

Presen

tsacom

petent

justificatio

nofcho

iceof

theiss

uefo

rfurther

research

Presen

tsa

compreh

ensiv

ejustificatio

nofcho

iceof

theiss

uefo

rfurther

research

PartB:

Second

ary

Researchand

An

alysisof

OwnView

point

AO1,AO2an

dAO

3

Prod

ucesre

searchusin

glessth

anfo

urdifferen

ttype

sofsou

rceto

presen

tbasic

inform

ationrelatedto

theiss

ue

1–6

Prod

ucesre

searchusin

gaminim

umoffou

rdiffe

rentty

peso

fsou

rce

topresentade

quate

inform

ationrelatedto

theiss

ue

7–12

Prod

ucesre

searchusin

gaminim

umoffou

rdiffe

rentty

peso

fsou

rce

topresentand

app

ly

inform

ationrelatedto

theiss

ue

13–1

8Prod

ucesre

searchusin

gmorethan

fourdifferen

ttype

sofsou

rceto

presen

tand

app

ly

effectively,inform

ation

relatedtoth

eiss

ue

19–2

4

Statesownview

point

with

outa

nalysis

1–

2Statesownview

point,

with

somean

alysis

eviden

t

3–4

Prod

ucesacom

petent

analysisofown

view

point

5–6

Prod

ucesahighly

compe

tentana

lysis

of

ownview

point

7–8


37

PartofT

askan

dAs

sessmen

tObjectiv

e(s)

MarkBa

nd1

Mark

Rang

eMarkBa

nd2

Mark

Rang

eMarkBa

nd3

Mark

Rang

eMarkBa

nd4

Mark

Rang

e

PartC:

Conclusion

sand

Evalua

tionof

PartsA

and

B

AO1,AO2an

dAO3

Prod

ucesbasic

conclusion

stoalimited

review

ofresearch

1–3

Prod

ucessatisfactory

conclusion

stoan

adeq

uatereviewof

research

4–6

Prod

ucescom

petent

conclusion

stoagoo

dreview

ofresearch

7–9

Prod

uceshighly

compe

tentcon

clusions

toacom

preh

ensive

review

ofresearch

10–1

2

Prod

ucesabasic

evalua

tion

ofsom

easpe

ctsofthe

task,

whichiden

tifie

ssome

strengthsan

dweaknesses

1–3

Prod

ucesanad

equa

te

evalua

tion

ofa

llaspe

cts

ofthe

task,which

iden

tifie

ssomestrengths

andweaknesses,and

suggestsim

provem

ents

4–6

Prod

ucesacom

petent

evalua

tion

ofa

llaspe

cts

ofthe

task,which

iden

tifie

srelevant

strengthsan

dweaknesses,and

suggestsim

provem

ents

7–9

Prod

ucesahighly

compe

tentevaluationof

thetask,w

hichiden

tifie

sstrengthsan

dweaknessesindetail,an

dpe

rcep

tivelysuggests

improvem

ents

10–1

2

PartD:

Plan

ning

and

Outcome

AO1an

dAO2

Prod

ucesabasicplanof

action

tha

tiden

tifie

ssomeresourcesne

eded

tocarryoutthe

task

1–2

Prod

ucesasim

pleplan

ofactionthat

demon

stratessome

attempttosequ

enceand

iden

tifie

sresources

need

edtocarryou

tthe

task

3–4

Prod

ucesacom

petent

plan

ofa

ctionthat

demon

strates

sequ

encingand

iden

tifie

sresourcesne

eded

to

carryou

tthetask

5–6

Prod

ucesacon

cise,

logicalplanofactionthat

demon

strates

sequ

encingand

clearly

iden

tifie

sallthe

resourcesne

eded

to

carryou

tthetask

7–8

Prod

ucesabasic

outcom

ethatm

eetsthe

taskreq

uiremen

ts,w

ith

alim

ited

stand

ardof

finishan

dpresen

tation

1–3

Prod

ucesanad

equa

te

outcom

ethatm

eetsthe

taskreq

uiremen

ts,w

ith

areason

ablestand

ardof

finishan

dpresen

tation

4–6

Prod

ucesacom

petent

outcom

ethatclearly

meetsthe

task

requ

irem

ents,w

itha

good

stand

ardoffinish

andpresen

tation

7–9

Prod

ucesahighly

compe

tentoutcomethat

accuratelym

eetsthe

taskreq

uiremen

ts,w

ith

ahighstand

ardoffinish

andpresen

tation

10–1

2


38

PartofT

askan

dAs

sessmen

tObjectiv

e(s)

MarkBa

nd1

Mark

Rang

eMarkBa

nd2

Mark

Rang

eMarkBa

nd3

Mark

Rang

eMarkBa

nd4

Mark

Rang

e

PartE:

Evalua

tionof

Plan

ning

and

Outcome

AO1,AO2an

dAO3

Prod

ucesabasic

evalua

tion

ofp

lann

ing

foran

dprod

uction

ofthe

ou

tcom

e,which

iden

tifie

ssomestrengths

andweaknesses

1–2

Prod

ucesanad

equa

te

evalua

tion

ofp

lann

ing

foran

dprod

uction

ofthe

ou

tcom

e,which

iden

tifie

ssomestrengths

andweaknesses,and

suggestsim

provem

ents

3–4

Prod

ucesacom

petent

evalua

tion

ofp

lann

ing

foran

dprod

uction

ofthe

ou

tcom

e,which

iden

tifie

srelevant

strengthsan

dweaknesses,and

suggestsim

provem

ents

5–6

Prod

ucesahighly

compe

tentevaluationof

plan

ningfo

ran

dprod

uction

ofthe

ou

tcom

e,which

iden

tifie

sstrengthsan

dweaknessesindetail,an

dpe

rcep

tivelysuggests

improvem

ents

7–8

Presen

tation

Prod

ucesabasicrep

ort

thathasbeenorganised

withlim

ited

success

1Prod

ucesanad

equa

te

repo

rttha

tha

sbe

en

organisedconciselywith

somesuccess

2Prod

ucesacom

petent

repo

rttha

tha

sbe

en

organisedconcisely

3Prod

ucesahighly

compe

tentrep

ortthat

hasbe

enorgan

ised

cohe

rentlyand

con

cisely

4

Awardzerofo

rworkno

tworthyofcredit.

TotalM

arksAvailable

100


39

GCSE Child Development DesignVersion

Documents

Transcript of GCSE Child Development DesignVersion