qualifications development support

Issue 16 Autumn 2012

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If you have collected students’ scripts after an examination, you’ll be aware how much paper can be involved in a single school. Take hundreds of schools into account, and it’s clear that storing and transporting scripts requires a lot of time and space.

To provide a better service to schools, we have been developing, testing and piloting the use of online marking of scripts; in summer 2011, we marked 50,000 GCSE Mathematics and GCSE ICT scripts in this way. An added advantage of this is the introduction of automated, and therefore accurate, totalling of students’ marks.

In summer 2012, we increased the number of scripts we marked online to 90,000. We plan to continue adding more subjects into the programme and aim to mark 75 percent of candidates’ scripts online in a summer series within five years.

welcomecontentsqdsnewsletter | Issue 16 Autumn 2012

Unique CCEA

CCEA is a unique educational body in the UK, bringing together the three areas of curriculum, examinations and assessment.CCEA is responsible for:

Awarding Qualifications – as Northern Ireland’s leading awarding body, we offer a diverse range of qualifications at: Entry Level,Levels 1–3, GCSE, GCE, QCF, and BTEC Firsts and Nationals;

Monitoring Standards – ensuring that the qualifications and examinations offered by awarding bodies in Northern Ireland are of an appropriate quality and standard; and

Advising Government on what should be taught inNorthern Ireland’s schools and colleges.

QDS Newsletterqds newsletter is published by CCEA twice yearly. It provides teachers, lecturers and tutors in post-primary schools, colleges and other educational settings with up-to-date information on development and support matters relating to our full range of qualifications.

qds newsletter is published by CCEA, 29 Clarendon Road,Clarendon Dock, Belfast BT1 3BG. Tel. (028) 9026 1200, Fax (028) 9026 1234, Web: www.ccea.org.uk

For further information on the content in the qds newsletter, please contact the individual(s) named at the foot of each article. For editorial matters, please contact Doon Storey, Programme Manager, Examinations, at dstorey@ccea.org.uk or on (028) 9026 1221.

Welcome

Marking Candidates’ Examination Scripts The Future is Online Marking

GCSE Leisure and Tourism An Economic Sector that Continues to Grow

Special Educational Needs (SEN) Work Under Way on CCEA Qualifications Provision

New Examiner TrainingDelivering Training Online

New Entitlement Framework Qualifications Have you got your copy of ef@ccea?

GCSE Additional Mathematics Revised Specification

Occupational Studies New Units on the Way

The Rewards for Working with CCEA Why Become an Examiner or Moderator?

Grades A and A* at GCE Level Rules Governing the Award of the Top Grades

ICT Laying the Foundations for Success

Issue 16 Autumn 2012

I hope that you have had a restful holiday and are looking forward to the challenges of the new academic year.

There are important changes and new additions in the area of qualifications. We are focusing on qualifications provision for pupils with special educational needs including Entry Level. We are revising our GCSE Additional Mathematics specification, renaming itFurther Mathematics and aligning it more closely with the specification for GCSE Mathematics. We are also revising our popular Occupational Studies qualification.

We also highlight the growing success of leisure and tourism in the Northern Ireland economy, and the part that our GCSE Leisure and Tourism has in preparing local students to work in this rewarding and dynamic sector. The importance of the IT sector in Northern Ireland is featured along with information on our ICT general and applied qualifications provision at GCSE and GCE A Level.

We have opportunities for suitably qualified teachers to mark our examination papers and moderate assessments. The work is both professionally and financially rewarding – find out more on page 7.

We welcome your comments at any stage. Please contact the individual(s) named at the foot of each article or contact me by emailing aswann@ccea.org.uk or phoning (028) 9026 1202.

Amanda SwannManagerExaminations

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Marking Candidates’ Examination Scripts

The Future isOnline Marking

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InformationTo find out more about our new online marking system, please contact:• AmandaSwann

aswann@ccea.org.uk(028) 9026 1202

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GCSE Leisure and Tourism

Occupational Studies

Skilled ICT Professionals

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In Northern Ireland, tourism has the potential to make a significant contribution to our economic growth and to the social fabric. The programme of events and celebrations for 2012 aims to attract an additional 150,000 visitors, create over 600 new jobs and inject £24 million additional revenue into the local economy2.

At September 2011, tourism and leisure jobs accounted for 8% of all employee jobs in Northern Ireland3.

It is important that local students have the knowledge, understanding and skills they need to work in this rewarding and dynamic sector. Our GCSE Leisure and Tourism qualification can give them exciting and challenging opportunities to do just that. It is ideal preparation for those who want to go on to further study, training or work in the industry.

GCSE Leisure and Tourism

Information

An Economic Sectorthat Continues

to Grow

SourcesInformationTo find out more about ourGCSE Leisure and Tourism qualification:

• visit www.ccea.org.uk/leisure_tourism

• contact Margaret McMullan mmcmullan@ccea.org.uk (028) 9026 1200 ext 2285

Sources1 Inbound Tourism Trends Quarterly

(July 2012)2 Northern Ireland Tourist Board Annual

Report 2010/20113 Tourism Performance Estimates

Northern Ireland 2011 (Department of Enterprise, Trade and Investment, published 12 April 2012)

Even in this financial climate, the leisure and tourism sector is growing. In the year ending May 2012 the number of visitors tothe UK rose by 3% to 31.1 million; total spend rose to £18.2 billion, an annual growth of 6% (before inflation1).

Unit 4Leisure and Tourism Destinations(controlled assessment, 20 percent)

This unit focuses on:• exploring leisure and tourism destinations

within the UK, Europe and worldwide;• where people go in their leisure time and

why they select those destinations; and• the impact of tourism on communities and

environments.

Unit 1Introduction to Leisure and Tourism(external exam, 40 percent)

This unit focuses on:• the important part that leisure and tourism

play in today’s society; • facilities and organisations that make up the

industry, from leisure centres and theatres to travel agents and airlines;

• changes affecting the leisure and tourism industry; and

• the wide range of jobs available.

Unit 3Marketing in the Leisure andTourism Industry(controlled assessment, 20 percent)

This unit focuses on:• marketing within the leisure and tourism

industry, including market research techniques and target marketing strategies;

• investigating promotional techniques; and• producing promotional materials.

GCSE Leisure and Tourism consists of four units.

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Unit 2Customer Service in theLeisure and Tourism Industry(controlled assessment, 20 percent)

This unit focuses on:• why giving excellent customer service plays a

vital role in the leisure and tourism industry; and

• customer service skills, which students learn through theory, role play, or in real work environments.

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InformationWe have already sent copies of ef@ccea to schools. To order more copies contact Distribution on:• (028) 9026 1228

btrainor@ccea.org.uk

To read ef@ccea online, go to www.ccea.org.uk and follow the ‘Entitlement Framework’ link on the home page.

InformationTo find out more or share your views,please contact:

• Dr Elaine Hornerehorner@ccea.org.uk (028) 9026 1417

New Entitlement Framework Qualifications

Have you got your copy of ef@ccea?

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GCE:• Environmental Technology• Journalism in the Media and Communications Industry• Performing Arts• Software and Systems Development• Sports Science and the Active Leisure Industry

GCSE: • Agriculture and Land Use• Contemporary Crafts

Levels 1 and 2: • Creative Craft, Understanding Business Enterprise and

Employability• Personal and Citizenship Effectiveness• Space Science Technology• Understanding Business Enterprise with Languages and

Tourism

InformationTo find out more about our newGCSE Further Mathematics specification, please contact:

• Eleanore Thomasethomas@ccea.org.uk(028) 9026 1200 ext 2209

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Work Under Way onCCEA QualificationsProvision

Special Educational Needs (SEN)

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You can find information on what we are doing to help you meet the Entitlement Framework in our separate publication, ef@ccea. Out now, the latest edition includes information on how we consulted with teachers and business and industry specialists to develop the specifications. It also has details on where to go to view draft unaccredited versions online.

The new qualifications are stimulating and rewarding for learners, and provide progression pathways into further education and work.

New Examiner Training

Delivering TrainingOnline

In May 2011 we offered this training online, alongside the traditional face-to-face approach, for the first time.

Following feedback from those who received both forms of training, we delivered training for new examiners in 2012 online only. From now on, we will continue to train new examiners online.

InformationTo find out more about examiner training, please contact:

• Brendan McDowellbmcdowell@ccea.org.uk(028) 9026 1428

ExaminerOnlineTraining

What’s happening now:• We are consulting with teachers

to find out what you like about our current Entry Level Qualifications (ELQ) and what you would like to see changed.

• We are considering putting our ELQ on the Qualifications and Credit Framework (QCF) which will allow small steps in learners’ achievements to be recognised at unit level and at qualification level by internal assessment.

Next steps:• We will be recruiting teachers to

join writing teams to develop ELQ.

• We will continue to consult with teachers and wider stakeholders on our draft specifications and on supporting their delivery by teachers.

We have recently consulted with learners, parents, schools and colleges, employers and other organisations on the provision of qualifications for learners with special educational needs.

Previously, before new examiners started working for us, they received training at an annual event held in our building.

GCSE Additional Mathematics

We have revised our current GCSE Additional Mathematics specification, taught in schools since September 2002. We have renamed it GCSE Further Mathematics, and it will now be available for first teaching from September 2013. First examination and first award will be in summer 2014.

As part of this revision, we reviewed the subject content to bring the assessment objectives into line with our GCSE Mathematics specification, revised in 2010.

We reduced the number of documents that candidates have to manage during the examination.

The question paper, supplementary booklet, answer booklet and formula booklet have been replaced with a single ‘question and answer’ booklet.

The revised GCSE Further Mathematics draft specification will soon be available online at www.ccea.org.uk/mathematics

Revised Specification

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In 2010/2011, we awarded almost 20,000 Occupational Studies units to learners throughout Northern Ireland – nearly 20 percent more than the year before.

We are continuing to make changes that will provide centres and learners with even more choice.

For example, from September 2012, the following units count towards a qualification in Design and Creativity OR Business and Services:

• Food Preparation and Cooking (Patisserie);

• Food Preparation and Cooking (Kitchen and Larder); and

• Styling Hair by Blow-Drying.

We also plan to have 14 new units available for first teaching from September 2013 and existing units refreshed. New units will be in vocational areas ranging from Computer Aided Design to Animal Care.

Occupational Studies

New Unitson the WayOur Occupational Studies qualifications can help prepare learners aged 14–16 to follow vocational routes in further and higher education. Each qualification is available atLevels 1 and 2 and consists of two units.

InformationIf you would like more information, please contact:

• Nuala Braniffnbraniff@ccea.org.uk (028) 9026 1200 ext 2292

For a full list of new units, as well as details of those available at the moment, see our Occupational Studies microsite at www.ccea.org.uk

This allows learners to explore different areas within:

• Design and Creativity (17 units available);

• Technology and Innovation (11 units);

• Construction (11 units);

• Business and Services (20 units);

• Environment and Society (16 units); or

• Engineering and Engineering Services (12 units).

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There are also opportunities for teachers proficient in Irish who have suitable GCSE orGCE subject expertise.

Being an examiner or moderator would: • provide you with an insight into the

assessment process and the standards required across a full range of candidate performance;

• broaden your understanding of your subject; • increase your income;• allow you to network with others, sharing

experiences and good practice; and• have the potential to open up opportunities

for professional development.

Through the Teacher Release scheme, we cover your centre’s costs for any teacher cover needed to allow you to attend examiner/moderator meetings.

InformationHow to apply or find out moreVisit our Examiner Recruitment microsite at www.ccea.org.uk/examiners

There, you can click on ‘Apply/Contact’ and apply online or download an application form.

You can also speak with a member of staff in our Appointments Section by calling (028) 9026 1243.

The Rewards for Working with CCEA

Why Become anExaminer or Moderator?We currently have opportunities

for suitably qualified teachers

to mark examination papers

and moderate assessments. This

applies to a range of subjects

and qualifications, particularly:

• English • Religious Studies

• History • Geography

• Music

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qdsnewsletter | Issue 16 Autumn 2012

Raw Marks and Uniform Marks: What’s the Difference?Raw marks are the marks that appear on candidates’ scripts. Examiners award them for candidates’ answers as set out in the mark scheme.

Uniform marks are used in awarding grades for modular qualifications. They ensure that the awarding process treats candidates fairly from year to year.

Studying ICT enhances learners’ digital literacy skills, which can help them succeed in a dynamic and diverse economy. This can open up job opportunities in the IT sector inNorthern Ireland and beyond.

Students choosing to study ICT can:

• deepen their knowledge and understanding of the technologies that help to shape our everyday lives; and

• gain insight into the impact that these technologies have on individuals, society and the wider world.

We offer the following specifications:

• GCSE ICT;

• GCE A Level ICT;

• GCSE Applied ICT; and

• GCE A Level Applied ICT.

We are also developing a new GCE qualification in Software and Systems Development.

You can access our specifications and support online, through our ICT and Applied ICT microsites atwww.ccea.org.uk. The microsites also provide a range of support materials, including:

• exemplar materials;

• Chief Examiner’s reports;

• past papers and mark schemes;

• schemes of work;

• teaching materials (for GCSE ICT);

• coursework tips; and

• controlled assessment teacher and student guides.

InformationTo find out more about any of our GCSE and GCE ICT qualifications, or to request a personal visit to your school, please contact:

• Michael McAuleymmcauley@ccea.org.uk(028) 9026 1200 ext 2342

InformationFor more detail and a worked example, go to the Accreditation section atwww.ccea.org.uk and select ‘Guidance’, then ‘Uniform Mark Scheme’.

Northern Ireland needs highly skilled IT professionals. Growth and investment in the IT sector – targeted as a priority by the Department of Enterprise, Trade and Investment (DETI), Invest NIand others – depend on them.

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Grades A and A* at GCE Level

Rules Governing the Award of the Top GradesUnder the rules at A Level, it’s possible for a student awarded an A grade to have more uniform marks than another who receives an A*. You might have experience of this among your students. Here’s how it can happen.

• an A grade overall...For a four-unit A Level, this means getting80 percent or more of the 400 uniform marks available: at least 320 for the AS and A2 units combined.

• 90 percent or more of the uniform marks available for the A2 units.

For a four-unit A Level, this means scoring at least 180 of the 200 uniform marks available in the two A2 units.

To get an A*, students must achieve:

In this example, Student B has more uniform marks overall (330), but only Student A meets both requirements and achieves an A*:

Uniform Marks forEach Unit

OverallUniform Marks

Uniform Marksat A2

A Level Grade

AS 1 AS 2 A2 3 A2 4 Total At least 80%? Total At least 90%?

Student A 73 72 90 90 325 180 A*

Student B 95 95 70 70 330 140 A

Applying the two rules means that only students who do exceptionally well in the more challenging A2 units receive the top A* grade.

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ICTLaying the Foundations for Success

CCEA’s ValuesWe place learners and those who have a concern for their educational and personal development at the forefront of our thinking.

CCEA’s MissionTo enable the full potential of all learnersto be achieved and recognised.