Learning for Life and Work

 

Learning for Life and Work

 

 

Rationale

Through the study of real life situations and scenarios, Learning for Life and Work (LLW) provides students with opportunities to explore and express their own values and attitudes concerning human rights, social and economic responsibilities and develop an appreciation of the needs and perspectives of others. The course is designed to enable students to develop their understanding of the challenges and opportunities of cultural, political, economic, personal and social issues in contemporary society and the skills associated with critical evaluation, choices, informed decision-making, working with others and participating both in school life and community life. It is hoped that through active engagement pupils will become more informed and make connections between school, their communities and wider society.

 


General Aims

The aims set out below describe the educational purposes of following a modular course in LLW.

Students should be given opportunities to:

  • develop knowledge and understanding of the challenges and opportunities of personal, social cultural, political and economic issues in contemporary society;
  • develop an understanding of the different values and attitudes, needs and perspectives of their own and other communities;
  • develop the skills necessary for independent thinking, informed decision-making and action in relation to personal, economic, employment and social issues;
  • develop relevant personal, interpersonal, literacy, numeracy and ICT skills;
  • develop the skills knowledge and attitudes for life long learning and work.

 

 

PURPOSE

           

           To promote a consistent and co-ordinated approach to the teaching of LLW throughout the school which enhances the principles and values identified in the rationale, the general aims and the ethos promoted through our whole school policies on learning and teaching.

 

CURRICULUM/TIMETABLE

Key Stage Three

LLW is now established across all year groups 8-12 inclusive. In years 8-10 Employability and Citizenship are delivered on a half year rotation by the same teacher. Personal Development is delivered by individual form teachers under the guidance of the Head of Year at Key Stage 3 and 4

 

 

Key Stage 4

The GCSE in LLW has been designed to address the Northern Ireland Key Stage 4 Curriculum requirements for:

• Local and Global Citizenship

• Personal Development

• Employability

The GCSE is now acompulsorysubject at Key Stage 4 in our College. This is to be reviewed over the coming years in relation to the non-statutory guidelines and other developments with the proposed amalgamation.

 

 

COURSE STRUCTURE: GCSE (new specification)

The structure of the course is as follows:

Three externally assessed modules;

  • Local and Global Citizenship,
  • Personal Development
  • Employability,

Two internally assessed controlled assessmentsselected from two of the above units

There is a single tier of entry,A* - G. Candidates may receive an Entry Level Qualification if they decide not to be entered at GCSE level.

 

 

ASSESSMENT

GCSE

Assessment is through a combination of three externally assessed written examination papers (each 45 minutes in duration) and two controlled assessments.

The new GCSE specification will allow for all year 11 pupils to be entered into modular exams in May 2011.These written papers account for 40% of marks.The year 12 group beginning September 2011 will focus on two pieces of course work worth 30% each.

 

 

SUBJECT CONTENT

GCSE

Personal Development

a)   Health and well-being

b)   Concept of self

c)   Building and maintaining healthy relationships

d)   Managing risk

e)   Understanding the roles and responsibilities of parenting

f)    Developing competence as discerning consumers

 

Employability

a)   The impact of Globalisation on employment

b)   Recruitment and selection practices for employment

c)   Rights and responsibilities of employers and employees

 

Citizenship

a)   Diversity and Inclusion in N.Ireland and the wider world

b)   Rights and responsibilities regarding local, national and global issues

c)   The role of society and government in safeguarding human rights

d)   Non-government Organisations

e)   Key Democratic institutions and their role in promoting inclusion, justice and democracy

 

 

Controlled Assessments

Controlled assessment is a new approach for those GCSE subjects which require internal assessment. Itis a tightening of the circumstances in which candidates,over a period of time, complete those aspects of the subject which are usually marked by their teacher.

Important processes in coursework, now referred to as ‘controlled assessment’, relate to:

Setting Tasks To ensure that tasks are valid and reliable by making them less predictable and formulaic.

Taking Tasks To control the circumstances under which tasks are taken in order to address issues of authentication of the work.

Marking Tasks To ensure high-quality teacher judgements are made when teachers assess candidates’ work.

For each of the above processes, different levels of control are possible. These are defined as:

  • high;
  • medium; and
  • low/limited.
 

A high level of control for each process would be very similar to an existing examination.

 

Task Setting Explained

The levels of control for task setting are:

high,

medium, and

low/limited

 

 

A High Level of Control for Task Setting: Cea set the task. This level of control applies to LLW as they set and change the task title every two years.

 

Task Taking Explained

The main issue for centres relates to the level of supervision required when candidates are completing their controlled assessment tasks.

The level of supervision varies for individual subjects and is defined in each specification.

 

How does this apply to LLW?

LLW Controlled Assessments currently undertaken in year 12 have a Medium Level of Control (Informal Supervision).

  • With this level of control, candidates can work on their own with some guidance by the teacher. It may be necessary for candidates to complete part of the assessment outside the classroom e.g. an interview or questionnaire.
  • Whatever arrangements are made, the teacher or supervisor must be able to state that what each candidate has presented for assessment is the candidate’s own work. This can be assured by close supervision of portfolio work which may have been:
  • -started in class and completed in the candidate’s own time, or - started outside the classroom and completed by the candidate in class.
 

In either case, the amount of work carried out during class time should be sufficient for the teacher or supervisor to determine each candidate’s capability in relation to what is presented for assessment.An analytical discussion with the candidate about his/her work would be one method of ensuring authenticity.

 

Task Marking Explained for LLW

Most tasks for individual specifications are marked with a medium level of control. This means that the tasks are internally marked by centres and externally moderated by us.

Some Questions and Answers

1.How will controlled assessment impact on learning and teaching?

Teachers should see controlled assessment as an integral part of the delivery of the course. It should not be seen as a separate activity.

As candidates sit the task within a given timeframe there will be no need to continue to work on it to improve their submission. They will also know:

  • when the task will take place;
  • how long the task will take; and
  • what the objectives are.
 
Can candidates draft and redraft their work?

When drafting skills are being assessed, mark schemes will clearly give credit for drafting/redrafting work. Therefore, candidates’ work should show evidence of work having been drafted and redrafted.

When drafting is not one of the skills being assessed, teachers may review candidates’ work and may provide advice at a general level.

Teachers must not provide detailed and specific advice on how drafts could be improved to meet assessment criteria.

When research is required, when can candidates make a start?

Usually, candidates can start their research as soon as the teacher has the task.

Can candidates work in groups to complete their controlled assessment task?

Where permitted by the specification, the work of individual candidates may be informed by working with others.

An example of this would be when undertaking research – candidates can work as part of a group but theymustprovide an individual response as part of any task outcome. E.g. a group discussion can lead to a general questionnaire being designed and data being collected but the analysis of this data must be individual.

If a candidate misses controlled assessment because of occasional absence, how can this be managed?

If the candidate misses the controlled assessment because of the occasional absence ( e.g. sport) they can sit the task or work on it at another convenient time providing that the controlled assessment supervision requirements for the specific subject(s) are met. An alternative supervised session may be organised for such candidates.

What if a teacher has reservations about the authenticity of the candidates work?

If teachers/assessors have reservations about signing the declaration of authentication, the following points of guidance should be followed:

  • if it is believed that a candidate has received additional assistance and this is acceptable within the guidelines for the relevant specification, the teacher/assessor should award a mark which reflects this i.e. a mark which represents the candidate’s independent achievement. The authentication statement should be signed and detail of the additional assistance should be given on the relevant form;
  • if the teacher/assessor is unable to sign the authentication statement of an individual candidate, then the candidate’s work cannot be accepted for assessment. A mark of zero should be recorded.
  • if malpractice is suspected, the examinations officer should be consulted about the procedure to be followed.

 

General overview:

Introduction and planning: approx 4 hrs

Research/investigation: approx 14 hrs

Final report writing and evaluation: approx 5 hrs

Final submission should be 2,000 words maximum

Post 16  GCE Citizenship Studies (AQA)

A level Citizenship is currently being delivered on a modular basis. Pupils complete modules 1 and 2 in June of the AS year. The same approach is applied to A2. All modules are externally assessed, there is no coursework element although pupils are advised to keep an Active Citizenship Profile which they can use as a reference in the June module of their AS year.

 

AS Unit 1     Identity, Rights and Responsibilities

  • What does it mean to be a citizen in theUK?
  • Are we all equal citizens
  • What are my rights and responsibilities?
  • How are my rights protected and supported?
  • Who can make a difference?
  • The concept and nature of political and economic power?
  • The influence of the media
  • Citizens and the electoral process
  • How can citizens bring about change?
  • Do pressure groups improve the democratic process?
  • What is Crime?
  • The powers of the police
  • The role of the Crown Prosecution Service
  • Judges, Magistrates and Juries
  • Sentencing
  • Miscarriages of Justice
  • Electing representatives, elections and accountability
  • The citizens relationship to those elected
  • The power and influence of the government
  • The global Village
  • Universal Human Rights
  • Human Rights abuse
  • Conflict and its resolution
  • Trade and environmental issues

Unit2           Democracy, Citizenship and Participation

 

A2: Unit 3    Power and Justice

                     Politics, Power and Participation

 

Unit4          Global Issues and Making a Difference


Active Citizenship

Based on pre-released material that can come from any unit of the entire course.

 

Staff

Mr. P. Flynn

 

Links to further study

As a basis for further study there are strong links with courses in Government and Politics, the Criminal Justice System, Criminology, Law, Home Economics, Health and Social Care, Travel and Tourism, Journalism and Teaching. It also provides a useful foundation for young people entering training programmes such as NVQs.

 
 
 
 

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St Pius X College
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MAGHERAFELT
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