GCSE. Specification. Citizenship Studies 4105

Transcription

1 GCSE Specification Citizenship Studies Full Course for exams June 2014 onwards and certification June 2014 onwards Short Course for exams June 2014 onwards and certification June 2014 onwards

2 GCSE Specification Citizenship Studies 4105

3 This specification will be published annually on our website ( We will notify centres in writing of any changes to this specification. We will also publish changes on our website. The version of the specification on our website will always be the most up to date version, although it may be different from printed versions. Vertical black lines indicate a significant change or addition to the previous version of this specification. You can get further copies of this specification from: AQA Logistics Centre (Manchester) Unit 2 Wheel Forge Way Ashburton Park Trafford Park Manchester M17 1EH or you can download it from our website ( Copyright 2012 AQA and its licensors. All rights reserved. COPYRIGHT AQA retains the copyright on all its publications, including the specifications. However, registered centres for AQA are permitted to copy material from this specification booklet for their own internal use. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 64472) and a registered charity (number 1074). Registered address AQA, Devas Street, Manchester M15 6EX.

4 Contents GCSE Citizenship Studies for certification from June 2014 onwards (version 1.1) 1 Introduction 1.1 Why choose AQA? 1.2 Why choose Citizenship Studies? 1. How do I start using this specification? How can I find out more? 4 2 Specification at a Glance 5 Subject Content 6.1 Unit 1 Written paper: Citizenship Studies (Short Course and Full Course GCSE) (41051) 15.2 Unit 2 Controlled assessment: Citizenship Studies advocacy and representation (41052) 15. Unit Written paper: Citizenship Studies (Full Course GCSE) (4105) 21.4 Unit 4 Controlled assessment: Citizenship Studies taking informed and responsible action (41054) 21 4 Scheme of Assessment Aims and learning outcomes Assessment Objectives National criteria Prior learning Access to assessment: diversity and inclusion 1 5 Administration Availability of assessment units and certification Entries 2 5. Private candidates Access arrangements and special consideration 5.5 Language of examinations 5.6 Qualification titles 5.7 Awarding grades and reporting results 5.8 Examination Series 5 1

5 6 Controlled Assessment Administration Authentication of controlled assessment work Malpractice 6 6. Teacher standardisation Internal standardisation of marking Annotation of controlled assessment work Submitting marks and sample work for moderation Factors affecting individual candidates Retaining evidence 8 7 Moderation Moderation procedures Consortium arrangements 9 7. Post-moderation procedures 9 Appendices 40 A Grade Descriptions 40 B Spiritual, Moral, Ethical, Social, Legislative, Sustainable Development, Economic and Cultural Issues, and Health and Safety Considerations 41 C Overlaps with other Qualifications 42 D Wider Key Skills 4 2

6 1 Introduction 1.1 Why choose AQA? AQA is the UK s favourite exam board and more students receive their academic qualifications from AQA than from any other board. But why is AQA so popular? AQA understands the different requirements of each subject by working in partnership with teachers. Our GCSEs: enable students to realise their full potential; contain engaging content; are manageable for schools and colleges; are accessible to students of all levels of ability; lead to accurate results, delivered on time; are affordable and value for money. AQA provides a comprehensive range of support services for teachers: access to subject departments; training for teachers including practical teaching strategies and approaches that really work presented by senior examiners; personalised support for Controlled Assessment; 24-hour support through our website and online Ask AQA; past question papers and mark schemes; comprehensive printed and electronic resources for teachers and students. AQA is an educational charity focused on the needs of the learner. All our income goes towards operating and improving the quality of our specifications, examinations and support services. We don t aim to profit from education we want you to. If you are an existing customer then we thank you for your support. If you are thinking of moving to AQA then we look forward to welcoming you Why choose Citizenship Studies? Citizenship Studies is at the heart of contemporary debates about the kind of society we are striving to build and the role of the state in the process. This specification: provides an ideal framework to deliver and assess the Key Stage 4 Programme of Study; prepares students to become active citizens of our democracy, focusing on active citizenship; promotes students personal and social development, making them more self-confident and responsible, in the classroom and beyond.

7 1. How do I start using this specification? 1 Already using the existing AQA Citizenship Studies specification? Register to receive further information, such as mark schemes, past question papers, details of teacher support meetings, etc at Information will be available electronically or in print, for your convenience. Tell us that you intend to enter candidates. Then we can make sure that you receive all the material you need for the examinations. This is particularly important where examination material is issued before the final entry deadline. You can let us know by completing the appropriate Intention to Enter and Estimated Entry forms. We will send copies to your Exams Officer and they are also available on our website Not using the AQA specification currently? Almost all centres in England and Wales use AQA or have used AQA in the past and are approved AQA centres. A small minority are not. If your centre is new to AQA, please contact our centre approval team at centreapproval@aqa.org.uk 1.4 How can I find out more? Ask AQA You have 24-hour access to useful information and answers to the most commonly asked questions at If the answer to your question is not available, you can submit a query for our team. Our target response time is one day. Teacher Support Details of the full range of current Teacher Support and CPD courses are available on our web site at There is also a link to our fast and convenient online booking system for all of our courses at 4

8 2 Specification at a Glance GCSE Citizenship Studies for certification from June 2014 onwards (version 1.1) Citizenship Studies (Short Course) 4106 Unit 1: Written Paper: Citizenship Studies (Short Course and Full Course GCSE) (41051) Written Paper 1 hour 40 marks 40% Compulsory short and source-based questions on Theme 1. plus Unit 2: Advocacy and Representation (41052) Controlled Assessment 60 marks 60% Choice of one question from three, based on each of Themes 2, and 4. 2 Citizenship Studies (Full Course) 4107 Unit 1: Written Paper: Citizenship Studies (Short Course and Full Course GCSE) (41051) Written Paper 1 hour 40 marks 20% Compulsory short and source-based questions on Theme 1. Choice of one question from three, based on each of Themes 2, and 4. plus Unit 2: Advocacy and Representation (41052) Controlled Assessment 60 marks 0% plus Unit : Written Paper: Citizenship Studies (Full GCSE) (4105) Written Paper 1 hour 40 marks 20% Compulsory source-based questions on all four themes. Choice of one question from three, based on each of Themes 2, and 4. plus Unit 4: Taking Informed and Responsible Action (41054) Controlled Assessment 60 marks 0% For assessments and subject awards after June 201 there is a requirement that 100% of the assessment is terminal. 5

9 Subject Content The specification subject content for both the Short and Full Courses is divided into the following four core themes, developing awareness of the role of citizens within a variety of contexts: Theme 1: Community action and active citizenship Theme 2: Being a citizen in the UK: democracy and identity Theme : Fairness and justice Theme 4: Global issues and making a difference All of the themes require links to be made between local, national, European and global dimensions. These four themes are followed by the subject content for the controlled assessments. It is assumed that the key processes (critical thinking and enquiry, advocacy and representation, and taking informed and responsible action) and curriculum opportunities (a j) outlined in the Key Stage 4 Programme of Study are integral to students learning in GCSE Citizenship Studies in terms of enhancing their engagement with the concepts, processes and content of the subject. In particular, there needs to be opportunities to explore topical and controversial issues, address issues and problems within communities and use ICT both as a source of information and as a means of communicating ideas. The following tables specify the key questions and issues, content outline and content amplification relating to the four themes. The content and assessment are structured to enable teachers and students to focus their learning and revision on chosen topics. The second half of the Full Course content (assessed through Units and 4) builds upon the foundations established in Units 1 and 2. In the following tables, the Content Amplification is mapped against the Key Stage 4 Citizenship Programme of Study (PoS), Sections 1 (Key Concepts) and (Range and Content). 6

10 Theme 1 Community Action and Active Citizenship Unit 1 Content Amplification Unit Content Amplification Content Outline Issues/Concepts Key Questions PoS 1.1a d, 1.2a c, d, e, f PoS 1.1a d, 1.2a c, d, e, f Being an active citizen Recent UK-based case studies of local and national campaigns to bring about change (successful and unsuccessful). How do different factors impact upon the success of a campaign (eg finance, membership, role of the media, nature of the cause, status and methods used)? The role of pressure groups and the media in making representatives accountable both nationally and locally. How can information from pressure groups be used in public debate and policy formation? Candidates should draw upon contemporary campaigning examples as evidence to support their points of view. The tactics of pressure group campaigns. The differences between direct and indirect action and the associated methods used to bring about change (eg letter-writing, lobbying MPs, petitioning, marching, use of celebrities, propaganda, leaflets, strikes, publicity stunts and eyecatching or disruptive demonstrations). Different target groups such as the Government, businesses, the media and public opinion. Candidates should be able to provide at least one example of an historical (eg 19th or 20th Century) struggle to secure a right and some of the campaigning strategies used. How individuals bring about change in communities Campaigning What factors make for effective active citizenship? Key factors in successful campaigning Freedom (of association, of speech, the vote) The impact of campaigns on political decision making Political literacy Pressure groups Democracy Struggles for freedoms and rights in the UK PoS 1.1d, d, g, h, 4f PoS 1.1d, d, g, h, 4f Who holds power in the UK? What are trade unions? What are the impact and consequences of individual and collective actions on communities (eg strikes, walk-outs, work to rule, civil disobedience, boycotts, petitions, use of media, etc)? How does government and its actions impact on citizens lives? What are the consequences of large numbers of people not participating as active citizens within communities? How can community involvement help to create healthier and happier cities, towns, villages and neighbourhoods? The work of individual volunteers, community groups and charities. What is the nature of political power within the UK and the relationship between various levels of government? How effective are local and national media (including web-based media) in influencing or reflecting public opinion? Taking part in democratic processes to influence decisions locally and nationally Local government Who can make a difference? The media How power is exercised within communities Community and voluntary groups, charities Trade unions Media influence PoS 1.2a c, i, k, j PoS 1.2a c, k Rights and responsibilities The economy (at national and local levels) as it relates to citizenship and community cohesion. One or more case studies of an organisation (voluntarily) adopting sustainable practices in response to local or national policies or guidelines. What are the legal rights and responsibilities of employers and employees in relation to discrimination in the workplace? Consider the areas of health and safety, consumer rights, equal pay and equal opportunities policies (eg age, disability, ethnicity, religion, gender and sexuality). Citizenship issues might be explored through undertaking a citizenship project whilst on a work placement Equal opportunities Health and safety How and why are Citizenship issues relevant in the workplace? Sustainability 7

11 Theme 2 Being a Citizen in the UK: Democracy and Identity Key Questions Issues/Concepts Content Outline Unit 1 Content Amplification Unit Content Amplification PoS 1.d, c, d, e, j PoS 1.1d, c, e Political literacy Recent changes to the operation of democracy in the UK including devolution to the Scottish Parliament and national assemblies in Wales and Northern Ireland. How are citizens lives affected by the way in which government and politicians at a national level exercise power (for example, in relation to economic management, the raising of taxes and the provision of public services)? Comparison of the UK democracy with other forms of government from Europe or the wider world (eg at least one non-democratic system of government from the present day or recent past). What is Parliament? Its composition and main roles (eg representing people, passing laws, debating current issues). How are laws made by Parliament? What are the roles of political parties, government and opposition, and the Cabinet? The operation of parliamentary democracy in the UK Government Parliament What are the roles of Parliament and Government? Devolution PoS 1.1a, 1.1d, d, e PoS 1.1a, 1.1d, d, e Voting and elections Citizens and the electoral process How can citizens participate in democracy other than by voting in elections (eg visiting or writing to their MP, joining a political party)? Why should we be concerned about citizens lack of involvement in the political process? How are the Government and political parties attempting to deal with voter apathy and how effective have they been? Voting systems (eg first-past-the-post, proportional representation) how fair and effective are existing voting systems in the UK? Should voting be compulsory? Should the voting age be lowered to 16? Making the citizen s voice heard Citizens and political power in the UK Democracy Lobbying How can citizens participate in democratic processes, particularly elections and voting? 8

12 PoS 1.1c, 1.a, 1.b, c The origins and implications of the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding How can ethnic identity, religion and culture affect community life? How can individuals, schools and communities promote equal opportunities and community cohesion? Perceptions of being British Identity Multiple identities Discrimination Inclusion Racism Tolerance How far is Britain a multicultural society? In what ways is identity an important issue? What is understood by the term Britishness? What are the constituent parts of the United Kingdom (England, Scotland Wales and Northern Ireland)? Definitions of prejudice, discrimination, stereotypes and labelling. Why is tolerance important? PoS 1.a d, l Equal opportunities Community cohesion Multiculturalism Exploring community cohesion PoS 1.1c, 1.a, 1.b, l What is the nature of British identity (including social, political, economic and cultural identity and values) and national identities within the UK? Appreciation of the multiple identities that may be held by groups within a diverse society. What are the opportunities and barriers to citizen participation? PoS 1.a d, l What impact have migration and integration had on identities, groups and communities in the UK (eg cultural, social and employment issues)? Exploration of the concept of equality in a changing and diverse society. Why are some communities more cohesive than others? What opportunities exist to celebrate cultural diversity and to explore and challenge racism and discrimination in the UK? How can migration shape communities? What are the different forces that can bring about change in communities over time? Contemporary issues relating to: living in a multicultural society; and community cohesion. What might be identified as shared or common perspectives and values? What steps has the Government taken to reduce discrimination and disadvantage? Could anything more be done? 9

13 Theme Fairness and Justice Key Questions Issues/Concepts Content Outline Unit 1 Content Amplification Unit Content Amplification PoS 1.2a c, a PoS 1.2a c, a What are rights? Contested areas surrounding rights and responsibilities (eg the checks and balances needed in relation to freedom of speech in the context of threats from extremism and terrorism). The balance between citizens rights and responsibilities. Is it true that too much emphasis is placed on rights in the UK and too little on citizens responsibilities? Citizens rights and responsibilities political, legal and human rights, and freedoms in the UK. The linkage between key international human rights legislation and the Human Rights Act 1998 in the UK. Developed case studies of abuses of human rights and UK-based campaigns to uphold human rights (eg through Amnesty International UK). The nature and importance of human rights legislation What rights do I have? Rights and responsibilities (political, legal and human rights) What are my rights and responsibilities as a British citizen within a broader framework of human rights? Civil liberties PoS 1.1b, 1.1c, 4a PoS 1.1b, c, 4a Should we be free to do what we want? Critical appreciation of the implications and effectiveness of key equal opportunities legislation and practice (eg age, disability, ethnicity, gender and sexuality). Reference will be made to topical examples/case studies. What are the differences between civil and criminal law? Practical examples of rights in society. How might civil law impact upon young people (eg consumer, employment and age-related law, and ASBOs)? The implications of consumer rights, human rights, race relations, employment, equal opportunities and age-related legislation for individual citizens Civil liberties How are citizens lives affected by the law? What makes a society a fair one? Freedom Fairness Equality 10

14 PoS 1.1b, b How effective is the criminal justice system? Why does the media matter and how influential is it? The legal framework protecting the citizen Justice Rule of Law The media Censorship The roles and operation of the criminal justice system How do courts at local, national and European levels exercise their powers? What are the purposes of the criminal law and its role in society and the community? Issues relating to the law and young offenders. The aims of sentencing young offenders punishment or treatment? Custodial or community sentences for young offenders. PoS g Freedom of the press What are the implications of living in an information society? PoS 1.1b, b The roles of key people and structures in the legal system (eg police, magistrates, solicitors, barristers, judges, juries, youth offending teams, the probation service and prison service). The purposes and practice of sentencing, including the types of sentence available (eg punishment, deterrence, rehabilitation and reform of offenders, reparation and protection, custodial sentences, community sentences, fines). The effectiveness of the criminal justice system (policing, sentencing, prisons). PoS g To what extent do the media reflect, distort and create opinion? How can/do politicians use the media to communicate with the public? How can/do other groups use the media to influence public opinion and those in power? Why is it important to have a free press? What are the responsibilities of the media in terms of fair reporting and the restrictions placed upon them? Different types of media. 11

15 Theme 4 Global Issues and Making a Difference Key Questions Issues/Concepts Content Outline Unit 1 Content Amplification Unit Content Amplification PoS 1.1b, 1.1c, 1.1d, 1.2a c, 1.c, a, n PoS 1.1b, 1.1c, 1.1d, 1.2a c, 1.c, m, n Conflict and its resolution United Nations Candidates should demonstrate their knowledge and understanding relating to one example/case study linking to an issue involving human rights abuses, or the application of international humanitarian law. Examples would include issues such as: genocide, crimes against humanity and war crimes; the roles of the United Nations and the European Union in seeking to secure compliance with human rights and international humanitarian law (eg through the International Criminal Court or International Criminal Tribunals; Child Soldiers; the campaign against landmines, etc). What are the roles of key international bodies (eg the UN, EU, Commonwealth, NATO and G8)? Candidates should demonstrate their understanding of global citizenship through in depth study of one current area of international conflict. This should include reasons for the conflict and the range of options available to international bodies seeking to resolve it (eg mediation, use of force, sanctions, boycotts, and targeted aid/support). The case study should explore the effectiveness of these actions. European Union A case study highlighting the issue of human rights and/or international humanitarian law abuse Commonwealth Human rights How effective are the key international bodies in dealing with important international and global issues? International humanitarian law In particular: International conflict and co-operation international disagreements and conflict and human rights and international humanitarian law abuses PoS 1.1b, 1.1c, 1.1d, j, n PoS 1.1b, 1.1c, 1.1d, j, n Some understanding of contemporary global economic agendas (eg roles of the UN, IMF, World Bank and G8). Developed knowledge of the issues and campaigns around at least one global economic issue (eg free trade, fair trade, poverty or child labour, aid programmes, etc). What are the positive and negative aspects of globalisation? What is the nature of the world economic system (eg LEDCs, MEDCs)? Definitions of fair trade, ethical trade, globalisation and aid programmes. What is meant by global inequality and how can this be affected by trading practices, the actions of multinational companies, aid programmes and the actions of consumers? How does the global economy work? Globalisation Global inequality World Trade Organisation/G8 Fair/ethical trade What are the challenges faced by the global community in relation to inequalities and interdependence and how might these challenges be dealt with? Fairness Fair trade and ethical trade 12

16 PoS 1.2a, 1.c, i, n What are the challenges of global interdependence and how might they be tackled? Why should British citizens care about, or be involved in, world affairs? How are international issues influenced by individuals, pressure groups, voluntary groups and NGOs, the media and governments (with the aid of case studies)? Interdependence Sustainability Local Agenda 21 What is the UK s role in the European Union, the Commonwealth and the United Nations? How far can individual citizens make a difference in relation to international issues and events? Participation In depth study of a world trade issue Understanding of one developed case study of policies and practices for sustainable development and their impact on the environment (eg Local Agenda 21, recycling, alternative energy sources). PoS 1.2b, 1.c, m Pressure groups Global village The UK s relationship with international organisations What is the UK s role within international organisations (eg the European Union, United Nations, NATO, the Commonwealth, the World Trade Organisation, World Bank and the International Monetary Fund)? PoS 1.1a, 1.1d, 1.2a c, 1.c, a, d, n Global citizenship The citizen s voice in the global village PoS 1.2a, 1.c, i, j, n Understanding of global interdependence through in-depth understanding of one specific issue (eg climate change, population growth or a world trade issue) and how governments can implement policies to bring about improvement (individually or with other governments). PoS 1.1a, 1.1d, 1.2b, 1.c, m Analysis of one key current debate relating to Britain and the EU or the effectiveness of the United Nations or other supranational organisations. PoS 1.1a, 1.1d, 1.2a c, 1.c, a, d, g, n Understanding of how different organisations or groups can influence international issues through in-depth knowledge of one case study campaign (eg Make Poverty History, the Global Campaign for Education). How can information from pressure groups, voluntary groups and NGOs be used in public debate and policy formation? The nature of pressure groups and other NGOs dealing with international issues. How can individual citizens influence or effect change in regard to an international issue (using at least one contemporary case study)? 1

17 Controlled Assessment Controlled Assessment Unit 2 Content Amplification PoS 1.1a, 2.1a d, 2.2a c, 2.d e, d, f, 4 Key Questions Issues/ Concepts Content Outline How can I make a difference? Advocacy and Representation Citizen Community Participation: how you, the citizen, can get involved and make a difference Advocacy Action Change Campaign Influencing decision-makers Opportunities for individuals/voluntary groups to bring about change Making a difference through involvement with local, national or international voluntary or community groups Examples of suitable activities: Present a case to others about a concern Conduct a consultation, vote or election Organise a meeting, event or forum to raise awareness or debate issues Represent the views of others at a meeting or event Create, review or revisit an organisational policy Contribute to local community policies Lobby or communicate views via a public website, display or campaign Set up an action group or network Train others in democratic skills, eg advocacy, campaigning or leadership Involvement in the raising of funds as part of a planned course of citizenship actions to: (i) promote awareness of, and address, a societal or community issue or concern; (ii) campaign for a political or social cause; or (iii) help a group or organisation working on a particular citizenship agenda. Controlled Assessment Unit 4 Content Amplification PoS 1.1a, 2.1a d, 2.a e, d, g, h, i, 4 Taking Informed and Responsible Action Students are required to be involved in at least one substantive citizenship advocacy and representation activity, working alone or with others, to develop their citizenship knowledge and skills. Attempt to persuade one or more significant group of individuals beyond their own classroom towards their point of view (ie not merely presenting to their own classmates). They will be looking to change minds. Alternatively, they may invite individuals or organisations in a position of power into their classroom in order to present their suggestions for change. Provide evidence of how they planned and carried out their activity. They should also reflect upon the effectiveness of their activity in bringing about a change of other people s awareness or opinion and the extent to which it improved their own overall citizenship knowledge and skills. Students must be involved in at least one substantive citizenship activity involving taking action. Students should develop their own knowledge, citizenship skills and, working alone or with others, attempt to bring about some kind of change as a result of their citizenship participation. These activities should take place within and/or outside their educational establishments and students should use the Citizenship Skills Profile to record their participation. Students should also explore the concepts and theories of participation and action in relation to their active citizenship participation. Practice and reflect upon the key citizenship processes critical thinking and enquiry; and the overall planning, research, nature, and effectiveness regarding taking informed and responsible action within a local, national or international community context of their choice. 14

18 .1 Unit 1 Written paper: Citizenship Studies (Short Course and Full Course GCSE) (41051) The Unit 1 written paper is divided into two sections. Section A Candidates answer compulsory short-answer questions and a source-based question on Theme 1 of the subject content. Section B Candidates answer one structured stimulus-based question on citizenship issues from a choice of three. There will be one question on each of Themes 2, and 4. They will be made available as Preliminary Materials in Secure Key Materials within e-aqa. They will be released on 1 March each year. For instance, the topics in the specimen paper could be pre-released as: Question Identity and Democracy: Voting Question 4 Fairness and Justice: Antisocial Behaviour Question 5 Global Issues and Making a Difference: Poverty and Fair Trade.2 Unit 2 Controlled assessment: Citizenship Studies Advocacy and Representation (41052) Detailed information is contained in the Controlled Assessment Guidance leaflet, which can be found in the Teacher Resource Bank for GCSE Citizenship. A list of permitted titles will be made available in the Controlled Assessment section of Secure Key Materials within e-aqa. The available titles will be updated periodically. AQA will provide guidance to help teachers to contextualise the task to best suit their centre-specific circumstances. However, it is the responsibility of centres and candidates to ensure they use an approved title. Candidates must complete all work, with the exception of research, under informal supervision by a teacher to ensure that all candidates participate and produce their own work. The research and taking action may be completed under limited supervision provided that sufficient final evidence is provided under supervision for assessment and moderation. Use of the internet is permitted during the research and planning stages but not when the final work is being written or typed up. Beyond this, the centre should determine the resources which all candidates may use and a full resource list should be recorded and authenticated for each candidate. The work of the individual may be informed by working with others but candidates must provide an individual response when writing or typing up their final work for submission. Teachers must be satisfied that candidates can produce evidence of their own research and action, but this does not have to be submitted to AQA. Acceptable forms of evidence of participation include: printouts/copies of presentations, charts, photographs, letters, videos, recordings or transcripts of interviews (eg with School Governors, Councillors, etc), witness statements from supervising teachers/adults to record what a candidate has demonstrated, etc. If videos or photographs/images of students are included as evidence of individual participation or contribution, then informed consent must be obtained from parents/legal guardians. It is envisaged that this task should take the candidate approximately hours to research, plan, carry out and write or type. It is advised that this writing/typing is carried out during regular supervised sessions after each stage of the activity. Candidates must write up their work using the Skills Profile Form. The teacher may review plans and draft work, providing advice to ensure that the work is focused on citizenship, but the final work must be the work of the candidate. Any advice to individual candidates, over and above that given to the class as a whole, should be recorded on the Candidate Record Form. Teachers are responsible for assessing and authenticating the controlled assessment for all candidates. Teachers may assess each section either at intervals throughout the activity or at the end. AQA will moderate the work. 15

19 Unit 2 Controlled assessment Assessment structure Stage 1 Inform Yourself In this section, the candidate has to work with others to select a citizenship issue, identify roles and responsibilities within the group, and agree the means of gathering information about the chosen issue from a variety of sources, while exploring a range of views. Stage 2 Justify Choices and Prepare the Case In this section, the candidate has to justify the choice of issue chosen and the strategies to be employed in preparing the case. Stage Advocacy and Taking Action In this section, the candidate has to carry out the prepared plans in presenting a well argued case to a specified audience. It is the aim of this activity to effect a change in awareness of, or attitudes towards, the chosen citizenship issue. As such, it is both advocacy and taking informed and responsible action. Stage 4 Assess the Impact In this section, the candidate is required to assess what impact their advocacy/action has had in terms of: the extent to which the aims have been achieved, what change has occurred and what further actions could be taken. This could be done by asking the audience to complete a questionnaire, for instance. Stage 5 Reflect and Evaluate In this last section, the candidate is expected to make observations about the issue and citizenship concepts involved, in reflecting on how well the activity has been carried out, what changes were made and giving suggestions for improvements. They will evaluate their own contribution and that of others. Unit 2 Controlled assessment Marking criteria Unit 2/Stage 1 Inform Yourself In this section, the candidate has to work with others to select a citizenship issue, identify roles and responsibilities within the group, and agree the means of gathering information about the chosen issue from a variety of sources, while exploring a range of views. Level 0 No work worthy of a mark. Presentation, spelling, punctuation and grammar seriously obstruct understanding. Marks 0 Level 1 Level 2 Level The aim is briefly stated or is implicit. Limited attempt to gather information/data. Limited identification of roles and responsibilities of self and/or others. Identifies a different view with support. The text is usually legible. Some relevant information is presented in a simple form. Spelling, punctuation and grammar allow meaning to be derived, although errors are sometimes obstructive. The aim and citizenship concept are stated. Identifies some strategies and gathers information/data from different sources. Partially identifies roles and responsibilities of self and others. Explores some alternative views. The text is legible. Relevant information is presented in a way which assists with the communication of meaning. Spelling, punctuation and grammar are sufficiently accurate not to obscure the meaning. Clear aims set and citizenship concepts explained. Identifies and carries out clear strategies for gathering information/data from different sources. Fully identifies the roles and responsibilities of self and others. Explores a wide range of views and opinions regarding the issue. The text is legible. Relevant information is presented coherently, employing structure and style. Spelling, punctuation and grammar are sufficiently accurate to render the meaning clear

20 Unit 2/Stage 2 Justify Choices and Prepare the Case In this section, the candidate has to justify the choice of issue chosen and the strategies to be employed in preparing the case. Marks Level 0 No work worthy of a mark. Presentation, spelling, punctuation and grammar seriously obstruct understanding. 0 Level 1 With support some choices made with little or no justification. Relevant media chosen and limited points identified. The text is usually legible. Some relevant information is presented in a simple form. Spelling, punctuation and grammar allow meaning to be derived, although errors are sometimes obstructive. 1 2 Level 2 Partially justified, relevant choices stated. Appropriate media chosen to present the case in relation to size and type of audience. Demonstrates some recognition of the key points and views to be included; some choices are justified. The text is legible. Relevant information is presented in a way which assists with the communication of meaning. Spelling, punctuation and grammar are sufficiently accurate not to obscure the meaning Level Appropriate, relevant choices made with good justification. Appropriate forms of media chosen to present the case in relation to the size and type of audience. Demonstrates clear recognition of the key points and views to be put forward; choices are thoroughly justified. The text is legible. Relevant information is presented coherently, employing structure and style. Spelling, punctuation and grammar are sufficiently accurate to render the meaning clear

21 Unit 2/Stage Advocacy and Taking Action In this section, the candidate has to carry out prepared plans in presenting a well-argued case to an audience. The aim is to effect a change in awareness of, or attitudes towards, a citizenship issue. It is both advocacy and taking informed and responsible action. Level 0 No work worthy of a mark. Presentation, spelling, punctuation and grammar seriously obstruct understanding. Marks 0 Level 1 Some irrelevant evidence produced. The candidate: was disorganised and participated in a limited way; was involved in some of the actions taken; carried out some of their own roles and responsibilities in a very limited way The text is usually legible. Some relevant information is presented in a simple form. Spelling, punctuation and grammar allow meaning to be derived, although errors are sometimes obstructive. Level 2 Little relevant evidence produced and used. The action taken was partially informed by the issue. The candidate: became disorganised at times but participated in some of the activity; at times worked within the group and carried out some of own roles and responsibilities; carried out changes to plans made by others The text is legible. Relevant information is presented in a way which assists with the communication of meaning. Spelling, punctuation and grammar are sufficiently accurate not to obscure the meaning. Level Some relevant evidence produced and used well. The action taken was reasonably informed and relevant to the issue. The candidate: was organised and participated in most of the activity; generally worked within the group and carried out own roles and responsibilities reasonably well; was able to identify and effect some changes to the plans The text is legible. Relevant information is presented coherently, employing structure and style. Spelling, punctuation and grammar are sufficiently accurate to render the meaning clear. Level 4 A range of relevant evidence was produced and used convincingly. The action taken was well informed, appropriate and generally focused on the issue. The candidate: was well organised (most of the time) and participated in most of the activity; generally worked collaboratively and carried out own roles and responsibilities well; was able to identify and effect necessary changes to the plans The text is legible. Relevant information is presented coherently, employing a clear structure and style. Spelling, punctuation and grammar are accurate and the meaning is clear. Level 5 A wide range of relevant evidence was produced and used persuasively. The action taken was extremely well informed, appropriate and clearly focused on the issue. The candidate: was well organised throughout and participated fully; worked collaboratively, carrying out own roles and responsibilities with enthusiasm; was able to identify problems and put into effect necessary changes to the plans. The text is legible and well-presented. Relevant information is presented coherently, employing a clear structure, conclusion and style. Spelling, punctuation and grammar are very accurate and the meaning is clear. 18

22 Unit 2/Stage 4 Assess the Impact In this section, the candidate is required to assess what impact their advocacy/action has had in terms of: the extent to which the aims have been achieved, what change has occurred and what further actions could be taken. This could be done by asking the audience to complete a questionnaire, for instance. Marks Level 0 Level 1 Level 2 Level No work worthy of a mark. Presentation, spelling, punctuation and grammar seriously obstruct understanding. Gathered limited evidence to discover the opinions of others on the advocacy. Limited conclusions drawn from the evidence presented. A brief statement of opinion on the effectiveness of the action may be given. The aim or change made may be mentioned. Limited suggestions made for further action that could be taken. The text is usually legible. Some relevant information is presented in a simple form. Spelling, punctuation and grammar allow meaning to be derived, although errors are sometimes obstructive. Gathered some evidence to discover the opinions of others on the advocacy. Accurate conclusions drawn from the evidence presented. A statement of opinion is given on the effectiveness of the action in relation to the aim/change made. Relevant suggestions made for further action that could be taken. The text is legible. Relevant information is presented in a way which assists with the communication of meaning. Spelling, punctuation and grammar are sufficiently accurate not to obscure the meaning. Gathered appropriate evidence to discover the opinions of others on the advocacy/action. Logical and accurate conclusions drawn from the evidence presented. A clear statement of opinion given on the effectiveness of the action in relation to the aim/ change made. Relevant range of suggestions made for further action that could be taken. The text is legible. Relevant information is presented coherently, employing structure and style. Spelling, punctuation and grammar are sufficiently accurate to render the meaning clear

23 Unit 2/Stage 5 Reflect and Evaluate In this last section, the candidate is expected to make observations about the issue and citizenship concepts involved, reflecting on how well the activity has been carried out, what changes were made and giving suggestions for improvements. They will evaluate their own contribution and that of others. Marks Level 0 Level 1 Level 2 Level No work worthy of a mark. Presentation, spelling, punctuation and grammar seriously obstruct understanding. Demonstrated limited understanding of different opinions. May have given a short explanation of the citizenship skills used during the activity or a limited explanation of how the activity has increased their own understanding of the citizenship issue(s) involved. May have commented on their own contribution. The text is usually legible. Some relevant information is presented in a simple form. Spelling, punctuation and grammar allow meaning to be derived, although errors are sometimes obstructive. Demonstrated some understanding of different opinions and viewpoints on the issue. Given some explanation of the citizenship skills used during the activity. Explained briefly how the activity has increased their own understanding of the citizenship issue(s) involved. Evaluated their own contribution and that of others. Commented on how well the plans were carried out and offered some suggestion for improvements. The text is legible. Relevant information is presented in a way which assists with the communication of meaning. Spelling, punctuation and grammar are sufficiently accurate not to obscure the meaning. Demonstrated a good understanding of a range of different opinions and viewpoints on the issue. Given an explanation of the citizenship skills used during the activity. Explained how the activity has increased their own understanding of the citizenship issue(s) involved. Evaluated in some detail their own contribution and that of others. Evaluated how well the plans were carried out and offer suggestions for improvements. The text is legible. Relevant information is presented coherently, employing structure and style. Spelling, punctuation and grammar are sufficiently accurate to render the meaning clear

24 Unit 2 Controlled assessment: Citizenship Studies advocacy and representation Assessment Objective Allocations and Weightings AO1 AO2 Total Stage 1 Inform Yourself Stage 2 Justify Choices and Prepare the Case Stage Advocacy and Taking Action Stage 4 Assess the Impact Stage 5 Reflect and Evaluate Total Marks Weightings for Short Course (%) Weightings for Full Course (%) Unit Written paper: Citizenship Studies (Full Course GCSE) (4105) The Unit written paper is divided into two sections. Section A Candidates will answer four compulsory, source-based, structured questions, one on each of the four themes. Section B Candidates answer one structured stimulus-based question on citizenship issues from a choice of three. There will be one question on each of Themes 2, and 4. The overarching topics of the three questions in Section B will be pre-released to centres in advance of the examination. For instance, the topics in the specimen paper could be pre-released as: Question 5 Fairness and Justice: The Prison System Question 6 Community Action and Active Citizenship: The Media Question 7 Global Issues and Making a Difference: International Conflict.4 Unit 4 Controlled assessment: Citizenship Studies taking informed and responsible action (41054) Detailed information is contained in the Controlled Assessment Guidance leaflet, which can be found in the Teacher Resource Bank for GCSE Citizenship. A list of permitted titles will be made available in the Controlled Assessment section of Secure Key Materials within e-aqa. The available titles will be updated periodically. AQA will provide guidance to help teachers to contextualise the task to best suit their centre-specific circumstances. However, it is the responsibility of centres and candidates to ensure they use an approved title. Candidates must complete all work, with the exception of research, under informal supervision by a teacher to ensure that all candidates participate and produce their own work. The research and taking action may be completed under limited supervision provided that sufficient final evidence is provided under supervision for assessment and moderation. Use of the internet is permitted during the research and planning stages but not when the final work is being written or typed up. Beyond this, the centre should determine the 21

25 resources which all candidates may use and a full resource list should be recorded and authenticated for each candidate. The work of the individual may be informed by working with others but candidates must provide an individual response when writing or typing up their final work for submission. Teachers must be satisfied that candidates can produce evidence of their own research and action, but this does not have to be submitted to AQA. Acceptable forms of evidence of participation include: printouts/copies of presentations, charts, photographs, letters, videos, recordings or transcripts of interviews (eg with School Governors, Councillors, etc), witness statements from supervising teachers/adults to record what a candidate has demonstrated, etc. If videos or photographs/images of students are included as evidence of individual participation or contribution, then informed consent must be obtained from parents/legal guardians. It is envisaged that this task should take the candidate approximately hours to research, plan, carry out and write or type. It is advised that this writing/typing is carried out during regular supervised sessions after each stage of the activity. Candidates must write up their work using the Skills Profile Form. The teacher may review plans and draft work, providing advice to ensure that the work is focused on citizenship, but the final work must be the work of the candidate. Any advice to individual candidates, over and above that given to the class as a whole, should be recorded on the Candidate Record Form. Teachers are responsible for assessing and authenticating the controlled assessment for all candidates. Teachers may assess each section either at intervals throughout the activity or at the end. AQA will moderate the work. Unit 4 Controlled assessment Assessment structure Stage 1 Identify/Justify Choices and Select Information In this section, the candidate will negotiate and justify their chosen citizenship issue to base their action on. They will set a clear aim. They will identify the roles and responsibilities of self and others to decide what information is required, how it will be found and how it will be used in making decisions. Stage 2 Action Plan In this section, the candidate will explain the different forms of action that could be taken, as well as how and why the choice was made. The chosen course of action will be negotiated and planned in detail with targets of dates and times. Roles and responsibilities related to taking action within the group will be agreed. Stage Take Action In this section, the candidate will show ability to participate in taking responsible action, to make changes to plans if necessary, to work collaboratively and carry out personal roles and responsibilities, and to meet deadlines. Stage 4 Assess the Impact In this section, the candidate is required to assess the impact their action has had, in terms of the extent to which the aims have been achieved, what change has occurred and what further actions could be taken. This could be done by asking the audience to complete a questionnaire, for instance. Stage 5 Evaluate In this last section, the candidate is expected to draw conclusions about their actions and the effects on the community, to identify their own learning and use of citizenship skills to increase knowledge and understanding of citizenship concept(s), and to evaluate their own and other s contributions in taking action. 22