Oxford Cambridge and RSA Examinations

Oxford Cambridge and RSA Examinations OCR ENTRY LEVEL CERTIFICATE IN CITIZENSHIP STUDIES (ENTRY 3) SCHEME CODE: 03326 From 1 April 2002 QCA Approved QCA Accreditation Number: 100/1652/1

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CONTENTS 1 Overview 1 1.1 Introduction 1 1.2 Aims 1 1.3 Target Group 2 1.4 Statement of Level 2 1.5 Prior Learning 2 1.6 Progression 3 1.7 Guided Learning Hours 3 1.8 Signposting to the Programme of Study for Citizenship at KS4 3 1.9 Signposting to Basic Skills 6 1.10 Opportunities for Addressing Spiritual, Moral, Ethical, 6 Social and Cultural Issues 1.11 Opportunities to Address Health and Safety Issues, 7 Environmental Issues and European Developments 1.12 Special Arrangements 7 1.13 QCA Accreditation Numbers 7 2 Qualification Structure and Unit Content 8 2.1 Structure of the Qualification 8 2.2 Assessment Pattern 9 2.3 Unit Content 11 3 Assessment Guidance OCR-set Tasks 20 3.1 Introduction to the OCR-set Tasks 20 3.2 OCR-set Tasks 22

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4 Assessment Guidance Centre-assessed Units 35 4.1 Introduction to the Centre-assessed Units 35 4.2 The Centre-assessed Units: Assessment and Moderation 36 4.3 Centre Assessed Units Checklists and Forms 38 Candidate Task Record Sheet Unit 2, AO1 39 Candidate Task Record Sheet Unit 2, AO2 40 Candidate Review Form & Witness Statement Unit 2, AO3 41 Evidence Checklist Unit 2 43 Candidate Task Record Sheet & Tutor Witness Statement Form, Unit 3, AO1 44 Candidate Task Record Sheet & Tutor Witness Statement Unit 3, AO2 46 Candidate Task Record Sheet Unit 3, AO3 47 Candidate Task Record Sheet and Tutor Witness Statement Unit 3, AO4 48 Candidate Task Record Sheet Unit 3, AO5 49 Candidate Review Form Unit 3, AO6 50 Evidence Checklist Unit 3 51 Internal Standardisation Form 52 5 Approaches to teaching citizenship 54 6 Administration 67 6.1 Introduction 67 6.2 Administration Flowchart: Named Entry Route 68 6.3 Administration Flowchart: Unnamed Entry Route 69 6.4 Exemplar Completed Forms 70 7 Certification 85 7.1 Certification Process 85 7.2 Results Enquiries 85 7.3 Appeals Process 86 8 Further Information 87 9 Centre Approval 88

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1 OVERVIEW 1.1 INTRODUCTION The has been designed to recognise candidates basic knowledge and understanding of citizenship issues and also to encourage candidates practical involvement in citizenship and community activities. The content of the qualification reflects the content of the National Curriculum for Citizenship. It has also been designed to encourage an active learning approach to practical citizenship issues that will be appropriate for both pre- and post-16 learners. It is envisaged that candidates will draw on practical experiences when working towards the assessment requirements. The is unit-based. This structure provides flexibility for delivery, assessment and certification. It has been designed to be co-teachable with OCR s short course GCSE in Citizenship. Units of the qualification may also be incorporated into broader courses of study such as vocational qualifications and crosscurricular learning programmes. It is anticipated that centres will build on the content of this qualification to encourage candidates to extend their knowledge and understanding of citizenship issues and also to apply their understanding of citizenship to other areas of study such as work related learning, environmental studies and media studies. The qualification has been designed to meet the QCA Common Criteria for qualifications and also the Entry Level Criteria. The has been developed in consultation with the Citizenship Coalition. The Coalition is comprised of: The Citizenship Foundation, The Institute for Citizenship, The Council for Education of World Citizenship and The Community Service Volunteers. 1.2 AIMS 1 To develop an awareness of the rights and responsibilities of self and others 2 To develop basic knowledge of communities and the work and influence of community groups 3 To develop basic understanding of decision-making processes 4 To develop basic understanding of government and democratic processes 5 To develop basic awareness of the individual as a world citizen 6 To encourage active participation in citizenship activities 7 To develop an appreciation of the nature of citizenship and the role of the individual as a citizen OCR 2001 Overview Oxford Cambridge and RSA Examinations 1

1.3 TARGET GROUP This qualification will be appropriate for learners of all ages in a variety of situations who are working at Entry Level. It will be appropriate for both pre- and post-16 learners. The qualification will be appropriate for those pre-16 learners working at Key Stage 4 who are following the Citizenship programme of study and who are working at Entry Level. The qualification will also be appropriate for post-16 learners engaged in a variety of full or part-time programmes of study. Situations where the qualification may be appropriate include formal study programmes leading to accreditation in Citizenship Studies and also vocational/integrated programmes of study where knowledge and understanding of citizenship is developed in order to support learning in vocational or basic skills studies. 1.4 STATEMENT OF LEVEL Relationship to National Qualifications The award has been designed to assess skills at Entry 3. Entry 3 accredits skills that are at a level below that of NVQs at Level 1, GNVQs at Foundation level and the QCA Key Skills at Level 1. The section entitled Progression (see below) provides information on the way in which this award forms part of a progression route through the National Framework of Qualifications. Relationship to National Curriculum Levels The specification has been designed to be broadly in line with the demands of the National Curriculum at Level 3 but to be appropriate for learners at age 14 and beyond. 1.5 PRIOR LEARNING In order to achieve this award, candidates must be able to meet all of the requirements of the specification. No barriers to access are introduced through minimum entry requirements. However, it is expected that successful candidates will be working at around Entry 3 of Entry Level of the National Framework of Qualifications, and the specification requirements reflect this. It is anticipated that candidates working at KS4 will be able to build upon previous learning at Key Stage 3 in the areas of citizenship and personal, social and health education. Adult candidates will be able to draw upon their experience in different roles and situations, eg as voter, as a member of the local community, as consumer, as family member. OCR 2001 Overview Oxford Cambridge and RSA Examinations 2

1.6 PROGRESSION The has been designed to recognise candidates knowledge and understanding of citizenship issues in a range of contexts. Candidates who wish to develop a greater depth and breadth of knowledge and understanding of the issues addressed in this specification will be able to progress to other qualifications in Citizenship Studies. The qualification also aims to develop candidates awareness of the way in which citizenship issues impact on related subject areas such as the environment, the media and workplace issues. Study of these areas in the context of citizenship will assist candidates in building knowledge and understanding that will support them in progressing to related subjects at either Entry Level or Level 1. Possible progression routes include OCR s qualifications in Preparation for Employment and Job Seeking Skills as well as OCR s GCSEs in Media Studies and Humanities. 1.7 GUIDED LEARNING HOURS OCR does not prescribe guided learning hours for this qualification. There are numerous valid ways of delivering this qualification which include delivering a discrete programme of study in Citizenship at Entry Level, integrating study towards this programme of study as part of a broader PSHE or Humanities programme of study and using this qualification as accreditation for an active citizenship programme. OCR recognises that the needs of learners following courses of study leading to this award are particularly diverse and that this will result in a wide range of approaches to learning. As the guided learning hours needed by learners will differ significantly between individual learners, OCR encourages teachers/tutors to determine individual needs on a learner by learner basis. As a general guide, however, it is anticipated that around 15 hours per unit (60 hours for the full qualification) should be adequate to meet the needs of most learners. 1.8 SIGNPOSTING TO THE PROGRAMME OF STUDY FOR CITIZENSHIP AT KS4 Unit 1 A course of study leading towards this unit provides opportunities for candidates to address the following knowledge and understanding statements from the Programme of Study for Citizenship at KS4. a) the legal and human rights and responsibilities underpinning society and how they relate to citizens b) 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 h) The rights and responsibilities of consumers, employers and employees OCR 2001 Overview Oxford Cambridge and RSA Examinations 3

The knowledge and understanding can be addressed both through the taught component of the course and also through the research undertaken by candidates in preparation for the set tasks. Opportunities to develop the skills of enquiry and communication, particularly skill c), contribute to group and exploratory class discussions, and take part in formal debates, are available throughout the learning programme for this unit. This unit also provides an opportunity to promote the development of the skills of participation and responsible action. Candidates will be able to develop skill a), use their imagination to consider other people s experiences and be able to think about, express, explain and critically evaluate views that are not their own, through OCR-set task 2 where candidates are required to recognise the views and rights of others. Unit 2 A course of study leading towards this unit provides opportunities for candidates to address the following knowledge and understanding statements from the Programme of Study for Citizenship at KS4. f) the opportunities for individuals and voluntary groups to bring about social change locally, nationally, in Europe and internationally Opportunities to develop the skills of enquiry and communication, particularly skill c), contribute to group and exploratory class discussions, and take part in formal debates, and are available throughout the learning programme for this unit. Opportunities are also available for candidates to develop skill a), research a topical, political, spiritual, moral or cultural issue, problem or event by analysing information from different sources, including ICT-based sources, showing an awareness of the use and abuse of statistics This unit also provides an opportunity to promote the development of the skills of participation and responsible action. Candidates will be able to develop skills b), negotiate, decide and take part responsibility in school and community-based activities, and c), reflect on the process of participating through their consideration of, and participation in, community activities Unit 3 A course of study leading towards this unit provides opportunities for candidates to address the following knowledge and understanding statements from the Programme of Study for Citizenship at KS4. c) the work of parliament, the government and the courts in making and shaping the law d) the importance of playing an active part in democratic and electoral processes g) the importance of a free press, and the media s role in society, including the internet, in providing information and affecting opinion i) the United Kingdom s relations in Europe, including the European Union, and relations with the Commonwealth and the United Nations OCR 2001 Overview Oxford Cambridge and RSA Examinations 4

Opportunities to develop the skills of enquiry and communication, particularly skill c), contribute to group and exploratory class discussions, and take part in formal debates, and are available throughout the learning programme for this unit. Opportunities are also available for candidates to develop skill a), research a topical, political, spiritual, moral or cultural issue, problem or event by analysing information from different sources, including ICT-based sources, showing an awareness of the use and abuse of statistics and skill b), express, justify and defend orally and in writing a personal opinion about such issues, problems or events. This unit also provides an opportunity to promote the development of the skills of participation and responsible action. Candidates will be able to develop skills b), negotiate, decide and take part responsibility in school and community-based activities, and c), reflect on the process of participating. They will also be able to develop skill a), use their imagination to consider other people s experiences and be able to think about, express, explain and critically evaluate views that are not their own, through the exploration of the views of others in debating issues and reviewing local issues and events. Unit 4 A course of study leading towards this unit provides opportunities for candidates to address the following knowledge and understanding statements from the Programme of Study for Citizenship at KS4. j) the wider issues and challenges of global interdependence and responsibility, including sustainable development and Local Agenda 21. The knowledge and understanding can be addressed both through the taught component of the course and also through the research undertaken by candidates in preparation for the set tasks. Opportunities to develop the skills of enquiry and communication, particularly skill a), research a topical, political, spiritual, moral or cultural issue, problem or event by analysing information from different sources, including ICT-based sources, showing an awareness of the use and abuse of statistics are available throughout this unit. This unit also provides an opportunity to promote the development of the skills of participation and responsible action. Candidates will be able to develop skill a), use their imagination to consider other people s experiences and be able to think about, express, explain and critically evaluate views that are not their own, through the exploration of the lifestyles of others in other parts of the global community. OCR 2001 Overview Oxford Cambridge and RSA Examinations 5

1.9 SIGNPOSTING TO BASIC SKILLS The grid below indicates where a course of study leading to OCR Entry Level Certificate in Citizenship Studies (Entry 3) may provide opportunities to work towards the requirements of the basic skills standards at Entry 3. Basic Skills OCR Entry Level Certificate in Citizenship Studies (Entry 3) Basic Skill Evidence Reference Unit 1 Unit 2 Unit 3 Unit 4 National Standards for Adult Literacy Entry 3 National Standards for Adult Numeracy Entry 3 Listen and respond Speak to communicate Engage in discussion Read and understand Read and obtain information Write to communicate Read and understand Specify and describe Generate results Present and explain results 1.10 OPPORTUNITIES FOR ADDRESSING SPIRITUAL, MORAL, ETHICAL, SOCIAL AND CULTURAL ISSUES Teachers/tutors delivering a programme in citizenship that supports this qualification would have opportunities to address these issues throughout the programme. Examples of specific opportunities include: Unit 1: Unit 2: Unit 3: Unit 4: Ethical and moral issues could be explored through the consideration of rights and responsibilities in respect of both self and others. Social and cultural values could be explored through social diversity and common values. Social and cultural values could be explored through the consideration of the nature of different communities and community groups. Moral, ethical, social and cultural values could be explored through the exploration of the aims and activities of different community groups. Moral, ethical, social and cultural values could be explored through consideration of the decision making process. Additionally, these issues could be considered in relation to the way in which information is presented in the media. Moral, ethical, social and cultural values could be explored throughout this unit in relation to world citizenship issues. OCR 2001 Overview Oxford Cambridge and RSA Examinations 6

1.11 OPPORTUNITIES TO ADDRESS HEALTH AND SAFETY ISSUES, ENVIRONMENTAL ISSUES AND EUROPEAN DEVELOPMENTS Teachers/tutors delivering a programme in citizenship supporting this qualification would have an opportunity to address these issues throughout the programme. Environmental issues could be explored in depth in Unit 4 where global environment issues are considered. Responsibilities to the environment could also be explored in Unit 1 as part of the discussion of rights and responsibilities. European developments will be particularly relevant to Unit 3 where there are opportunities to consider decision making processes both within the UK and also as part of wider political groupings. Health and Safety issues will be particularly relevant in Unit 2 where candidates consider the issues involved in participating in citizenship activities. Health and safety issues may also be considered as part of Unit 4 where discussion of global environmental issues may include the impact on health as a result of environmental damage. 1.12 SPECIAL ARRANGEMENTS Full details of the arrangements, which are available, for candidates with special assessment needs are contained in the OCR booklet Access to Vocational Assessment: Arrangements for Candidates with Disabilities and Learning Difficulties. 1.13 QCA ACCREDITATION NUMBERS QCA Accreditation Number 100/1652/1 OCR Scheme Code 03326 Unit 1 Identifying rights and responsibilities K/101/0709 Unit 2 Unit 3 Identifying communities and participating in community activities Participating in decision making and recognising the role of government D/101/0710 H/101/0711 Unit 4 Recognising the individual as a world citizen K/101/0712 OCR 2001 Overview Oxford Cambridge and RSA Examinations 7

2 QUALIFICATION STRUCTURE AND UNIT CONTENT 2.1 THE STRUCTURE OF THE QUALIFICATION The qualification contains four units: Unit 1: Identifying rights and responsibilities Unit 2: Identifying communities and participating in community activities Unit 3: Participating in decision making and recognising the role of government Unit 4: Recognising the individual as a world citizen This structure facilitates a flexible, unit-based approach, which allows candidates to work towards individual units as stepping stones towards the full award. The units are equally weighted. Each unit contributes 25% of the total requirements of the award. In order to achieve the full award, candidates must meet all of the stated assessment requirements for each of the four units. The units are numbered for reference purposes only. There is no requirement for candidates to work towards the units in any particular order and teachers/tutors may tailor learning programmes to meet individual situations. Teachers/Tutors are encouraged to recognise the links between the units and, wherever possible, to adopt a holistic approach to the overarching themes and issues. Each unit is structured in the same way. Learning Outcomes: The Learning Outcomes identify the aims of the units. Assessment Objectives: This section sets out the essential knowledge and skills which candidates will need to demonstrate to achieve pass standard. Candidates will be required to achieve ALL assessment objectives in order to achieve the unit. Knowledge and Understanding: This section identifies the underpinning knowledge and understanding which candidates will need in order to achieve the assessment objectives. The knowledge and understanding identified is indicative of the depth of the knowledge and understanding that candidates will need in order to achieve the assessment objectives. It is anticipated that teachers/tutors will cover all of the specified knowledge and understanding through their teaching and that candidates will be able to draw on the breadth of their learning when they undertake assessment activities. Not all knowledge and understanding will necessarily be addressed through the assessment. Teachers/tutors will also wish to add additional knowledge and understanding to fully reflect their own teaching programmes. OCR 2001 Qualification Structure and Unit Content Oxford Cambridge and RSA Examinations 8

Assessment: This section details the form of assessment and, where the unit is centreassessed, the nature of the tasks that the candidates will be required to undertake. Evidence: Where units are centre-assessed, guidance is provided on the nature of the evidence that will be required. Notes for Tutors: This section provides additional information. It will be supplemented by the Notes for Tutors that support the externally assessed units and by the Tutor s Handbook. 2.2 ASSESSMENT PATTERN The Assessment Components OCR-set and marked tasks (Units 1 and 4) Centre-assessed portfolio of evidence, externally moderated (Units 2 and 3) OCR-set and marked tasks Units 1 and 4 will be assessed externally. Candidates will be required to undertake OCR-set tasks. This assessment will account for 50% of the final assessment (25% per unit). The tasks have been designed to test all of the assessment objectives identified in the unit. The tasks will remain live for the duration of the specification. Candidates will be provided with an information sheet in advance of undertaking the formal assessment questions so that they may carry out research and develop their knowledge and understanding of the issues. Notes for Tutors will provide additional guidance for tutors in order to clarify assessment and administrative requirements for the tasks. Candidates will be required to achieve all of the assessment objectives in order to achieve a Pass. Candidates who are unsuccessful in achieving a Pass in one or both of the units assessed through the OCR-set tasks will be able to re-take assessment for the unit(s) in which they were unsuccessful. Where candidates re-take assessment, they will be required to undertake the tasks in different contexts. Centre-assessed Work Units 2 and 3 have been designed to assess practical skills. Candidates will be required to produce a portfolio of evidence demonstrating that they have met all of the assessment objectives as required. Candidates will be required to achieve all assessment objectives in order to achieve a Pass. OCR 2001 Qualification Structure and Unit Content Oxford Cambridge and RSA Examinations 9

Assessment will be centre-based. All units will be assessed by teachers/tutors in centres. OCR provides forms to assist teachers/tutors in tracking candidate evidence. These are to be found in section 6 of this handbook. Portfolios of evidence will be externally moderated by an OCR-appointed Examiner-moderator. OCR 2001 Qualification Structure and Unit Content Oxford Cambridge and RSA Examinations 10

2.3 UNIT CONTENT UNIT 1: IDENTIFYING RIGHTS AND RESPONSIBILITIES Learning Outcomes Candidates are able to identify the rights and responsibilities of individuals and are able to explain the importance of the legal system in protecting rights. Candidates demonstrate knowledge of social diversity and are able to apply their knowledge of rights and responsibilities when considering the views of others. Assessment Objective 1. Identify the legal and human rights which relate to individuals Knowledge and Understanding Recognition of the following rights: right to life, right to social justice, freedom of speech, right to vote, right to education, right to privacy, minimum wage, consumer rights 2. Identify the responsibilities of an individual Recognition that an individual has responsibilities to themselves, to others (including family, other members of the community), to their employer and to work/school colleagues, to the community and to the environment Recognition of the consequences for themselves and others of not meeting responsibilities 3. Identify the way that the legal system underpins rights Recognition of why laws exist Recognition of how laws protect individuals Identification of areas in which there are laws: theft, violence, transport, protection of rights Recognition of the consequences of breaking the law 4. Identify the range of social diversity and the importance of mutual respect and understanding 5. Describe ways to build mutual respect and understanding Social diversity: ethnic, gender, age, religion, national, regional Recognition of common rights Recognition of responsibilities to others Sharing common values: ethical, moral, cultural, religious, historical Respect for rights and responsibilities of others Describing and appreciating the views and experiences of others OCR 2001 Qualification Structure and Unit Content Oxford Cambridge and RSA Examinations 11

Assessment This unit is assessed externally. Candidates will be required to complete the OCR-set tasks. All assessment objectives will be assessed through the tasks. Candidates will be required to complete all of the tasks, demonstrating achievement in each of the assessment objectives Notes for Tutors Separate Notes for Tutors are provided with the OCR-set and marked tasks. OCR 2001 Qualification Structure and Unit Content Oxford Cambridge and RSA Examinations 12

UNIT 2: IDENTIFYING COMMUNITIES AND PARTICIPATING IN COMMUNITY ACTIVITIES Learning Outcomes Candidates develop understanding of communities and the way in which communities come together. They develop an appreciation of the way in which community groups work. They demonstrate skill in contributing to a community activity. Assessment Objective 1. Identify different communities and explain how communities come together 2. Identify the aims of community groups and the ways in which they try to meet the aims Knowledge and Understanding Recognition of different communities: families, cultural, school/college/work, location (eg road, village) Recognition of things that bring communities together: shared experiences, goals, things in common, relationships Recognition of the existence of different community groups local, national, voluntary, formal Recognition that community groups have different aims: providing information/advice/counselling/self-help, raising money/clothing to help others, awareness raising, lobbying, campaigning Identification of the main aims of specific community groups Recognition that community groups employ different activities in trying to meet aims - holding meetings, campaigning, giving out leaflets, selling items on behalf of group, assisting in collections, working in shops, writing about activities etc Identification of the activities which specific groups undertake in trying to meet their specific aims 3. Contribute to informal community activities Recognition of the steps involved in contributing to a community activity Identification of personal interests and skills which can aid contribution Reviewing own participation and assessing contribution OCR 2001 Qualification Structure and Unit Content Oxford Cambridge and RSA Examinations 13

Assessment This unit is centre-assessed and externally moderated. In order to achieve this unit, candidates must collate a portfolio of evidence showing that they can meet all of the assessment objectives identified above by: 1 identifying two communities to which they belong and giving one reason why each community has come together. 2 choosing two community groups, finding out the main aim of each group and listing two different activities each group undertakes in working towards its goal. 3 contributing to a community activity by carrying out tasks as agreed and then reviewing the experience of participation. Evidence Candidates may provide their responses either in writing or orally. Where candidates provide oral responses, teachers/tutors should record candidates responses on their behalf. 1 Candidates should identify two separate communities eg school and church. They should demonstrate understanding of the basic reason for each community eg a school community is based on shared interests and the church community is based on a shared religion and a shared approach to life. 2 Candidates may select local community groups of their choice. Only a general description of the main aim (eg raising money to buy new equipment for a children s home) is needed and only general descriptions of activities are needed (eg selling raffle tickets to raise money, giving out leaflets to raise awareness). 3 Candidates may participate in any local activity. They should be encouraged to choose an activity that is of personal interest. Activities should be substantial and involve at least one hour s commitment. Evidence of participation should take the form of witness statements from the leader/supervisor of the activity. Candidates review of the activity may be written or oral. Only a brief review is needed. The review should include: a description of the tasks carried out, a statement about how the tasks contributed the overall aims of the activity and a statement about what they learned through participating. OCR 2001 Overview Oxford Cambridge and RSA Examinations 14

Notes for Tutors It is anticipated that wherever possible candidates will draw on relevant personal experience when collecting evidence. Examples of the sorts of community activities that candidates might participate in include: raising money for Comic Relief, organising an outing for children, organising a collection for an appeal, giving out leaflets. NB: Centres should be aware of the issues of protection and health and safety for students who are participating in activities outside of the school/college environment. OCR 2001 Overview Oxford Cambridge and RSA Examinations 15

UNIT 3: PARTICIPATING IN DECISION MAKING AND RECOGNISING THE ROLE OF GOVERNMENT Learning Outcomes Candidates demonstrate understanding of the way in which decisions are made. They develop an appreciation of the way in which decisions affect them and the way in which they can influence change. They demonstrate knowledge of the tasks of local and central government and how decisions made at local and national level can affect them. Assessment Objective Knowledge and Understanding 1. Participate in decision making processes Recognition of the need to resolve conflict Recognition of the need for negotiation and compromise Recognition of the role of voting Recognition of the influence of lobbying 2. Participate in voting procedures and recognise the importance of voting 3. Identify the role of local government and the way local government affects individuals Identification of the right to vote Recognition of the role and importance of the electoral roll List the steps in the voting process including the role of polling cards Recognition of the existence of national and local elections List political parties in the local area Recognition of the role of local government local services, allocation of local resources 4. Participate in a discussion about a local issue Examples of local issues: closure of local school, building work (eg road), changes to hours of public utilities (eg libraries), job cuts 5. Identify the role of central government and the way central government affects individuals 6. Identify the role of the media and recognise that the media can present information in different ways Recognition of the role of central government national policy. National representation outside UK Recognition of the role of parliament and central government in making laws Recognition of the role of the media in promoting and presenting issues/events Recognition that the media can present a biased outlook by presenting information in different ways Recognition of the importance of a free press OCR 2001 Overview Oxford Cambridge and RSA Examinations 16

Assessment This unit is centre-assessed and externally moderated. In order to achieve this unit, candidates must collate a portfolio of evidence showing that they can meet all of the assessment objectives identified above by: 1 Participating in two different decision-making situations. On one occasion the decision should be made by debate and compromise; on one occasion the decision should be made by voting. Candidates should record (written or orally) what the decision was and how it was made. 2 Making a list of at least four steps in the voting process and participating in a simulated voting scenario. 3 Making a list of three different areas of responsibility of local government and showing that they know how these areas affect them. 4 Participating in a debate on one local issue. Candidates should make at least three contributions to the debate including expressing an opinion and asking a question. After the debate they should list three points that were made and which they feel were important. 5 Making a list of three different areas of responsibility of central government and showing that they know how these areas affect them. 6 Reviewing the way that two different forms of the media cover a local issue or event. They should note at least two differences in the coverage. Evidence Candidates may provide their responses either in writing or orally. Where candidates provide oral responses, teachers/tutors should record candidates responses on their behalf. Evidence for AO1, AO2 and AO4 should take the form of a witness statement from tutors supplemented by candidates own reviews/lists/summaries. Evidence for AO3 and AO5 should take the form of lists prepared by candidates. The lists must include a brief reference to how the points identified affect them eg in AO3, candidates might identify that one role of the local government is to fund schools and that this affects them because they are studying in a local government school. Evidence for AO6 should take the form of a brief comparison of the way two forms of the media cover an issue/event. The two differences may be straightforward eg length of the report, the pictures shown, the people featured/quoted. Candidates should state where the reports were made. OCR 2001 Overview Oxford Cambridge and RSA Examinations 17

Notes for Tutors Where group work is involved, it is recommended that there should be a minimum of 5 people in the group. It is anticipated that wherever possible candidates will draw on relevant personal interests and experience when focusing on issues. OCR 2001 Overview Oxford Cambridge and RSA Examinations 18

UNIT 4: RECOGNISING THE INDIVIDUAL AS A WORLD CITIZEN Learning Outcomes Candidates demonstrate knowledge of the ways in which the lives of people in other countries differ from their own. They demonstrate understanding of the interdependence and common responsibilities within the global community. Assessment Objective 1. Find out about the lifestyles of citizens in other countries and make comparison with lifestyles in the UK 2. Find out about the role of international groups Knowledge and Understanding Recognition of the common needs and the differences in lifestyles between the UK and one other country in the developing world Common needs and differences in relation to: food, housing, education, work, health and the weather Awareness of the range of international groups: Political eg United Nations Charities eg Red Cross, Oxfam, Care, Save the Children, Amnesty International Role of groups: main aims Activities: main activities Areas of operations: examples of countries that they operate in 3. Identify global environmental issues Recognition of the existence of global pollution and climate change. Recognition of the concepts of renewable and non-renewable resources Assessment This unit is assessed externally. Candidates will be required to complete the OCR-set tasks. All assessment objectives will be assessed through the tasks. Candidates will be required to complete all of the tasks, demonstrating achievement in each of the assessment objectives. Notes for Tutors Separate Notes for Tutors are provided with the OCR-set and marked tasks. OCR 2001 Qualification Structure and Unit Content Oxford Cambridge and RSA Examinations 19

3 ASSESSMENT GUIDANCE OCR-SET TASKS 3.1 INTRODUCTION TO THE OCR-SET TASKS The purpose of the OCR-set tasks Units 1 and 4 of this qualification are assessed by tasks that are set and marked by OCR. The assessment tasks have been designed to assess all of the assessment objectives identified in Units 1 and 4. All candidates will be required to demonstrate that they can meet all of the assessment objectives in order to achieve a Pass. The tasks have been designed to be flexible and aim to allow individual candidates the opportunity to build on their own interests and experience and thus to demonstrate what they know and can do in a relevant and motivating context. The assessment tasks provide the externality component required by the QCA Criteria for Entry Level qualifications. The assessment tasks When centres enter candidates for the OCR Entry Level Certificate in Citizenship Studies (Entry 3), a booklet containing the assessment tasks will be forwarded. All candidates for this qualification will be required to undertake the same set of assessment tasks. Sample assessment tasks, information for candidates and supporting notes for tutors are reproduced in section 3.2 The booklet will also contain tasks sheets which are photocopied for completion by candidates. The tasks have been designed as generic tasks that can be contextualised to meet individual experience and need. Candidates will have access to an Information for Candidates Sheet that provides advance guidance on the way in which the assessment objectives will be assessed in the formal tasks. It is anticipated that teachers/tutors will use this advance material as a focus for the delivery of the learning programme supporting the knowledge and understanding specified within the unit. It is intended that the advance material will also support candidates in reflecting on their own experiences and will support them in transferring the knowledge and understanding that they have gained through their learning programme to specific real situations. The assessment tasks will be marked by OCR-appointed Examiner-moderators. Guidance on the marking criteria that will be applied for each assessment objective is provided in the Notes for Tutors that accompany each set of assessment tasks. OCR 2001 Qualification Structure and Unit Content Oxford Cambridge and RSA Examinations 20

Access to the assessment tasks The tasks have been designed to allow candidates the opportunity to demonstrate what they know and can do in relation to the set assessment objectives. The formal assessment process has been designed to be flexible and to maximise opportunities for candidates to demonstrate what they have learned without introducing unnecessary barriers through assessment arrangements. Guidance on the flexible arrangements for recording candidates responses to the assessment tasks is provided in the Notes for Tutors that accompany the tasks and which are reproduced in Section 3.2 of this handbook. The formal assessment tasks may be undertaken at any point within a candidate s programme of study. However, the tasks must be completed within the assessment time stipulated by OCR (see Notes for Tutors provided with the tasks at the end of this section of the handbook). Guidance on the time available and ways in which this time can be broken down into smaller assessment sections is provided in the Notes for Tutors. The time period set by OCR has been set to be generous in terms of time and to ensure that all candidates have ample time in which to complete the tasks. It is anticipated that most candidates will require only a small part of this time in which to complete the tasks. Assessment conditions The formal assessment tasks must be carried out in supervised conditions. Centres should ensure that the work presented by candidates is carried out independently. Candidates may have access to their own pre-prepared information but should not have access to any other document/information. There are no restrictions on the location used for candidates undertaking the formal assessment tasks as long as teachers/tutors can ensure that the work submitted is carried out independently. Teachers/Tutors will be required to verify that work submitted is solely that of the candidate concerned. Re-taking the OCR-set tasks Where candidates are unsuccessful in achieving the OCR-set tasks, they will be required to reenter and re-take all of the tasks in the unit(s) in which they were unsuccessful. Where this is the case, candidates will be required to state that they have previously undertaken the assessment. The assessment tasks must be carried out in a different context when the candidate re-takes them. OCR 2001 Overview Oxford Cambridge and RSA Examinations 21

3.2 OCR-SET TASKS When candidates are entered for the OCR Entry Level Certificate in Citizenship Studies (Entry 3), centres will be sent a booklet of materials for the OCR-set and marked tasks. This booklet contains separately for Units 1 and 4 respectively: the Information for Candidates sheet the Task Sheets for candidates the Notes for Tutors Information for Candidates This document has been designed to provide advance material for candidates that will allow them to prepare for the formal OCR-set tasks. Teachers/Tutors may explain the content of the document to candidates. It is anticipated that candidates will use this document as a guide in preparing for the tasks and that they will be encouraged to take some responsibility for their own learning and preparation. A copy of the advance material that will be provided for the OCR-set tasks for each unit is reproduced on the following pages. Task Sheets The task sheets are the formal assessment documents. Task Sheets will be composed of questions that directly relate to the material that candidates have researched and collated in response to the advance material. The task sheets can be photocopied from the booklet of materials as required, for each candidate. Completed task sheets will need to be forwarded to the OCR-appointed Examiner-moderator for marking. Guidance on the administration arrangements is provided in the Notes for Tutors that accompany the tasks and which are reproduced on the following pages. Notes for Tutors The Notes for Tutors have been designed to aid teachers/tutors in preparing candidates for the tasks and in administering the tasks. The Notes for Tutors also contain guidance on the way in which the assessment tasks will be marked. Sample marking guidance is provided in order to indicate the depth and breadth of responses that will be required in order for candidates to achieve each assessment objective. The Notes for Tutors that will accompany the formal tasks are reproduced in full on the following pages. OCR 2001 Overview Oxford Cambridge and RSA Examinations 22

OXFORD CAMBRIDGE AND RSA EXAMINATIONS ENTRY LEVEL CERTIFICATE IN CITIZENSHIP STUDIES (ENTRY 3) INFORMATION FOR CANDIDATES 3326/1 UNIT 1 IDENTIFYING RIGHTS AND RESPONSIBILITIES INTRODUCTION TO THE OCR-SET TASKS These tasks have been designed to enable candidates to demonstrate their knowledge of the nature of rights and responsibilities for both themselves and for others. The tasks have been designed to address all of the assessment objectives within the specification for Unit 1 whilst also allowing flexibility for candidates to pursue areas that are of particular interest. These tasks will remain live for the duration of this qualification. It is anticipated that the tasks will be carried out in two parts: part one will involve researching areas identified in the Information for Candidates and part two will involve candidates formally recording their research and learning via the OCR-set questions. The research aspects of the tasks have been designed to enable candidates to explore the issues in depth. This approach is intended to encourage candidates development of the skills of enquiry and communication and also to aid them in developing skills of participation and responsible action. Candidates may take notes they have prepared during the research part of the task with them when they complete the tasks. Task 1 Rights and Responsibilities The following assessment objectives are assessed through this task: 1 Identify the legal and human rights which relate to individuals 2 Identify the responsibilities of an individual 3 Identify the way that the legal system underpins rights This task has been designed as an introduction to rights and responsibilities as thet pertain to the individual. QCA Accreditation Number 100/1652/1 OCR 2001 Overview Oxford Cambridge and RSA Examinations 23

Task 2 Recognising the backgrounds, views and rights of others The following assessment objectives are assessed through this task: 4 Identify the range of social diversity and the importance of mutual respect and understanding 5 Describe ways to build mutual respect and understanding This task has been designed to build on the learning in Task 1. It provides the opportunity for candidates to consider issues from other points of view and to apply the knowledge and understanding they gained in Task 1 to the situations of others. Prior to undertaking the task, candidates should agree the people whose views they are considering with their tutor. Teachers/Tutors are encouraged to ensure that the people chosen have different backgrounds in order to allow candidates the opportunity to explore social and cultural diversity as much as possible. Teachers/Tutors should note that candidates are required to provide the name of the person they have found out about on the task sheet. Prior to submitting the task sheet, tutors may delete all/part of the name. ADDITIONAL GUIDANCE FOR TUTORS Additional guidance for tutors may be found in the specification on the way in which the work candidates carry out towards this task: Contributes to the KS4 programme of study for Citizenship Provides opportunities to develop the basic skills of literacy and numeracy Provides opportunities to consider spiritual, moral, ethical, social and cultural values Provides opportunities to address health and safety issues, environmental issues and European developments ADMINISTRATION OF THE OCR-SET QUESTIONS The tasks may be taken at any time during a candidate s learning/training programme Candidates should be provided with a copy of the Information for Candidates sheet prior to undertaking the formal tasks set by OCR. The Information for Candidates sheet has been designed to aid candidates in their preparation for answering the OCR-set questions. Teachers/Tutors may explain the content of the information sheet to the candidates. Teachers/Tutors should also ensure that candidates are aware of the skills required in order to meet the assessment objectives. There is no time limit on the length of time permitted in which to carry out research prior to the tasks. It is anticipated that candidates will collate the information in support of the assessment objectives over a period of time and as part of their overall study in the area of citizenship. OCR 2001 Overview Oxford Cambridge and RSA Examinations 24

Teachers/Tutors may guide candidates in collating relevant information for example, sheets for collecting information may be prepared for candidates. Teachers/Tutors must ensure that candidates understand what it is that they are required to do. However, candidates must use their own knowledge and understanding to identify and record relevant information in preparation for answering the OCR-set questions. Teachers/Tutors are encouraged to use the opportunities presented by the research requirements to stimulate discussion of the issues involved. It is anticipated that there will be formal teaching input to fully develop all of the knowledge, understanding and skills identified in the specification. The questions in the OCR-set tasks must be undertaken independently and under supervised conditions. Candidates may use their pre-prepared notes/information to help them with answering the questions. The questions will address understanding in addition to factual knowledge. Candidates are allowed up to TWO hours in which to complete the tasks. It is anticipated that most candidates will need considerably less than this amount of time. The two hours do not have to be used in one session. The tasks may be undertaken separately and in any order. For example, candidates may undertake Task 2 over one session of 40 minutes and then may undertake Task 1 in a separate session of 45 minutes a few weeks later. Tutors will be required to identify and date the work carried out on each session. Candidates may not return to tasks once they have been completed. Tutors should ensure that the work completed for each task is kept securely and is not returned to the candidate when further tasks are undertaken. Both tasks must be completed before the assessment for this unit may be viewed as completed. Candidates may present their answers either in writing or verbally. Written responses will not be assessed for spelling, punctuation or grammar. However, candidates should be encouraged to ensure that their writing is legible. Alternatively, tutors may read the questions to the candidates and may scribe their responses on the task sheet for them. Tutors will be required to verify that the work submitted is solely that of the candidate concerned (a separate section for this will be provided on the covering form the Assessment Record Folder - provided by OCR). GUIDANCE ON MARKING CRITERIA Candidates responses to the set tasks will be marked by OCR-appointed Examiners. In order to be successful in the tasks, candidates will be required to satisfy all of the assessment objectives. Marks will be allocated to each assessment objective. Candidates will be required to achieve at least 70% of the total marks available and to achieve at least 50% of the marks allocated to each assessment objective. OCR 2001 Qualification Structure and Unit Content Oxford Cambridge and RSA Examinations 25