GCSE 2009- Delivering the new specification in September 2009

1. GCSE 2009- Delivering the new specification in September 2009 Citizenship

2. Aim of Event During the course of the day delegates will: • learn about the total package and how it will help you achieve better results • be taken through the impact of the changes to the new specification • develop a full understanding of controlled assessment and how Edexcel will support this aspect • understand the assessment implications of the new specification • have the opportunity to explore delivery strategies applicable to the new specification.

3. A great new course! • More active citizenship • More marks for coursework • Familiar but new! More opportunities to explore students’ interests

4. What’s the objective? To enable students to gain the confidence and conviction to participate in decision making and play an active role as effective citizens in public life.

5. The new GCSE Citizenship? Full and short course now available Full course develops content of short course Flexibility Citizenship activities well rewarded Motivation

6. The short course structure • Aims of the activity • The mix of question styles What’s staying the same? No change

7. Main differences Shorter exam for short course New style exam for full course Controlled assessment And what are the main differences?

8. Overview of the specification

9. Terminal Rule – in GCSE 2009 QCA has a Terminal Rule for unitised qualifications. Unitised qualifications offer individual unit assessment. Candidates are able to resit each unit once. The rule states that: • at least 40% of the assessment must be taken in the final exam session • the final exam session is the session in which candidates are claiming their award. • the results from these terminal attempts must be used for the calculation of the final grade.

10. Which course? - your choice Short course? • The course you know • Activity and exam • Engagement Full course? • Choice of themes • No additional knowledge • Focus on perspectives • A campaign

11. Assessment Objectives and weightings AO1: Recall, select and communicate their knowledge and understanding of citizenship concepts, issues and terminology. Short Course 26% GCSE 26% AO2: Apply skills, knowledge and understanding when planning, taking and evaluating citizenship actions in a variety of contexts. Short Course 44% GCSE 44% AO3: Analyse and evaluate issues and evidence including different viewpoints to construct reasoned arguments and draw conclusions. Short Course 30% GCSE 30% TOTAL 100%

12. Weightings

13. Unit 1 Citizenship Today

14. The specification – Short course Unit one Citizenship Today External assessment Rights and responsibilities Power, politics and the media The global community

15. What’s involved? • Overview – page 4 • 1 exam – 1 hour • Questions on each theme • Mix of question style • The detail – page 8 • 3 Themes • Rights and responsibilities • Power, politics and the media • The global community

16. For each theme……. • Use content and clarification together • Always consider the concepts • rights and responsibilities • democracy and justice • identities and diversity • Use current stories and controversial issues • Distinguish between fact and opinion • Recognise bias

17. Assessment See page 3 in SAMs section The structure Section A - 38 marks Questions based on 3 themes Evidence based – 1 and 2 mark questions Section B – 12 marks A choice of 3 pieces of extended writing ‘another point of view’

18. Assessment activity – success in extended writing Choose one option • Option 1 - Page 55 • Option 2 - Page 77 • Option 3 - Page103 Develop a bulleted pointed answer to the question of your choice. Identify which points lift answer to a higher grade?

19. Check your answer ….. See mark scheme • Option A - page 67 • Option B – page 90 • Option C – page 115 What does it take to get an A grade?

20. Success in extended writing • Practice! • Use scaffolding prompts • Give 2 points of view and lead to a conclusion • Be aware of level mark system for extended writing questions • Take care with spelling, punctuation and grammar

21. Keys to success • Exam time –1 hour • Choose priorities from main themes • Base priorities on time available, staff strengths, resources, Examiners’ Report • Keep teaching issues topical • Teach skills as well as subject content/knowledge • Practice interpreting tables, graphs and photographs for Section B • Revise widely and answer as many questions as possible • Read questions carefully especially the extended writing questions.

22. Unit 3 Citizenship in Context

23. The specification Unit three Citizenship in Context External assessment 1.Environmental change and sustainable development 2.Changing communities: social and cultural identities 3.Influencing and changing decisions in society and government

24. What’s involved? • Overview - page 5 • Choice • 1 exam – 1.15 mins • Based on evidence • The detail – page 26 • Perspectives • Based on content from Unit 1 • Clarification – Focus on issues and debates

25. Assessment The exam • Booklet – page 59 • A3 sheet of evidence - mix of different types of material, words, data and images - aims to replicate teaching of topics - students can see all the evidence while answering the questions • The exam paper – page 47 • - Multiple choice questions help students to explore the evidence • - Mix of us of evidence and own knowledge – as they will have practised • - Extended writing – ‘another point of view’

26. Assessment activity – success in extended writing Choose one option • Option 1 - Page 55 • Option 2 - Page 77 • Option 3 - Page103 Develop a bullet pointed answer to the question of your choice. Identify which points lift answer to a higher grade?

27. Check your answer ….. See mark scheme • Option A - page 67 • Option B – page 90 • Option C – page 115 What does it take to get an A grade?

28. Which option? Which option suits you and your students? Option A • Environmental change and sustainable development – pages 27/28 Option B • Changing communities and cultural identities – pages 29/31 Option C • Influencing and changing decisions in society and government pages 32/33 Activity: Which would you choose – and why?

29. Introduction to Controlled Assessment

30. Controlled Assessment Units 2 and 4 • Not too scary! • Key difference from the past - write up under controlled conditions • - can be split over a period of time • - up to 3 hours available

31. What does it mean? Formal supervision means that the collation of evidence and task writing must be conducted in the direct sight of the supervisor at all times. Students must not interact with other students but can be supported by the teacher in selecting and collating evidence.

32. The conditions • Students should be supervised whilst they are writing responses and attaching evidence. • Students should complete their controlled assessment responses individually without collaboration. • Student work must be retained securely by centers between controlled assessment response writing sessions. • Students must not take their controlled assessment response out of the centre.

33. Choosing an activity • Wide choice of activities • Model activity – or your choice – - related to your local context - see example – handout - A Model • Pick and mix – a combination of Citizenship content and activities • Unit 2 – An Activity • Unit 4 – A Campaign

34. Assessment • Response form – page 37/119 • Working together? - Yes – but need evidence of involvement • Evidence? - QCA concerned that we see evidence that students have carried out the activity. It is asked for at all stages. - evidence of issue, communication, video, witness statements • People in positions of power? - head teacher, school governor, councillor, community leader, police business people

35. Unit 2 – Participating in Society • Overview – page 4 • More detail – page 14 • Content based on Unit 1 • Model activity offered by Edexcel – see handout XX - can be localised/personalised • Wide choice available for teachers who want students to make choices for themselves – seehandout - How does it fit into citizenship?

36. Making existing course work topics work Can use fund raising activities if – Can use community activities if - - it is built into the structure of the activity - students know how their activity will change things - students can answer questions on response form - students can produce the required evidence - students understand the citizenship ‘content’ Don’t use work experience.

37. Assessment criteria See page 22 – 25 • Enquiry into Citizenship issue (10 marks) • Application of skills of advocacy and representation (15 marks) • Participation in Action to address the citizenship issue (15 marks) • Assessment of impact of own action (10 marks)

38. Developing the skills Advocacy and representation • Advocacy - Arguing for a particular cause • Representation – to be a spokesperson on a particular issue

39. Activity: What works for you? Review materials and spec and consider activities that are appropriate for your students.

40. Unit 4 – The Campaign • Overview – page 5 • More detail – page 34 • Content based on Unit 1 • Model activity offered by Edexcel - can be localised/personalised • Wide choice available for teachers who want students to make choices for themselves

41. The Campaign The Campaign will require students to • • develop a campaign strategy for an issue • • participate in the campaign • • evaluate the outcome of own actions in the campaign. The Campaign must be a political, social or ethical issue or problem derived from one of the following nine range and content areas.

42. The 9 areas • Political, legal and human rights and freedoms in a range of contexts from local to global. • Civil, criminal law and the justice system- police, youth offending teams, courts, lawyers, prisons and probation. • Democratic and electoral processes and the operation of parliamentary democracy. • The development of, and struggle for, different kinds of rights and freedoms both in the UK and abroad. • The media. • Policies and practices for sustainable development. • The economy in relation to citizenship and the relationship between employers and employees. • Origins and implications of diversity and the changing nature of society in the UK. • The European Union, the Commonwealth and the UN.

43. Assessment criteria • Development of a campaign strategy for the issue 15 marks • Participate in the campaign 20 marks • Evaluation of outcome of own actions in the campaign 15 marks

44. Practical skills • Questionnaires • Persuasive writing • Organising a protest or demonstration

45. Activity What skills do students need? How do we develop them in lesson time?

46. What are we doing to help you? Dedicated linesRegional Offices Stay alert e-Spec Published Resources eg Activity Guide ResultsPlus GCSE Specification& Accessible Assessment Ask Edexcel CurriculumDevelopmentManagers Support for Controlled Assessment Ask the Expert expert@edexcel.com Training from Edexcel Ask edexcel

47. Detailed analysis on performance in each question on each exam paper Access for students Secure internet access to their Edexcel grades and scores ‘Gradeometer’ Links to helpful information for guidance and support • Comparison with: • Similar centres • Previous years • Performance per: • Subject, class, paper, question or individual learner • Subject grade • Breakdown by tier or specification

48. Edexcel published resources Highly respected authors Direct links to the specification Engaging student & teacher resources Free evaluation pack We will also endorse materials by other publishers.

49. Working with Edexcel for 2009? Let us know on your feedback form Need more information – Use our support services or ask your Curriculum Development Manager Sign up for e-mail alerts for your subject www.edexcel.com/gcse2009 Complete an Intention to Offer Form to be kept up-to-date What do I need to do next?

50. Thank you for taking part today