GCSE Teacher Guidance Leisure and Tourism Controlled Assessment. Unit 4: Leisure and Tourism Destinations

Transcription

1 GCSE Teacher Guidance Leisure and Tourism Controlled Assessment Unit 4: Leisure and Tourism Destinations For first teaching from September 2009

2 Updated: 17 August 2011

3 Foreword Controlled assessment is a new approach in GCSE subjects which require internal assessment. It is a tightening of the circumstances in which students, over a period of time, complete those aspects of the subject which are usually marked by their teacher. Controlled assessment regulations set out the levels of control for each stage of a controlled assessment task for individual subjects. The aim is to address issues of authenticity, plagiarism and comparability of process and demand across specifications in the same subject offered by different awarding bodies. These guidance notes are intended to provide advice for teachers and candidates on Unit 4 : Leisure and Tourism Destinations of the GCSE Leisure and Tourism specification for first examination in 2011 and thereafter. This material complements the information provided in Section 6 Guidance on Controlled Assessment in the Leisure and Tourism GCSE specification and, where necessary, expands upon it. Updated: 17 August 2011

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5 Contents Page 1 Introduction 3 2 Controlled Assessment in GCSE Leisure and Tourism 6 3 Task Setting 7 4 Task Taking 7 5 Task Marking 11 6 Internal Standardisation 11 7 Moderation 11 8 Support 11 9 Frequently Asked Questions 12 Appendix 1: Glossary of Terms for Controlled Assessment Regulation 14 Appendix 2: Sample Itinerary 16 Appendix 3: Internal Standardisation- Guidelines to Teachers 20 Updated: 17 August 2011

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7 1 Introduction This unit gives students an insight into the range of destinations available for leisure and tourism. Students will have opportunities to develop knowledge and understanding of where people go in their leisure time and why they select those destinations. They will also have the opportunity to explore how people travel to their destination, both in terms of types of transport and why they use that particular form of transport. Students also gain an understanding of the different customer needs that form the basis for their selection. The study of this unit also allows students to gain an insight into the impact of tourism on communities and environments. Students have the opportunity to consider why we need to develop leisure and tourism sustainably (including ecotourism). A useful starting point for the study of this unit could be a discussion focused on the types of leisure and tourism destinations already known to them. Students need to understand the distinction between UK destinations, short haul and long haul destinations. They need to know one destination for each type listed from within the UK, within Europe and from the rest of the world. The use of a grid such as that given below may help teachers to ensure appropriate coverage of this section of the specification. Destination Within the UK Within Europe (short haul) Coastal areas, including seaside resorts Rest of the World (long haul) Countryside areas, including forests, mountains, lakes and Areas of Outstanding Natural Beauty Sporting venues, including winter and water-based sports Theme parks Modern built attractions Places of historic interest Towns and cities As students develop their knowledge of the destinations, they should go on to consider the range of leisure, recreational and cultural activities available at each destination. Whilst the Internet will provide a valuable resource, teachers should also make use of the expertise that will already exist in the centre by including input from those who have visited specific destinations. Updated: 17 August

8 Having developed a detailed knowledge and understanding of different types of destination and the range of leisure, recreational and cultural activities available, students need to evaluate each chosen destination for the following range of different types of customer: families with children; groups of people travelling together; different age groups; different ethnic and cultural groups; and people with special needs. The focus on people will enable students to consider the range of factors that influence an individual s or group s choice of destination. Although disposable income is often seen as a critical factor, students should also consider: location and accessibility; time available; demographic characteristics; health; seasonality; and personal preference. Students should then consider the advantages and disadvantages of the main modes of transport used for different types of customers and different journeys. Students should also analyse the factors that influence choice of transport including cost, convenience and comfort, accessibility and environmental impact. An important aspect of travel is that the individual may experience different attitudes and cultures. Awareness should be developed that tourists need to behave in a sensitive manner towards local populations who have different attitudes and cultures to their own. Thus women are generally advised to dress conservatively in Egypt and not to travel alone. In Muslim countries nobody eats, drinks or smokes during the hours of daylight during the holy month of Ramadan. In Dubai, widely regarded as the most international and cosmopolitan city of the Gulf States, revealing clothes will cause offence to most local people. Similarly public displays of affection between members of the opposite sex are inappropriate in Dubai. Students need to have knowledge and understanding of the many different information materials provided by the industry. Travel and tourism organisations produce a vast amount of information. It may be worthwhile developing good relationships with local travel agencies who may be prepared to provide single copies of brochures for class use or stocks of out of date brochures for reference use. The internet will be an invaluable resource as there are many useful websites. All the major tour operators and travel agencies have their own web sites whilst sites such as and will also be useful. Teachers should find that useful resource materials such as atlases and maps are already available in schools. It would be worthwhile to build up a library collection of guidebooks including Lonely Planet, Rough Guide, Eyewitness Top 10 Travel Guides, Frommers Guides and AA World Travel Guides for a range of destinations. Updated: 17 August

9 This wealth of information provides a basis for itinerary planning. Students need to be aware that the key elements of an itinerary are: destination: this needs to be specific; dates: outbound and inbound; accommodation: type (e.g. B&B, guest house, hotel etc) transport: to include flight number, type of ferry, name of cruise ship etc; arrival and departure times: using the 24-hour clock; and cost for each key element and total. Students need to be aware that a critical step in itinerary planning is to establish the customer s needs including their budget and an assessment of their flexibility in relation to the key elements. They should have experience planning simple and more complex itineraries for a range of customers including: families with children; groups; people with specific needs; retired persons; and couples (DINKY). Finally students need to recognise that tourism impacts on both communities and environments. They need to develop an appreciation of the relative costs and benefits of tourism in terms of the economy of the destination; the culture, tradition and way of life of those who live at the destination; and the environment in terms of travel to the destination, the provision of leisure and tourism facilities and the activities of visitors at the destination. Students might investigate typical jobs available to locals in typical leisure and tourism. There are well documented examples of locals abandoning villages such as Ayia Napa in Cyprus as mass tourism developed. The growth of golf as a leisure pursuit in semi-arid and arid climates such as Southern Spain and Dubai has significant implications for water resources. Students should develop an understanding of the need to develop leisure and tourism sustainably both in the UK and internationally. Sustainable tourism seeks to make a low impact on the environment and local culture, while helping to generate future employment for local people. The aim of sustainable tourism is to ensure that development brings a positive experience for local people, tourism companies and the tourists themselves. Students need to appreciate that sustainability refers to the use of resources in such a way that they are not destroyed but remain available for others to use in the future. Therefore, sustainable tourism is simply about making a positive difference to the people and environment of destinations we travel to by: respecting local cultures and the natural environment; buying local, giving fair economic returns to local families; recognising that water and energy are precious resources that we need to use carefully; helping to protect endangered wildlife; protecting and enhancing favourite destinations for the future enjoyment of visitors and the people who live there; and Updated: 17 August

10 taking responsibility for our actions while enjoying ourselves. Sustainable tourism is not the same as ecotourism. The International Ecotourism society (TIES) defines ecotourism as responsible travel to fragile and usually protected areas where the funds are used for economic and social developments of local communities. Tropical rainforests with their delicate ecosystems, tropical grasslands and wilderness areas such as Alaska, are among the best known examples of ecotourism. According to TIES ecotourism: involves travel to natural destinations; minimises impact on the natural environment; builds environmental awareness; provides financial benefits for conservation; provides financial benefits and empowerment for local people; respects local culture; and supports human rights and demographic movements. This will lead to an evaluation of one non-uk based example of ecotourism. Excellent examples may be found in Laos, Kenya, Belize and Costa Rica. 2 Controlled Assessment in GCSE Leisure and Tourism The following skills must be assessed through controlled assessment: The ability to identify, gather and record relevant information and evidence; The ability to analyse and evaluate; and The ability to make reasoned judgements and present conclusions. In addition elements of all these skills may be assessed externally. The controlled assessment comprises three stages: Task setting; Task taking; and Task marking. Updated: 17 August

11 3 Task Setting The level of control for the setting of the controlled assessment task for Unit 4 is high. This means that CCEA sets the task. The controlled assessment task will be reviewed every two years to ensure that it continues to set an appropriate challenge and remain valid, reliable and stimulating. The controlled assessment task provides opportunities for centres to contextualise the task to better suit their specific circumstances. This includes the availability of and access to resources. The controlled assessment task for Unit 4 Leisure and Tourism Destinations is available to download from It is critical to ensure that candidates are using the appropriate controlled assessment task for the year of submission. 4 Task Taking The level of control for task taking is medium. Candidates must complete all work, with the exception of research, under informal supervision. This means that the use of resources is not tightly prescribed and assessable outcomes may be informed by group work. The role of the teacher is to ensure that: the contributions of individual candidates are recorded accurately; and plagiarism does not take place. Research may be completed under limited supervision, this means that research may be completed without direct supervision and will not contribute to assessable outcomes. The controlled assessment tasks can be downloaded from Teachers must ensure that the task relates to the year of submission. Teachers should provide all candidates with details of the task and clarify any points. Teacher may advise candidates of appropriate sources or organisations. If teachers give any assistance beyond this, it must be recorded on the Candidate Record Sheet. The task should require the candidate to do a minimum of 10 hours supervised work. The work of individual candidates may be informed by working with others, but all candidates must provide an individual response. Candidates must record all sources they use (online or paper based) and show them as a bibliography at the back of their work. Paper based sources should be listed by author and should include details of the title, date of publication and publisher. Online sources should show the full web address and details of when it was accessed and/or downloaded. Teachers must authenticate all work submitted for assessment by signing the declaration on the Candidate Record Sheet. Work which is not authenticated cannot be accepted. Updated: 17 August

12 Guidance on the completion of Controlled Assessment in GCSE Leisure and Tourism Unit 4: Leisure and Tourism Destinations. The controlled assessment criteria require candidates to demonstrate: an understanding of the appeal of national and international leisure and tourism destinations; an awareness of the impacts of leisure and tourism activities on the environment and on communities; and planning holiday arrangements to meet different customer requirements. Context The controlled assessment will be set in a given context which may require the candidate to adopt a particular role. Information may also be provided on the audience (e.g. travel agents convention or GCSE Leisure and Tourism students) and this should be kept in mind when completing the tasks. The Role of the Teacher The teacher should provide all candidates with the details of the task as published online and clarify any points. The controlled assessment for Unit 4 comprises three tasks; candidates must complete Task 1, Task 2 and Task 3. Teachers must not break down the controlled assessment further for candidates or issue lists of points that should be covered in each task. Teachers may review candidates work and provide advice at a general level but must not provide detailed and specific advice on how drafts could be improved to meet assessment criteria. During the task taking stage, the teacher s role is confined to ensuring that: the contribution of the individual candidates is recorded accurately; and plagiarism does not take place. Candidates must be made aware that to copy from a published source (including from the Internet) or from another candidate and passing the work of as their own is cheating and carries severe penalties. Completing the Controlled Assessment It is recommended that the tasks are not distributed to candidates until the content of the unit has been taught in full. In this way candidates can become familiar with: the range of leisure and tourism destinations; the factors that influence choice of destination and how people travel; itinerary planning; and the impact of tourism on communities and environments. Updated: 17 August

13 The controlled assessment for Unit 4 comprises three tasks: Task 1: The appeal of national and international leisure and tourism destinations organisation (30% of the marks for this unit) Task 2: Impacts of leisure and tourism activities on the environment and on communities (40% of the marks for this unit) Task 3: Planning holiday arrangements to meet different customer requirements (30% of the marks for this unit). For Task 1 candidates are required to describe and explain the appeal of one national and one international destination. Careful note should be taken of the actual wording of the task; e.g. the use of words such as different and contrasting. Such key words will lead students to the correct choice of destination types as listed in the specification: Coastal areas, including seaside resorts; Countryside areas, including forests, mountains, lakes and Areas of Outstanding Natural beauty; Sporting venues, including winter and water-based sports; Theme parks; Modern built attractions; Places of historic interest; and Towns and cities. Candidates may include photographs or images to illustrate their response. Candidates must be aware of the need to describe and explain the appeal of their chosen destinations in their own words. Short, concise quotations may be used and must be referenced appropriately. In each case they will need to relate the destination to a range of different types of customers. Candidates should be reminded of the range of different types of customer studied: Families with children; Groups travelling together; Different age groups (children, teenagers, adults, retired people) Different ethnic and cultural groups; and People with special needs. Task 2 focuses on the impacts of leisure and tourism on the environment and on communities. In preparation for this task it is important that candidates have a clear understanding of relevant concepts including sustainable tourism and ecotourism. This task requires a case study from outside the UK. Candidates should consider carefully the demands of the task before choosing their case study to ensure that the case study chosen enables them to access the full range of marks. This is particularly important where the task requires consideration to be given to ecotourism. It is acceptable for all candidates in a centre to use the same case study. Task 3 requires candidates to plan holiday arrangements to meet different customer requirements. This task will be based on one or more scenarios which must be used and which must not be changed by the centre or the candidate. Candidates should ensure that they understand the customer s needs; they may personalise the family by giving them a Updated: 17 August

14 name and creating contact details (made up, not real). The candidate will have some freedom in terms of the dates for the trip; however, they should note any conditions within the scenario such as a specific month being stated or a seasonal activity such as skiing. A family based scenario including children of school age should steer candidates towards typical school holiday dates. The itinerary should be detailed and cover the key elements of accommodation, transportation and costs. All relevant details should be included: Destination: this needs to be specific; Dates: outbound and inbound; Accommodation: - type (e.g. B&B, guest house, hotel etc); - basis (all-inclusive, bed and breakfast,, half-board, full board, room only); and - check-in/check-out times; Transport - to include as appropriate: - flight numbers; - Ferry company, type of ferry; - name of cruise ship; and - Arrival and departure times: using the 24-hour clock. Extras as appropriate such as: - Car hire - Car parking at airport - Hire of equipment - Travel insurance - Visitor passes Cost for each key element and total. A sample itinerary drawn up by a major high street travel agent for a couple wanting to take a two-centre holiday is given in Appendix 2 The recommended itinerary should be supported by a written commentary which: Demonstrates how the candidate has met the customer s needs; Describes the range of visitor attractions and activities available at the destination; and Explains and justifies their choices for the itinerary. When completing this task candidates should make use of a variety of sources including the Internet and travel brochures. The details of all sources used must be included as a bibliography. Candidates should not include extensive copies of sources used in their work. Finally, whilst candidates should aim to recommend an itinerary within the given budget, it may be necessary to recommend an itinerary that is slightly over budget; in this case the candidate must draw attention to this and provide a rationale. Updated: 17 August

15 Presentation of work for assessment Work may be hand written or word processed. It is good practice for candidates to show their centre and candidate numbers as a header or footer on each page. Prior to submission the candidate must sign the declaration on the candidate record sheet and attach the completed candidate record sheet to their work. All pages should be secured and the work submitted in a suitable folder such as a report file. Ring binders and plastic pockets must not be used. Only work that the candidate wishes to be assessed should be submitted. All research including notes made from paper based and online sources should be removed. 5 Task Marking The level of control is medium. Teachers mark the controlled assessment task using criteria that we provide. 6 Internal Standardisation Centres with more than one teaching group must carry out internal standardisation of the controlled assessment marks before submitting them to us. This is to ensure, as far as possible, that each teacher has applied the assessment criteria consistently when making assessments. See Appendix 3 for details. 7 Moderation CCEA will issue full instructions about the details of the moderation procedures and the nature of the sample we require well in advance of submission. CCEA may adjust a centre s marking. This is to bring the assessment of the candidates work into line with our agreed standards. 8 Support The following support is available to centres: Agreement Trials organised on an annual basis which allow clarification of standards with Principal Moderators; Written feedback to centres on TAC6 Centre Report forms Principal Moderator Reports Arrangements can be made for moderators to advise centres with particular difficulties; Centre visits by the CCEA officer. For further information on any of the above please contact Margaret McMullan, Principal Officer Leisure and Tourism on ext 2285 or mmcmullan@ccea.org.uk. Updated: 17 August

16 9 Frequently Asked Questions When can candidates take the controlled assessment unit? The controlled assessment task can be completed at any time. However, teachers should be aware that the controlled assessment unit is terminally. Centres must submit their marks and samples to us by 1 May in the year of submission. What is the weighting for the controlled assessment unit? The controlled assessment unit has a weighting of 20%. How often will the controlled assessment tasks be changed? CCEA will review our controlled assessment tasks every two years to ensure that they continue to set an appropriate challenge and remain valid, reliable and stimulating. It is vital to ensure that candidates are using the appropriate task for the year of submission. What are the levels of control for this unit? Task setting: high level of control; this means that CCEA sets the tasks; Task taking: medium level of control i.e. informal supervision: this means that the use of resources is not tightly prescribed and assessable outcomes may be informed by group work; however the teach must ensure that the contributions of the individual candidates are recorded accurately and that plagiarism does not take place; Task marking: medium level of control; this means that teachers mark the controlled assessment tasks using mark schemes or criteria that we provide and we moderate it. Can candidates complete research on their own? Research may be completed without direct supervision and will not contribute directly to assessable outcomes. Is there a recommended word or time limit for this controlled assessment? There is no word limit. It is expected that the completion of the unit will require a minimum of 10 hours work. How many tasks must the candidates complete for this controlled assessment unit? This controlled assessment unit comprises three tasks. All three tasks are compulsory. Can I amend the task to suit my candidates? Centres must not change the tasks as set by CCEA. However, centres will have the opportunity to contextualise the task to better suit their specific circumstances. Where a role is specified it is important that the candidate adopts and maintains the specified Updated: 17 August

17 role. Can candidates choose between the two scenarios presented with task 3 which requires candidates to plan holiday arrangements to meet different customer requirements? No, for this task candidates are required to complete both scenarios to show that they can plan holiday arrangements to meet different customer requirements. Can candidates collaborate with one another about their work? The work of an individual candidate may be informed by working with others; however, each candidate must provide an individual response. Can candidates use ICT to prepare and/or present their work? ICT may be used throughout the controlled assessment. Can candidates draft and re-draft their work? Drafting is not one of the skills being assessed through controlled assessment in Leisure and Tourism. Teachers may review candidates work and may provide advice at a general level. Teachers must not provide detailed and specific advice on how drafts could be improved to meet assessment criteria. What is the role of the teacher in this controlled assessment unit? At the outset, teachers should provide all candidates with the details of the tasks and may clarify any points. Teachers may also advise candidates of appropriate sources or organisations. At the task taking stage supervision is confined to ensuring that: the contribution of the individual candidates are recorded accurately; and plagiarism does not take place. Updated: 17 August

18 Appendix 1 Glossary of Terms for Controlled Assessment Regulations Term Definition Component A discrete, assessable element within a controlled assessment/qualification that is not itself formally reported and for which the awarding body records the marks May contain one or more tasks Controlled assessment External assessment Formal supervision (High level of control) Informal supervision (Medium level of control) A form of internal assessment where the control levels are set for each stage of the assessment process: task setting, task taking, and task marking A form of independent assessment in which question papers, assignments and tasks are set by the awarding body, taken under specified conditions (including detailed supervision and duration) and marked by the awarding body The candidate must be in direct sight of the supervisor at all times. Use of resources and interaction with other candidates is tightly prescribed. Questions/tasks are outlined, the use of resources is not tightly prescribed and assessable outcomes may be informed by group work. Supervision is confined to: ensuring that the contributions of individual candidates are recorded accurately; and ensuring that plagiarism does not take place. The supervisor may provide limited guidance to candidates. Limited supervision (Low level of control) Requirements are clearly specified, but some work may be completed without direct supervision and will not contribute directly to assessable outcomes. Updated: 17 August

19 Term Definition Mark scheme A scheme detailing how credit is to be awarded in relation to a particular unit, component or task Normally characterises acceptable answers or levels of response to questions/tasks or parts of questions/tasks and identifies the amount of credit each attracts May also include information about unacceptable answers Task Task marking A discrete element of external or controlled assessment that may include examinations, assignments, practical activities and projects Specifies the way in which credit is awarded for candidates outcomes Involves the use of mark schemes and/or marking criteria produced by the awarding body Task setting The specification of the assessment requirements Tasks may be set by awarding bodies and/or teachers, as defined by subject-specific regulations. Teacher-set tasks must be developed in line with awarding body specified requirements. Task taking The conditions for candidate support and supervision, and the authentication of candidates work Task taking may involve different parameters from those used in traditional written examinations. For example, candidates may be allowed supervised access to sources such as the internet. Unit The smallest part of a qualification that is formally reported and can be separately certificated May comprise separately assessed components Updated: 17 August

20 Appendix 2 Sample Itinerary Global Holidays Booking Reference: T The Shopping Centre Departure Date: 10 November 2011 High Street Customer Service: Anytown LT7 3CC Itinerary Passenger Details Mr John Smyth Mr Mrs Mary Smyth Holiday Details 10 Nov :15 - Check in at George Best Belfast City Airport 06:45 - Depart on Flybe Flight BE961 to London Gatwick 08:15 - Arrive London Gatwick Terminal S 10:40 - Check in at London Gatwick, Terminal N 13:40 Depart London Gatwick on Emirates Flight EK016 K to Dubai 11 Nov 2011 Updated: 17 August

21 00:25 - Arrive at Dubai 00:55 - Check in at Dubai Terminal 1 03:05 - Depart Dubai on Emirates Flight EK701 K to Mauritius 09:35 - Arrive at Mauritius Transfer from Mauritius to Mauritius Hotels Private car Hotel: - 10 nights at Le Touessrok in a deluxe room on a bed and breakfast basis 21 Nov 2011 Transfer from Mauritius Hotels to Mauritius Private Car 21:25 - Check in at Mauritius 23:25 - Depart Mauritius on Emirates Flight EK702 K to Dubai 22 Nov :00 - Arrive at Dubai Transfer from Dubai to Dubai City Hotels Private Car Hotel: - 4 nights at Sheraton Dubai Creek TWW in a Classic Creek View Room on a Bed and Breakfast basis 26 Nov 2011 Transfer from Dubai City Hotels to Dubai Private Car 12:45 - Check in at Dubai, Terminal 1 14:45 - Depart Dubai on Emirates Flight EK009 K to London Gatwick 18:25 - Arrive at London Gatwick Hotel - Sofitel at Gatwick Airport Room only basis 27 Nov :25 - Check in at London Gatwick Terminal S 10:55 - Depart on Flybe Flight BE964 to George Best Belfast City Airport 12:25 - Arrive George Best Belfast City Airport Updated: 17 August

22 Arrival Information Dubai Airport Arrival Information On arrival at Dubai airport, you will be met in the arrivals hall by a Travco Representative. Travco work on our behalf to provide your local in-resort service throughout your stay in Dubai. Contact Information Name Telephone Number Le Touessrok reservation.uk@sunresorts.mu Name Telephone Number Sheraton Dubai Creek TWW amjad.hussain@travcotravel.com In the event of Emergency and the above contact numbers are unable to help please contact the 24 hour Emergency Number: Please remember to take your travel insurance policy with you on your holiday. It is the customer s responsibility to check their flight times 24 hours prior to departure. Notes to teachers: Costs for this itinerary are not available. This itinerary is based on one prepared by a major high street travel agent. The customer needs were as follows: The customers live in Belfast and want to travel from their local airport. Two centre holiday Mauritius and Dubai although the couple were willing to consider alternatives to Dubai. Travel around mid-november. Two adults only travelling, preference for hotels that are suitable for couples rather than families. Budget: 8000: there is some flexibility in relation to the budget. Updated: 17 August

23 Private transfers requested Mrs Smyth does not like travelling on buses. Accommodation either 4-star or 5-star; they have have had a personal recommendation from a friend for Le Touessrok in Mauritius. Customers hold their own annual travel insurance. The customers do not want to hire a car when on holiday. They may be interested in day trips and sightseeing in both locations. The customers would be interested in staying in Mauritius on either a half board or all-inclusive basis if available. The customers would prefer flight times that do not require an overnight stay in London. For the puposes of controlled assessment this itinerary would be accompanied by additional information as required by the task; e.g: Sources used brochures and websites; A written explanation of how the customer s needs were met and a justification of the choices made Details of visitor attractions at the destinatiions. Updated: 17 August

24 Appendix 3 Internal Standardisation Guidelines to Teachers 1. The Council requires that, in each centre in which more than one teacher is teaching a subject, a process of internal standardisation of assessments is carried out within the centre. These guidelines provide teachers and departments with a straightforward method of internal standardisation. The purpose of internal standardisation is to ensure, as far as possible, that there is consistency in the application of assessment criteria for each subject within the centre. 2. Internal standardisation should take the form of a mini-agreement trial based on the exemplar material used by the Council in agreement trials and on samples of work selected by each of the teachers concerned. Stage 1 Confirmation of Standards 3. A record must be kept where the amount of assistance given varies between teaching groups. 4. The teacher conducting the internal standardisation should choose a number of pieces from exemplars already issued by CCEA. The teachers in the department, working in pairs should discuss the pieces of work and decide on an appropriate mark. Each pair should then discuss their marks with the other teachers in the department with the aim of achieving a departmental consensus. 5. Any disagreement should be clarified by reference to the assessment criteria and any previous notes for guidance and/or exemplar material provided by CCEA. The role of the teacher or teachers who attended the agreement trial is important at this stage. Stage 2 Agreement Trial 6. From each teaching group the work selected should illustrate the variety of types of work undertaken by that group and also the range of performance within the group. Three items of work from each group are likely to suffice as sample material. 7. The sample work from one teaching group should be re-marked by the other teachers in the department. The original marks should not be known to those doing the re-marking. All assessments should be in accordance with the assessment criteria for the subject. 8. The marks resulting from both the original marking and re-marking should be reported together and a discussion held on the reasons for any significant discrepancies which appear. During this process, reference should be made to the assessment criteria. If it is found that the original marks awarded by one or more teachers have to be adjusted, agreement should be reached on the extent and type of adjustment(s) needed. 9. The procedures outlined in Paragraphs 7 and 8 above should be repeated for each teaching group. 10. Complete and Sign TAC2, and include top copy with samples of work. 11. If necessary, amend the mark(s) on Candidate Record Sheets. ONLY THE FINAL AGREED MARKS SHOULD APPEAR ON THE MARK SHEET (OMR TAC1) SUBMITTED TO CCEA. Updated: 17 August

25 Updated: 17 August