coimisiún na scrúduithe stáit state examinations commission · % lca candidates 123 45 678 91011...

Coimisiún na Scrúduithe Stáit State Examinations Commission

Leaving Certificate Applied 2005

Vocational Education Tasks

Chief Examiner’s Report

Contents 1. Introduction .............................................................................................................3 2. Performance of Candidates......................................................................................4 3. Analysis of Candidate Performance ........................................................................5 4. Conclusions ...........................................................................................................12 5. Recommendations .................................................................................................14

Appendix 1: Credit Tables....................................................................................17 Appendix 2: Marking Criteria ...............................................................................28 Appendix 3: Range of Tasks .................................................................................34

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1. Introduction This report gives feedback on the assessment of the Leaving Certificate Applied Vocational Education Tasks for the years 2002-2005. It was compiled from the reports submitted by examiners to the State Examinations Commission and from an analysis of candidates’ results carried out by the Chief Examiner.

The Vocational Education Tasks comprise ten per cent of the total assessment for the Leaving Certificate Applied programme, as follows:

Assessment framework for the Leaving Certificate Applied programme

Programme element maximum number of credits

Leaving Certificate Applied programme 200

Tasks (7) 70 (7×10)

Vocational Education Tasks

These are based on the two vocational specialisms chosen by candidates from the following:

1. Active Leisure Studies 2. Agriculture/Horticulture 3. Childcare/Community Care 4. Craft and Design 5. Engineering 6. Graphics and Construction Studies 7. Hair and Beauty 8. Hotel, Catering and Tourism 9. Information and Communication Technology 10. Office Administration and Customer Care 11. Technology

20 (2×10)

0

5

10

15

20

25

30

35

% L

CA

can

dida

tes

1 2 3 4 5 6 7 8 9 10 11

The chart shows the percentage of Leaving Certificate Applied candidates presenting tasks in the different vocational specialisms in year 1 and in year 2 for the 2005 assessment. The distribution is similar for the other years. Typically the Hotel, Catering and Tourism specialism is very popular for year 1 candidates and the Information and Communication Technology is very popular for year 2 candidates.

Vocational specialism

year 1year 2

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2. Performance of Candidates Appendix 1 contains eleven tables showing the number of credits awarded to candidates in the different Vocational Education Tasks for year 1 (session 2) and year 2 (session 3) candidates in the years 2002-2005. The last column in each table represents the total number of Leaving Certificate Applied candidates assessed in the session. The second last column in each table expresses the number of candidates presenting a task in a specialism as a percentage of the total candidature.

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3. Analysis of Candidate Performance 3.1 Timing of assessment Candidates complete their first Vocational Education Task in year 1(session 2) and their second in year 2 (session 3). Assessment of the Vocational Education Tasks is based on authentic evidence of task completion together with a task report and an interview. The recommended time for completing a task is ten hours. The tasks are assessed by external examiners in early May for year 1 candidates and in early February for year 2 candidates. The external examiners are appointed and trained by the State Examinations Commission. 3.2 Assessment criteria Vocational education tasks are assessed using the following criteria

• ability of a candidate to select and plan effectively a Vocational Education Task • quality of engagement by the candidate in the activity and evidence provided of progress

and achievement • ability of a candidate to reflect upon and evaluate the experience of undertaking and

completing the Vocational Education Task • quality of integration and learning by the candidate • evidence of cross-curricular applications • quality of communicative ability.

The detailed indicators for these criteria are listed in appendix 2. Good practice Examiners found that the assessment process for Vocational Education Tasks worked best when • schools and centres provided the examiner with suitable accommodation, relevant equipment

and a running order of candidates for assessment • examiners had an opportunity to meet the group of candidates briefly before carrying out the

assessment of the tasks • the tasks were clearly labelled, collated and available to examiners on arrival, so that examiners

could examine the Vocational Education Tasks prior to, and in preparation for, the interviews with candidates

• candidates were well prepared and understood their role in the assessment process • candidates were at ease with the interview component and were available for interview when

required. Areas for development In a small number of cases, tasks were not available when the examiner arrived in the school and considerable time was wasted in locating these tasks. This practice was regarded as most unsatisfactory by examiners. Examiners reported that some candidates were still working on their task on the day of assessment. In such cases, examiners reported an unsatisfactory delay in receiving these tasks for assessment. To minimise unnecessary delays, examiners have requested that candidates do not present their task reports in binders containing plastic covers for individual pages. This causes difficulties for examiners who must check every page for material relevant to the task and officially stamp all reports presented.

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3.3 Purpose of Vocational Education Tasks A Vocational Education Task is a practical activity through which students integrate and apply learning experiences gained from the Leaving Certificate Applied programme. A task may involve

• developing a product • investigating an issue • performing an action • providing a service • staging an event • personal reflection on an aspect of learning in the vocational specialism.

The tasks provide an opportunity for students to

• integrate learning and practical experiences from the different courses and modules of the programme

• develop literacy, communication and numeracy skills • develop confidence and self-esteem • develop responsibility and initiative as well as skills in self-evaluation, problem solving,

reflection and management • apply to practical problems and issues the knowledge, understanding, skills and competencies

developed through participation in the modules • develop co-operation and team work.

Good practice Examiners were generally satisfied that the majority of candidates had presented tasks that were relevant and appropriate to the vocational specialism they had undertaken. The majority of candidates demonstrated a high level of enthusiasm and commitment in the preparation and presentation of the tasks. This was particularly evident where candidates selected their own tasks. Areas for development Examiners expressed concern that some tasks were not entirely relevant to the vocational specialism being assessed. 3.4 Promoting cross-curricular applications and integration through the Vocational

Education Tasks Cross-curricular application is intended to link the learning from the vocational education element and other elements of the Leaving Certificate Applied programme and is seen as a very important aspect of the Vocational Education Tasks. By integrating learning in this way, the tasks help to make students aware of links between the concepts, skills, competencies, experiences, knowledge and understanding that they have developed through the whole Leaving Certificate Applied programme. Mathematical Applications and Information and Communication Technology (ICT) are mandatory areas of cross-curricular applications in the Vocational Education Tasks. Where students undertake tasks in ICT, they are required to show evidence of cross-curricular applications from Mathematical Applications and at least one other Leaving Certificate Applied course.

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Good practice Examiners noted that candidates who performed well in the tasks showed evidence of relevant cross-curricular applications, in addition to the mandatory areas. Areas for development Cross-curricular applications and integration continue, in many instances, to be contrived rather than substantive. This results in low scoring for candidates in this criterion. Many candidates did not achieve effective and meaningful integration in the mandatory area of Mathematical Applications. 3.5 Balance between teacher support and student autonomy Students following the Leaving Certificate Applied programme should be actively involved in the identification, design and planning of their Vocational Education Tasks. Students have the main responsibility for the task and it must their own work. The teacher may, however, need to advise and guide students in

• identifying appropriate and relevant topics • setting manageable and clear objectives • planning and managing a time schedule to complete the Vocational Education Task • developing research skills • identifying potential human and material resources • identifying other courses that might help in a meaningful way developing and encouraging integration

weaknesses •• examining and identifying areas of strengths and• developing language and communication skills

Education Task • understanding the assessment requirements of the Vocational • learning the technical skills required to make a presentation.

Good practice Examiners reported that the best tasks were those where an appropriate balance was struck between

acher guidance and the individual responsibility of the candidate. te Areas for development Examiners reported that where a teacher input was excessive, it resulted in uniformity of tasks, lack of individual candidate contribution and engagement, lack of understanding of the aims and purpose f the task and poor performance at interview. o

In product-type tasks in particular, some teachers provided candidates with specific design briefs

hich limited candidates’ creativity and initiative. w Some investigation-type tasks lacked originality and were, in the view of the examiners, excessively teacher-led. In such cases, many candidates failed to analyse findings, reach conclusions and

tegrate learning in their investigations. in

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3.6 Group tasks The Vocational Education Tasks may be undertaken on a group basis. The number of students involved in a group should be kept to a minimum. Each student in a group task should have a clearly-defined individual role, which allows each student to make a meaningful contribution to the group task. It should take each individual student at least ten hours to complete a Vocational Education Task. It is important that the individual student presents an overall description of the group task and has a clear understanding of the nature and objectives of the whole task while at the same time presenting a report on their individual contribution to the group task. Good practice Candidates who presented individual tasks, or who had been assigned specific roles within group tasks, fared better in the assessment than candidates who participated in group task without a clearly defined role. Group tasks were most successful when each candidate had an appreciation of the nature and objectives of the whole task, together with a clear understanding of their own role. This was reflected in the candidate’s task report which outlined an overall description of the group task but remained focused on their own individual contribution to that task. Areas for development In some instances, group tasks were not substantial enough to support an adequate work involvement for each of the participants. Examiners also found that the number of participants in some group tasks was too large. The failure of many group tasks to address the area of individual candidate contribution continues to be a problem. In some cases, candidates did not fully document their own contribution to such tasks. Examiners expressed concern that although candidates involved in group tasks generally presented individual task reports, they often included large amounts of copied material related to the contribution of other participants in the group. In some cases where a product was presented as part of a group task, examiners had great difficulty in identifying and crediting the individual contribution and involvement of each candidate. 3.7 Evidence of task completion Depending on the nature of the Vocational Education Task, authentic evidence of task completion by the candidate may be in the form of a finished product/artefact, a record/log/portfolio, which may include supporting photographic and/or video evidence of the investigation, event, performance or service undertaken. Authenticity is verified by the school authorities by completing the Sate Examinations Commission’s Foirm P2. Good practice When candidates used a diary/logbook to record the progress of their work on the tasks, it helped to provide a focus and order in task preparation.

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3.8 Task report A task report is a description of the various stages required to complete a Vocational Education Task. A task report should include the following information

• title • statement of the aims • plan of action • an account of the steps taken in carrying out the task • presentation and analysis of findings • evaluation of the task and the candidate’s own contribution • how other courses contributed to the Vocational Education Task.

Students may incorporate evidence of investigation and any other support documents into their final eport. r

Good practice Good task reports displayed clear aims, good planning and remained focussed throughout. Such eports were concise and well presented. r

Good research skills were evident in cases where candidates used a variety of appropriate information-gathering techniques and a discriminating approach in the selection of material relevant o their task. t

The layout and organisation of some task reports were excellent. It was evident that candidates tructured their task reports around the headings of the task assessment criteria. s

The best written reports included a table of contents, well organised content and evidence of relevant research, planning or investigation undertaken, e.g. copies of correspondence sent and received, relevant photographic evidence, copies of questionnaires, record of interviews, ibliography. b

Examiners were impressed by the effective use of Information and Communication Technology ICT) in task report preparation and presentation. (

Candidates who presented videotape evidence to illustrate specific aspects of their tasks generally ared well in the assessment. f

In most cases where products/artefacts were produced, health and safety considerations were vident in the planning process. e

Areas for development Some candidates did not include appropriate evidence of the research methods used in their task. For example, candidates reported the use of methodologies such as interviews and questionnaires but failed to provide any evidence. Sources of information including books and web sites were requently not credited. f

Over-reliance on photocopied materials, transcription and indiscriminate use of information downloaded from the Internet seemed to undermine the educational aims of the Vocational

ducation Task. E

andidates continue to have difficulty in the area of self-evaluation and product evaluation. C

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Examiners have expressed concern about the choice of investigations as opposed to products in some specialisms. They feel that weaker candidates in particular can achieve higher scores whenthey are in

volved in a product-type task. In such cases candidates also find it easier to evaluate

roducts.

ed in ast five minutes of the twenty minutes allocated to the

ssessment of each candidate’s task.

nt that candidates in general had a good knowledge and nderstanding of the task they presented.

assessment in session 2 and in session 3 originated om eleven different specialisms, as follows:

Vocational specialisms in the Leaving Certificate Applied programme

p 3.9 The interview The interview involves a discussion between the examiner and a candidate on the work involvthe task. The discussion lasts for at lea Good practice It was evident from the interview componeu 3.10 Range of tasks presented The Vocational Education Tasks presented for fr

1 es . Active Leisure Studi2 . Agriculture/Horticulture3 mmunity Care . Childcare/Co4 d Design . Craft an5. Engineering 6 Construction Studies . Graphics and7. Hair and Beauty 8. Hotel, Catering and Tourism 9. Information and Communication Technology 10. Office Administration and Customer Care 11. Technology

The types of tasks included the development of products/artefacts, staging of events, provision oservices and investigation of issues/topics. Append

f ix 3 includes examples of the range of tasks

resented for the different vocational specialisms.

number of cases to some tasks that exceeded e standard as laid down in the guidelines for tasks.

ere comfortable with and confident in their approach to the terview component of the assessment.

p Good practice Examiners reported that the majority of candidates demonstrated a very satisfactory level of practical skills with excellent standards evident in some cases. However, the standard of skills varied considerably, ranging from very poor in a smallth Candidates generally demonstrated a high level of competency in the area of oral communication. Examiners commented that candidates win

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Examiners also commented favourably on candidates’ skills in the area of Information and Communication Technology (ICT). The appropriate and effective application of these skills was vident in the majority of tasks presented.

y examiners included

d equipment n (CAD) skills

photographic and modelling skills.

nd

commended for task completion. This was the case in many of the product-type tasks presented.

the reports which ccompanied products did not match the high quality of the product presented.

vestigation and that evaluations and cross-curricular applications/integration were often weak.

ted the following in relation and to the criteria used in Vocational

• d in most cases but remains a problem for some

sed and are weak in many cases

• , particularly in the area

• effectiveness of communication and presentation is generally of a high standard.

e Other skills which were commended b• manufacture and assembly skills • manual dexterity in the use of tools an• computer aided desig• art and design skills • Areas for development Some examiners expressed concern that the complexity of tasks undertaken by some candidates athe high level of skills required in their execution must have demanded more than the ten hours re Report-writing skills were generally very satisfactory. However, in some cases a Examiners also stated that some reports showed little or no evidence of research and planning or in In summary, examiners reporEducation Task assessment:

candidates’ clarity of purpose has improvecandidates who participate in group tasks

• research and planning could be further improved • carrying out of task/investigation is generally of a good standard • analysis of the findings in investigative tasks could be further improved • self-evaluation and product evaluation are sometimes confu• product evaluation is often omitted for product-type tasks

the relevance and quality of cross-curricular applications and integrationof Mathematical Applications needs to be improved in many tasks

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4. Conclusions • Examiners were generally satisfied that the majority of candidates had presented tasks that were

relevant and appropriate to the vocational specialism they had undertaken.

• The majority of candidates demonstrated a high level of enthusiasm and commitment in the preparation and presentation of the tasks. This was particularly evident where candidates selected their own tasks.

• Examiners expressed concern that some tasks were not entirely relevant to the vocational specialism being assessed.

• Examiners noted that candidates who performed well in the tasks showed evidence of relevant cross-curricular applications, in addition to the mandatory areas.

• Cross-curricular applications and integration continue, in many instances, to be contrived rather than substantive. This results in low scoring for candidates in this criterion. Many candidates did not achieve effective and meaningful integration in the mandatory area of Mathematical Applications.

• Examiners reported that the best tasks were those where an appropriate balance was struck between teacher guidance and the individual responsibility of the candidate.

• Examiners reported that where a teacher input was excessive, it resulted in uniformity of tasks, lack of individual candidate contribution and engagement, lack of understanding of the aims and purpose of the task and poor performance at interview.

• Group tasks were most successful when each candidate had an appreciation of the nature and objectives of the whole task, together with a clear understanding of their own role. This was reflected in the candidate’s task report which outlined an overall description of the group task but remained focused on their own individual contribution to that task.

• In some instances, group tasks were not substantial enough to support an adequate work involvement for each of the participants. Examiners also found that the number of participants in some group tasks was too large.

• In some cases where a product was presented as part of a group task, examiners had great difficulty in identifying and crediting the individual contribution and involvement of each candidate.

• The best written reports included a table of contents, well organised content and evidence of relevant research, planning or investigation undertaken, e.g. copies of correspondence sent and received, relevant photographic evidence, copies of questionnaires, record of interviews, bibliography.

• Over-reliance on photocopied materials, transcription and indiscriminate use of information downloaded from the Internet seemed to undermine the educational aims of the Vocational Education Task.

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• Examiners reported that the majority of candidates demonstrated a very satisfactory level of practical skills with excellent standards evident in some cases. However, the standard of skills varied considerably, ranging from very poor in a small number of cases to some tasks that exceeded the standard as laid down in the guidelines for tasks.

• Some examiners expressed concern that the complexity of tasks undertaken by some candidates and the high level of skills required in their execution must have demanded more than the ten hours recommended for task completion. This was the case in many of the product-type tasks presented.

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5. Recommendations for teachers and students Arrangements for assessment of Vocational Education Tasks

• All material for assessment including products/artefacts should be clearly labelled, collated and made available to examiners on arrival at a centre. A running order of candidates for assessment should also be provided.

• Accommodation provided by the school should be appropriate for the assessment process,

i.e. a comfortable and quiet environment.

• Examiners should be made aware of candidates with special needs in advance of the assessment, particularly if the special needs may have an impact on the interview component of the assessment e.g. speech and language difficulties etc.

Process of selecting and undertaking tasks

• Tasks undertaken by candidates should be relevant to the vocational specialism being examined and consistent with the time recommended for task completion.

• Opportunities for the meaningful and relevant integration of the mandatory areas of cross-

curricular application should be fully exploited and developed in the Vocational Education Tasks.

• An appropriate balance should be struck between teacher guidance in task selection and

preparation, and the individual responsibility of candidates.

• In group tasks, all candidates should be allocated an adequate and clearly identifiable role to facilitate appropriate engagement and subsequent awarding of credit for individual contribution.

• It is essential that each participant in a group task has an appreciation of the nature and

objectives of the whole task, together with a clear understanding of their own role. • The contribution of each individual candidate to a group product-type task should be clearly

marked for easy identification by the examiner.

• Candidates involved in a group task should present an individual task report focused on their own contribution only. The use of a diary/logbook to record the nature and progress of an individual's input to the group task work would help to provide such a focus in task preparation.

Task reports

• The importance of including relevant evidence and materials to support research, planning or investigations undertaken should be further emphasised.

• Candidates should be encouraged to be selective about what they include in their task

reports, and should not rely solely on photocopied materials, transcription and the indiscriminate use of information downloaded from the Internet.

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• It is recommended that candidates receive further guidance and practice in order to develop

critical skills of reflection and evaluation. Interview preparation

• The importance of the interview component of the task assessment should be further emphasised. Candidates should be aware that the interview provides them with an opportunity to improve their marks for tasks presented. It is therefore recommended that adequate preparation for the interview be undertaken with candidates in class to enable them to maximise their performance in this important component of the assessment.

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Appendices Appendix 1 includes tables that show the credits achieved by candidates in Vocational Education Tasks for the years 2002-2005. Appendix 2 lists the marking criteria and indicators used in assessing the Vocational Education Tasks. Appendix 3 gives examples of the range of tasks presented for assessment by candidates in each vocational specialism.

Appendix 1 The following eleven tables show the number of credits awarded to candidates in the different Vocational Education Tasks for year 1 (session 2) and year 2 (session 3) candidates in the years 2002-2005. The last column in each table represents the total number of Leaving Certificate Applied candidates assessed in the session. The second last column expresses the number of candidates presenting a task in a specialism as a percentage of the total candidature.

Table 1: Active Leisure Studies

credits

year session 0 1 2 3 4 5 6 7 8 9 10 total % candidature

2002 2 0 0 0 1 0 2 7 9 3 3 0 25 0.7% 3464

0% 0% 0% 4% 0% 8% 28% 36% 12% 12% 0% 100%

2003 2 0 3 0 3 12 14 5 6 9 3 3 58 1.5% 3798

0% 5% 0% 5% 21% 24% 9% 10% 16% 5% 5% 100%

2004 2 2 0 2 0 4 7 15 8 5 1 0 44 1.2% 3581

5% 0% 5% 0% 9% 16% 34% 18% 11% 2% 0% 100%

2005 2 5 5 7 8 17 12 18 20 19 13 10 134 3.8% 3490

4% 4% 5% 6% 13% 9% 13% 15% 14% 10% 7% 100%

2002 3 0 0 0 2 4 7 11 18 7 7 4 60 2.0% 2953

0% 0% 0% 3% 7% 12% 18% 30% 12% 12% 7% 100%

2003 3 0 0 1 2 5 2 5 9 15 7 18 64 2.0% 3146

0% 0% 2% 3% 8% 3% 8% 14% 23% 11% 28% 100%

2004 3 0 0 3 1 3 3 14 8 17 8 3 60 1.7% 3443

0% 0% 5% 2% 5% 5% 23% 13% 28% 13% 5% 100%

2005 3 0 0 3 2 6 16 7 11 9 1 3 58 1.8% 3214

0% 0% 5% 3% 10% 28% 12% 19% 16% 2% 5% 100%

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Table 2: Agriculture/Horticulture

credits


2002 2 0 1 0 3 10 25 32 22 16 4 0 113 3.3% 3464

0% 1% 0% 3% 9% 22% 28% 19% 14% 4% 0% 100%

2003 2 3 2 1 11 9 14 17 8 10 7 11 93 2.4% 3798

3% 2% 1% 12% 10% 15% 18% 9% 11% 8% 12% 100%

2004 2 0 0 3 9 17 27 32 29 18 3 2 140 3.9% 3581

0% 0% 2% 6% 12% 19% 23% 21% 13% 2% 1% 100%

2005 2 1 3 3 8 20 26 13 8 6 2 3 93 2.7% 3490

1% 3% 3% 9% 22% 28% 14% 9% 6% 2% 3% 100%

2002 3 0 0 0 0 2 5 8 29 19 24 29 116 3.9% 2953

0% 0% 0% 0% 2% 4% 7% 25% 16% 21% 25% 100%

2003 3 1 2 1 3 8 18 19 19 23 9 3 106 3.4% 3146

1% 2% 1% 3% 8% 17% 18% 18% 22% 8% 3% 100%

2004 3 1 2 3 12 12 19 35 44 45 16 11 200 5.8% 3443

1% 1% 2% 6% 6% 10% 18% 22% 23% 8% 6% 100%

2005 3 1 0 2 2 6 5 16 17 16 4 15 84 2.6% 3214

1% 0% 2% 2% 7% 6% 19% 20% 19% 5% 18% 100%

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Table 3: Childcare/Community Care

credits


2002 2 0 2 0 7 7 12 27 62 60 52 30 259 7.5% 3464

0% 1% 0% 3% 3% 5% 10% 24% 23% 20% 12% 100%

2003 2 0 2 6 9 22 40 52 71 52 29 24 307 8.1% 3798

0% 1% 2% 3% 7% 13% 17% 23% 17% 9% 8% 100%

2004 2 0 0 0 3 0 8 21 33 36 37 24 162 4.5% 3581

0% 0% 0% 2% 0% 5% 13% 20% 22% 23% 15% 100%

2005 2 1 3 0 2 2 7 23 38 57 59 46 238 6.8% 3490

0% 1% 0% 1% 1% 3% 10% 16% 24% 25% 19% 100%

2002 3 1 0 0 0 0 2 2 13 23 28 34 103 3.5% 2953

1% 0% 0% 0% 0% 2% 2% 13% 22% 27% 33% 100%

2003 3 0 0 0 3 2 7 12 19 32 38 35 148 4.7% 3146

0% 0% 0% 2% 1% 5% 8% 13% 22% 26% 24% 100%

2004 3 0 0 1 1 3 5 11 20 28 36 51 156 4.5% 3443

0% 0% 1% 1% 2% 3% 7% 13% 18% 23% 33% 100%

2005 3 0 1 0 0 1 6 18 29 51 44 42 192 6.0% 3214

0% 1% 0% 0% 1% 3% 9% 15% 27% 23% 22% 100%

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Table 4: Craft and Design

credits


2002 2 5 9 10 5 22 30 51 62 62 32 27 315 9.1% 3464

2% 3% 3% 2% 7% 10% 16% 20% 20% 10% 9% 100%

2003 2 0 3 10 11 14 17 41 24 37 42 45 244 6.4% 3798

0% 1% 4% 5% 6% 7% 17% 10% 15% 17% 18% 100%

2004 2 0 4 1 7 15 25 55 60 67 65 60 359 10.0% 3581

0% 1% 0% 2% 4% 7% 15% 17% 19% 18% 17% 100%

2005 2 0 2 3 4 13 23 57 64 62 51 47 326 9.3% 3490

0% 1% 1% 1% 4% 7% 17% 20% 19% 16% 14% 100%

2002 3 1 0 5 9 15 15 23 24 26 27 8 153 5.2% 2953

1% 0% 3% 6% 10% 10% 15% 16% 17% 18% 5% 100%

2003 3 2 2 3 10 13 21 35 39 32 23 16 196 6.2% 3146

1% 1% 2% 5% 7% 11% 18% 20% 16% 12% 8% 100%

2004 3 0 2 4 7 9 35 48 59 56 26 13 259 7.5% 3443

0% 1% 2% 3% 3% 14% 19% 23% 22% 10% 5% 100%

2005 3 1 1 0 2 7 14 48 48 46 40 24 231 7.2% 3214

0% 0% 0% 1% 3% 6% 21% 21% 20% 17% 10% 100%

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Table 5: Engineering

credits


2002 2 2 2 4 7 14 11 53 83 87 69 53 385 11.1% 3464

1% 1% 1% 2% 4% 3% 14% 22% 23% 18% 14% 100%

2003 2 2 7 27 13 35 64 74 90 88 71 18 489 12.9% 3798

0% 1% 6% 3% 7% 13% 15% 18% 18% 15% 4% 100%

2004 2 1 2 7 14 38 46 77 91 71 50 28 425 11.9% 3581

0% 0% 2% 3% 9% 11% 18% 21% 17% 12% 7% 100%

2005 2 3 3 2 9 14 35 49 79 56 36 15 301 8.6% 3490

1% 1% 1% 3% 5% 12% 16% 26% 19% 12% 5% 100%

2002 3 3 2 4 14 8 19 38 46 45 41 30 250 8.5% 2953

1% 1% 2% 6% 3% 8% 15% 18% 18% 16% 12% 100%

2003 3 1 3 3 6 25 31 48 82 60 43 24 326 10.4% 3146

0% 1% 1% 2% 8% 10% 15% 25% 18% 13% 7% 100%

2004 3 0 1 4 4 0 7 17 34 45 44 38 194 5.6% 3443

0% 1% 2% 2% 0% 4% 9% 18% 23% 23% 20% 100%

2005 3 5 2 0 10 20 42 38 46 51 53 13 280 8.7% 3214

2% 1% 0% 4% 7% 15% 14% 16% 18% 19% 5% 100%

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Table 6: Graphics and Construction Studies

credits


2002 2 3 5 5 11 33 70 136 183 127 118 39 730 21.1% 3464

0% 1% 1% 2% 5% 10% 19% 25% 17% 16% 5% 100%

2003 2 6 10 8 18 56 75 107 162 188 112 36 778 20.5% 3798

1% 1% 1% 2% 7% 10% 14% 21% 24% 14% 5% 100%

2004 2 9 7 9 27 39 66 105 157 147 106 38 710 19.8% 3581

1% 1% 1% 4% 5% 9% 15% 22% 21% 15% 5% 100%

2005 2 1 20 24 40 65 90 138 173 127 72 20 770 22.1% 3490

0% 3% 3% 5% 8% 12% 18% 22% 16% 9% 3% 100%

2002 3 0 0 2 7 21 41 100 100 129 93 35 528 17.9% 2953

0% 0% 0% 1% 4% 8% 19% 19% 24% 18% 7% 100%

2003 3 0 0 2 12 28 60 94 97 96 70 24 483 15.4% 3146

0% 0% 0% 2% 6% 12% 19% 20% 20% 14% 5% 100%

2004 3 1 4 1 9 27 45 118 165 138 59 14 581 16.9% 3443

0% 1% 0% 2% 5% 8% 20% 28% 24% 10% 2% 100%

2005 3 1 3 5 8 22 60 58 102 136 112 34 541 16.8% 3214

0% 1% 1% 1% 4% 11% 11% 19% 25% 21% 6% 100%

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Table 7: Hair and Beauty

credits


2002 2 0 0 0 0 0 0 2 10 19 17 7 55 1.6% 3464

0% 0% 0% 0% 0% 0% 4% 18% 35% 31% 13% 100%

2003 2 0 0 1 1 1 2 3 8 18 7 0 41 1.1% 3798

0% 0% 2% 2% 2% 5% 7% 20% 44% 17% 0% 100%

2004 2 0 0 0 0 11 11 4 5 13 15 7 66 1.8% 3581

0% 0% 0% 0% 17% 17% 6% 8% 20% 23% 11% 100%

2005 2 0 0 0 0 1 6 11 11 25 17 6 77 2.2% 3490

0% 0% 0% 0% 1% 8% 14% 14% 32% 22% 8% 100%

2002 3 0 0 0 0 0 0 1 4 4 7 3 19 0.6% 2953

0% 0% 0% 0% 0% 0% 5% 21% 21% 37% 16% 100%

2003 3 0 0 0 0 0 0 4 4 5 1 0 14 0.4% 3146

0% 0% 0% 0% 0% 0% 29% 29% 36% 7% 0% 100%

2004 3 0 0 0 0 1 5 6 5 8 5 3 33 1.0% 3443

0% 0% 0% 0% 3% 15% 18% 15% 24% 15% 9% 100%

2005 3 1 0 0 0 2 4 4 14 5 4 1 35 1.1% 3214

3% 0% 0% 0% 6% 11% 11% 40% 14% 11% 3% 100%

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Table 8: Hotel, Catering and Tourism

credits


2002 2 7 11 7 39 77 136 146 189 228 168 61 1069 30.9% 3464

1% 1% 1% 4% 7% 13% 14% 18% 21% 16% 6% 100%

2003 2 4 12 22 57 109 172 230 237 212 129 70 1254 33.0% 3798

0% 1% 2% 5% 9% 14% 18% 19% 17% 10% 6% 100%

2004 2 4 3 10 23 21 65 127 197 231 238 201 1120 31.3% 3581

0% 0% 1% 2% 2% 6% 11% 18% 21% 21% 18% 100%

2005 2 4 3 5 29 56 63 136 227 273 210 130 1136 32.6% 3490

0% 0% 0% 3% 5% 6% 12% 20% 24% 18% 11% 100%

2002 3 0 3 10 9 28 36 59 84 105 88 65 487 16.5% 2953

0% 1% 2% 2% 6% 7% 12% 17% 22% 18% 13% 100%

2003 3 0 1 0 7 37 55 87 109 120 105 82 603 19.2% 3146

0% 0% 0% 1% 6% 9% 14% 18% 20% 17% 14% 100%

2004 3 2 1 10 11 21 32 57 92 124 103 91 544 15.8% 3443

0% 0% 2% 2% 4% 6% 10% 17% 23% 19% 17% 100%

2005 3 1 0 3 4 17 31 61 79 120 92 79 487 15.2% 3214

0% 0% 1% 1% 3% 6% 13% 16% 25% 19% 16% 100%

24

Table 9: Information and Communications Technology

credits


2002 2 1 7 16 40 43 60 41 30 29 17 2 286 8.3% 3464

0% 2% 6% 14% 15% 21% 14% 10% 10% 6% 1% 100%

2003 2 3 9 22 22 40 71 54 54 20 6 1 302 8.0% 3798

1% 3% 7% 7% 13% 24% 18% 18% 7% 2% 0% 100%

2004 2 1 7 11 37 55 48 75 49 31 18 11 343 9.6% 3581

0% 2% 3% 11% 16% 14% 22% 14% 9% 5% 3% 100%

2005 2 0 2 8 14 39 50 60 39 27 10 5 254 7.3% 3490

0% 1% 3% 6% 15% 20% 24% 15% 11% 4% 2% 100%

2002 3 4 2 26 55 98 165 188 180 147 84 42 991 33.6% 2953

0% 0% 3% 6% 10% 17% 19% 18% 15% 8% 4% 100%

2003 3 2 9 23 37 84 142 164 190 149 135 80 1015 32.3% 3146

0% 1% 2% 4% 8% 14% 16% 19% 15% 13% 8% 100%

2004 3 3 6 24 49 116 159 176 225 185 145 81 1169 34.0% 3443

0% 1% 2% 4% 10% 14% 15% 19% 16% 12% 7% 100%

2005 3 3 2 24 31 94 135 213 192 169 104 46 1013 31.5% 3214

0% 0% 2% 3% 9% 13% 21% 19% 17% 10% 5% 100%

25

Table 10: Office Administration and Customer Care

credits


2002 2 0 1 0 0 4 14 25 54 39 27 8 172 5.0% 3464

0% 1% 0% 0% 2% 8% 15% 31% 23% 16% 5% 100%

2003 2 0 0 9 8 21 25 38 34 18 10 2 165 4.3% 3798

0% 0% 5% 5% 13% 15% 23% 21% 11% 6% 1% 100%

2004 2 1 2 11 6 4 9 23 30 30 21 18 155 4.3% 3581

1% 1% 7% 4% 3% 6% 15% 19% 19% 14% 12% 100%

2005 2 1 2 6 7 14 15 17 27 23 13 6 131 3.8% 3490

1% 2% 5% 5% 11% 11% 13% 21% 18% 10% 5% 100%

2002 3 0 1 4 8 4 28 36 66 50 28 8 233 7.9% 2953

0% 0% 2% 3% 2% 12% 15% 28% 21% 12% 3% 100%

2003 3 0 0 2 5 21 34 31 29 35 21 2 180 5.7% 3146

0% 0% 1% 3% 12% 19% 17% 16% 19% 12% 1% 100%

2004 3 0 0 6 11 30 44 38 28 32 25 17 231 6.7% 3443

0% 0% 3% 5% 13% 19% 16% 12% 14% 11% 7% 100%

2005 3 1 2 5 14 27 41 67 55 35 21 3 271 8.4% 3214

0% 1% 2% 5% 10% 15% 25% 20% 13% 8% 1% 100%

26

27

Table 11: Technology

credits


2002 2 0 0 2 0 1 2 7 15 14 6 8 55 1.6% 3464

0% 0% 4% 0% 2% 4% 13% 27% 25% 11% 15% 100%

2003 2 1 3 4 4 7 5 8 11 7 11 6 67 1.8% 3798

1% 4% 6% 6% 10% 7% 12% 16% 10% 16% 9% 100%

2004 2 0 0 0 1 4 7 8 14 10 11 2 57 1.6% 3581

0% 0% 0% 2% 7% 12% 14% 25% 18% 19% 4% 100%

2005 2 0 1 0 0 0 1 2 3 7 13 3 30 0.9% 3490

0% 3% 0% 0% 0% 3% 7% 10% 23% 43% 10% 100%

2002 3 0 0 0 1 0 2 4 2 4 0 0 13 0.4% 2953

0% 0% 0% 8% 0% 15% 31% 15% 31% 0% 0% 100%

2003 3 0 0 0 1 0 0 0 0 1 3 6 11 0.3% 3146

0% 0% 0% 9% 0% 0% 0% 0% 9% 27% 55% 100%

2004 3 0 0 0 0 0 0 0 1 5 6 4 16 0.5% 3443

0% 0% 0% 0% 0% 0% 0% 6% 31% 38% 25% 100%

2005 3 0 0 0 1 0 4 6 7 1 1 2 22 0.7% 3214

0% 0% 0% 5% 0% 18% 27% 32% 5% 5% 9% 100%

Appendix 2 These three tables list the marking criteria and indicators used in assessing the Vocational Education Tasks. The table used depends whether the candidate presented a product/artefact (LCA 30), an investigation (LCA 31) or a provision of service/staging an event (LCA 32). LCA 30 Product/Production/Live performance

criterion mark indicators

Clarity of Purpose 10 Statement of aim(s) – clear – relevant

Research and Planning 10 Background research – information gathering techniques used – sources of information credited

alternative solutions – product/craft/play etc. skill assessment (own and group if applicable) resource assessment

– equipment – tools – designs – drawings – scripts – receipts – pattern – costing

action plan sequencing checklists of resources

Carrying out of Task 20 application of skills use of tools and materials skills appropriate to the task skill factor quality control measures implementation of Health and Safety practices

Meeting the Brief/ Suitability for Purpose

20 evaluation of product/production with reference to aims (by examiner)

quality of product/ production related to the purpose/brief, e.g. – finish of product – visual quality – safety – taste/flavour

suitability for purpose, related to the purpose/brief e.g. – choice of technique – script – craft – materials – equipment

28


Creativity/Originality/Innovation 10 candidate’s own work selective use of commercial patterns/designs/kits

(sources credited) evidence of original input by way of

development/interpretation aesthetic considerations, e.g.

– presentation – design – colour

own design/composition inventiveness resourcefulness

Self Evaluation and Product Evaluation

10 evaluation of own role knowledge of self

– skills/attitudes developed – lessons learned about self for the future

evaluation of product/production by candidate with proposals for modification (if applicable)

difficulties encountered Evidence of Cross-Curricular Applications and Integration

10 extent of cross-curricular applications quality of cross-curricular applications relevance of cross-curricular applications coherence of integration

Effectiveness of Communication and Presentation

10 written – format – layout – neatness – legibility – clarity/organisation – use of illustrative material – appropriateness of illustrative material – quality of illustrative material – table of contents

oral – oral communication skills – ability to convey ideas

o clarity o fluency o coherence

29

LCA 31 An investigation


Clarity of Purpose 10 statement of aim(s) – clear – relevant

Research & Planning 20 evidence of background research – primary research/desk research

information gathering techniques, e.g. – letters – questionnaires

sources of information credited alternative solutions/techniques equipment etc. action plan setting time scales sequencing checklists of resources

Carrying out of Investigation 20 description of methodology used techniques and procedures employed including

– copies of questionnaires – maps – models – photos – etc.

use of information organisation of information accuracy of information relevance of information

Presentation and Analysis of Findings

10 interpretation of results/outcomes of investigation against the stated aim(s) to reach own conclusions

evaluation of results/outcomes of investigation against the stated aim(s) to reach own conclusions

analysis of results/outcomes of investigation against the stated aim(s) to reach own conclusions

knowledge of concepts involved understanding of concepts involved

Creativity/Originality 10 candidate’s own work, written in own words selective use of transcription/published materials/

graphics etc.(source credited) evidence of original input by way of primary research development of information analysis of information interpretation of information aesthetic considerations, e.g.

– layout – use of illustrations – presentation

Self Evaluation 10 evaluation of own role knowledge of self




30






31

LCA 32 Provision of service/staging an event/enterprise activity


Clarity of Purpose 10 statement of aim(s) – clear – relevant

Research & Planning 20 evidence of background research identifying target group skill assessment (own and group if applicable) resource assessment market research alternatives considered information gathering techniques

– letters – questionnaires

action plan business plan with projections (Enterprise 1)

Carrying out of Task 20 description of activity description of own/group/outside agency

involvement/role resources used

– people – equipment – finance

problems encountered (if any) adaptation of plans (if required) quality control measures implementation of Health and Safety practices evidence of involvement in task

– photographs – video extracts

Presentation and Analysis of Findings

10 methods used to measure outcomes/success analysis of results evaluation of results leading to conclusions relating conclusions to original aims strengths/weaknesses/suggestions for improvement to

task Creativity/Originality/Innovation 10 originality/innovation demonstrated in the selection

and organisation of the task evidence of primary research resourcefulness candidate’s own work selective use of

– transcription (sources credited) – graphics

Self Evaluation 10 evaluation of own role knowledge of self




32






33

Appendix 3 This appendix gives examples of the range of tasks presented by candidates for assessment in each vocational specialism. 1. Active Leisure Studies

Staging an event investigation badminton coaching leisure industry employment circuit training leisure/tourism dance workshop martial arts horse riding sports clubs outdoor pursuits sports facilities quad biking soccer blitz soccer coaching

2. Agriculture/Horticulture

Staging an event investigation construct a polythene tunnel farm machinery construct an area to encourage wildlife farm safety construct garden features forestry design a school garden investigation of dairying hanging baskets pig rearing planting of tubs renovate an area of the school grounds window boxes

3. Childcare/Community Care

Product Investigation Staging an event activity quilt a day in the life of a child activity morning alphabet books books for children cat and mouse baby blanket breastfeeding and bottle-

feeding clay modelling

baby cushion child development musical chairs booklet for pregnant women

childminders painting by numbers

children & toddlers guide crèches party for senior citizens colouring books disabilities pass the parcel counting books premature babies shadow puppet show design a nursery childhood diseases visit to a sheltered

workshop dolls cot safety in the home kiddie’s party felt cubes street games glove puppet toddler development learn about shapes book children with special needs

34

mobile nursery rhyme book patchwork clock play activity pack play mats shape sorter soft toys storyboard wooden building blocks

4. Craft and Design The production of a variety of artefacts including: appliqué wall hanging batik banner batik wall hanging ceramic lamp base ceramic oil burner ceramic vessel exhibition of photographs fabric cushions interior design project investigations into block printing and

signage jewellery design lino printing marionette puppet mixed media collage mosaic for tabletop painted heraldic crest papier mache zodiac signs pinhole photography project props for school musical puppets, props and video of puppet show silk paintings soft toys

5. Engineering The production of a variety of artefacts including: axle stand brackets candleholder clock coat hanger coffee table fireside set garden bench garden gate gas bottle trolley lamp picture frame ornament plant stand bucket storage rack telephone table tool bench toys weather vane

35

6. Graphics and Construction Studies The production of a variety of artefacts including: bedside locker bird box bird feeder bird table board game bookcase CD storage box cheese board clock coffee table computer desk dart board box dog kennel dolls house educational toys fire surround foot stool fruit bowl garden bench jewellery box key rack kitchen roll holder letter box magazine holder model block wall model model of a foundation model of a house model of bathroom model of living room timber frame model models blanket box mug stand picture frame plant holder set of shelves spice rack stool storage items for bedroom table lamp tool box tray tray TV. stand video cabinet wine rack

7. Hair and Beauty

Provision of a service investigation facial body care foot massage customer care make-up diet lifestyles manicure fake tans wash and blow dry fashion trends hair care products hair structure and growth cycle hair styles nail art skin cancer skin products

8. Hotel, Catering and Tourism

Product/Provision of a service investigation coffee morning health food survey ethnic cookery day purchased food products historic areas in Ireland special dietary requirements hotels in Blarney prepare an Italian meal preparing sandwiches producing an international meal running a buffet tourist brochure tourist video

36

9. Information and Communication Technology

Product investigation calendar healthy eating certificates internet shopping database of library books purchasing a digital camera database of local trades people websites greeting cards guitar booklet health and safety booklet newsletter PowerPoint presentation school magazine tips on buying a computer wedding stationery

10. Office Administration and Customer Care

Provision of a Service Investigation advertising contract of employment fire drill costing a holiday programme for school musical franchising provision of a business directory for locality

health and safety in the office

retailing mobile phones setting up an office motor insurance plastic money product promotion shopping on-line supermarket sales comparison trade unions

11. Technology

Design and manufacture of a variety of products/artefacts including: car barrier cat flap for a door conveyor belt dice board house alarm hovercraft motor car shop display sign

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