Introducing Unit Specifications and Unit Assessment Support Packs

Introducing Unit Specifications and Unit Assessment Support Packs

National 5 and Higher

Unit AssessmentUnit Assessment

Assessments can be designed to provide evidence across more than one Unit or Outcome – combined assessments

Flexible and open Evidence Requirements in Units Greater range of techniques and methodologies for

assessment – encouraged through Unit assessment support packages

More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching

Key points:Key points:

standards remain the same feature updated approaches of two of the current

Units have a hierarchical Unit structure that provide

progression from National 5 to Higher contexts of contemporary social issues and culture

and identity has personalisation and choice in the Social Issues

and Culture and Identity units

Unit SpecificationsUnit Specifications

Evidence Requirements for this Unit:Assessors should use their professional judgement, subject knowledge and experience, and understanding of their learners, to determine the most appropriate ways to generate evidence and the conditions and contexts in which they are used. Evidence should be gathered in combination with other Outcomes where possible, either from this Unit or in combination with the Outcomes from the other two Units. Evidence may also be gathered for individual Outcomes where appropriate.

Unit Assessment Support Packages - purpose

Unit Assessment Support Packages - purpose

UASPs can be used to:

•Assess your candidates

•Adapt for your own assessment programmes

•Help you develop your own assessments

UASPs – key featuresUASPs – key features

Valid from August 2013

Designed to encourage professional judgement

Provide broad-based tasks – allow assessors to choose appropriate context and forms of evidence

Show range of approaches to generating assessment evidence

Give information on the type of evidence which could be gathered and how this is to be judged against Assessment Standards

Sociology UASPsSociology UASPs

Package 1 Unit by Unit approach - N5 and Higher

Package 2 Portfolio - N5 and Higher

Package 3 Combined across Units - N5 and Higher

PostersPosters

N5 Internal Assessment of Course Components

N5 Internal Assessment of Course Components

Controlled assessment is SQA’s approach to developing assessments (setting), the conditions of assessment (conducting), and marking assessments (marking).

SQA is introducing controlled assessment for non-question paper components of the Added Value Unit and new National Courses at National 5, Higher and Advanced Higher.

N5 AssignmentN5 Assignment

Controlled assessment

This assignment is:

set by centres within SQA guidelines conducted under a high degree of supervision and control  Evidence will be externally marked by SQA. Marking will be quality assured by SQA.

Moving onMoving on

Workshop 1 and 2 will give you the opportunity to look at the Unit Specifications and Unit Assessment Support Packages in detail.

Unit StructureUnit Structure

National 5 Higher

Culture and Identity Culture and Identity

Human Society Human Society

Social Issues Social Issues

‘As you know, there are known knowns. There are things we know we know. We also know there are known unknowns. That is to say we know there are some things we do not know. But there are also unknown unknowns, the ones we don’t know we don’t know’.

Donald Rumsfeld – 12/2/02 US Defence Secretary and lesser known philosopher…

Known Knowns

Unit Specifications: Human Society

Unit Specifications: Human Society

Outcome 1 Explain the sociological approach to understanding society by:

1.1 Distinguishing between common-sense and sociological explanations of social behaviour

1.2 Describing basic features and one advantage and one disadvantage of two different research methods than tend to generate quantitative data

1.3 Describing basic features and one advantage and one disadvantage of two different research methods than tend to generate qualitative data

1.4 Selecting research methods favoured by sociologists that adopt structural and action perspectives

Unit Specifications: Human Society

Unit Specifications: Human Society

Outcome 2

Explain relationships between individuals, groups and institutions by:

2.1 Explaining the structural perspective, using the concept of structure

2.2 Explaining the action perspective, using the concept of social action

2.3 Describing two differences between structural and action perspectives

Known Unknowns

Unit Specifications: Social Issues

Unit Specifications: Social Issues

Outcome 1 Explain social issues by:

1.1 Describing a contemporary social issue with reference to evidence from different sources

1.2 Explaining the social issue using sociological theories, one of which takes a structural perspective

1.3 Describing one similarity and two differences in how the theories explain the chosen social issue

Unit Specifications: Social Issues

Unit Specifications: Social Issues

Outcome 2

Apply research evidence to gain a sociological understanding of social issues by:

2.1 Explaining the role of research evidence in sociology

2.2 Interpreting research evidence and using the interpretation to support sociological explanations of a contemporary social issue

Social IssuesSocial Issues

Social Inequality

Differential Educational Achievement

These units are great for discussing good and bad sources

These units are great for discussing good and bad sources

Finding Sources http://youtu.be/VGy-FfOC1ms

Ben Goldacre: Battling bad science: TED TALKS http://youtu.be/e26948i3hKI

Unknown

Unknowns

Unit Specifications: Culture and IdentityUnit Specifications: Culture and Identity

Outcome 1 Explain culture and identity by:

1.1 Describing the concepts of culture, sub-culture, identity and diversity

1.2 Explaining the process of socialisation

1.3 Using evidence form a range of sources to investigate the relationship between socialisation and identity

1.4 Giving an explanation of culture and identity that reflects awareness of diversity

Key pointsKey points

Sub-cultures, British culture or cross cultures

Identity and Primary and

Secondary socialisation

Diversity

Three sources

Ideas for sub-cultures: EMO’sIdeas for sub-cultures: EMO’s

Travelling peopleTravelling people

GothsGoths

NEDsNEDs

ToffsToffs