Environmental Factors and Their Impact on Development: Poor Housing and Health, Study notes of Reasoning

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BTEC Level 3 National in Health

and Social Care

First teaching September 2016

Sample Marked Learner Work

External Assessment

Unit 1: Human Lifespan Development

In preparation for the first teaching from September 2016 and as a part of the on-going support that we offer to our centres, we have been developing support materials to help you better understand the application of Nationals BTEC Level 3 qualification.

What is Sample Marked Learner Work (SMLW)?

The following learner work has been prepared as guidance for centres and learners. It can be used as a helpful tool when teaching and preparing for external units.

Each question explores two responses; one good response, followed by a poor response. These responses demonstrate how marks can be both attained and lost.

The SMLW includes examples of real learners’ work, accompanied with examiner tips and comments based on the responses of how learners performed.

Below displays the format this booklet follows. Each question will show a learner response, followed by comments on the command verbs and the content of the question. Tips may be offered where possible.

The appendix has attached a mark scheme showing all the possible responses that perhaps were not explored in the SMLW, but can still be attained.

Tips offer helpful hints that the learner may find useful. For example:

 Recommended length of the answer  Reference to the amount of marks awarded  General advice for the learner when answering questions

The red box comments on the command verbs used in the question. Command typically means; to instruct or order for something to be done. Likewise, in assessments, learners are required to answer questions, with the help of a command verb which gives them a sense of direction when answering a question.

This box may choose to highlight the command verb used and comments if the learner has successfully done this, or not.

The green box comments on the content words and phrases. Content makes reference to subject knowledge that originates from the specification. Learners are required to use subject specific knowledge to answer the questions in order to gain maximum marks.

The comments may include:

 Any key words/phrases used in the learner’s answer.  Why has the learner gained x amount of marks? And why/how have they not gained any further marks?  Any suggestions/ ideas regarding the structure of the answer.  If the answer meets full marks- why it is a strong answer? What part of the content has been mentioned to gain these marks?

Give learners opportunities to practice reading the full question before beginning to write.

Use plenary sessions to discuss the requirements of questions, using Sample Assessment Materials.

Provide learners with a glossary of the BTEC command verbs to support understanding.

Poor response: The learner has demonstrated an awareness of the differences between gross and fine motor skills, referring to relevant content from section A of the unit specification-Physical Development over the Life Stages.

However, they have not included information regarding the link between gross and fine motor skills and how the larger muscles, for example in the forearm, support the movement of the fingers in order to enable children to develop the ability to grasp objects.

In addition, there are no examples of the use of the fine and gross motor skills to illustrate and support a full description.

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Use quizzes to check learners’ understanding of the command verbs.

Provide practice activities to support learners in understanding the requirements of the command verbs to support full achievement.

Poor response: Whilst the learner has attempted to define gross and fine motor skills, they have not provided the required description of the development of gross and fine motor skills over time.

Question 2: Which body part is represented by line A? [Total marks for Q2- 1 mark]

Which

body part is?

Good response: Question 2 requires learners to identify information from data presented in a graphical format.

The learner has referred to relevant content under section A1 Physical Development over the life stages, recognising that growth is variable across the different parts of the body and is measured using dimensions.

The learner has also demonstrated their ability to accurately read data when presented in a graphical format.

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The command verb is Identify. Question 2 asks the learner which body part, implying that the learner should identify the correct body part by looking at the graph.

Good response: The learner has correctly identified this, clearly stating the body part required. There is no requirement to add a description and to do so would have wasted valuable time for the learner.

The command verb is explain which means that the learner is required to extend their answer beyond a description, to state how adolescence can affect self – concept, giving reasons for their opinions and facts.

Good response: The learner has identified some of the changes of adolescence and then provide explanation of how these changes could potentially have an effect on the development Sarah’s self-concept.

Question 3: Explain two possible features of the development of Sarah’s self- concept at this stage. [Total marks for Q3- 4 marks]

Good response: Question 3 requires learners to explain two possible features of the development of the self-concept in adolescence.

The learner has referred to the case study in their answer, and provided a response which refers to the unit content under section A3 Emotional Development across the life stages.

There are areas which could be improved for example, the learner could have provided a more balanced answer which referred to the development of a positive self-esteem in addition to the explanation of how the self-concept could be negatively affected in adolescence. The learner could also have provided more explanation of how self-esteem is developed and the contributing factors.

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Poor response: The learner has provided a brief description of a possible issue and has attempted to link this to an explanation. However, this is not a full explanation and therefore the learner has not achieved full marks.

Provide learners with case studies from text books/television soaps to apply the concepts including:

Development of self – concept, Development of self – esteem and Effects of life events on human development.

Poor response: The learner has referred to the individual in the case study and shown some understanding of a potential feature of development at this stage. The learner has referred to section A3 of Assessment Outcome 1; Emotional Development across the Life stages, ‘ more aware of how girls are supposed to look/act which may impact you she perceives herself’.

The learner could have improved their answer by explaining how a greater awareness of expected gender behaviour could affect an Individual’s perception of themselves, thereby influencing the self-concept negatively or positively. The learner did not provide a second feature which also reduced the mark overall.

Use Sample Assessment Materials and provide learners with a glossary of BTEC Command Verbs to discuss which verb applies.

Advise learners to attempt all questions to reduce the risk of losing marks.

Use timed tests to develop time management in learners.

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Poor response: The learner’s responses relate to the case study by referring to the individual as ‘she’ throughout the work. The learner has accurately named a symptom of the Perimenopause which is not included on the unit specification but can be found in all reputable sources on the topic. It should be noted that section A1 of the unit content states ‘ symptoms to include....’ thereby indicating that other, additional symptoms could be present. The learner could have improved their work by expanding on the effects of fatigue and linking the symptom to the effects of fluctuating hormones.

The second response presented by the learner is inaccurate, as it refers to an emotional effect, gaining no marks.

Use practice sessions to support learners in producing extended answers.

Remind learners that answers must refer to the correct area of development in order to gain marks. Use revision times to support learners in extending their responses to mock questions.

Poor response: The learner has produced a partial description of one symptom which, whilst accurate, is insufficient to gain the full two marks. The second answer also provides a partial description but does not address the question.

Question 5: Evaluate possible explanations for the development of grammar with reference to Chomsky’s theory of language acquisition. [Total marks for Q5- 10 marks]

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Poor response: The learner has not answered the question but has instead, made some statements about Chomsky’s theory. There is no inclusion of other, possible explanations of the development of grammar and no justification for the statements made.

In order to answer the question, the learner should have evaluated at least two possible explanations for the development of grammar, referring to Chomsky’s theory rather than merely stating some information regarding the theorist. 1 point has been awarded for accuracy of facts included.

Use the Sample Assessment Materials in revision sessions, to enable learners to understand the requirements of each level.

Use the Sample Assessment Materials to provide learners with experience of reading questions and deciding the requirements before beginning to write.

Provide learners with a glossary of the BTEC Command Verbs.

Poor response: The learner has not provided an evaluation of the explanations required but has presented a partial description of Chomsky’s theory of language acquisition.

Question 6: Using the information given about Julia and your own knowledge, discuss how both genetic factors and the environment may account for Julia’s current state of health. [Total marks for Q6- 10 marks]

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Poor response: The learner has referred to some relevant unit content from Assessment Outcome 2 section B in that they have commented upon factors in Julia’s environment, (high unemployment and poverty) and also the inherited high cholesterol level stated in the case study, (sections B1 and B2 of the unit content). However, the work is disjointed and does not discuss the details of the pertinent issues.

To improve the grade, the learner should apply the command verb and discuss each relevant factor, using knowledge rather than opinions gained from class sessions, personal research the case study provided. Discussion on the effects of a low income on Julia’s diet, the lack of safety produced by a high crime rate potentially reducing opportunities for exercise combined with the risk due to inherited factors would have improved the grade.

Question 6 is marked against a set of level descriptors rather than being awarded a mark for each point made. The learner has provided the evaluations at band 1 and awarded a mark of 2.

Use Sample Assessment Materials to discuss the main points.

Use revision sessions to support learners in planning and writing responses to long answer questions.

Provide learners with a glossary of the BTEC command verbs and discuss the meanings in class plenary.

Use the SAMS to examine the way that levelled answers are marked, and linked to the command verb.

Poor response: The learner has not presented a discussion but instead, has produced a set of comments which refer to the case study but do not clearly answer the question.

Question 7: Discuss the likely negative effects of living in a deprived area on Sarah and David’s development. [Total marks for Q7- 10 marks]

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Ensure that learners have access to the unit content and that all parts of the content are delivered prior to assessment.

Test learner knowledge following delivery of each Assessment Outcome to check on understanding.

Poor response: The learner has set the evidence provided within the context of the case study and referred to each of the individuals in turn. They have also described to potential issues that may have a negative effect on the development of the two individuals named. However, they have not discussed the factors fully or linked them to areas of development named in the unit content, for example, David’s potentially poor education could affect his intellectual development and Sarah’s vulnerability could mean that she is affected emotionally becoming insecure and unable to form positive relationships.

Use revision sessions to support learners in writing timed, long answer questions.

Provide a glossary of verbs and use class plenary to discuss meanings.

Test understanding of each Assessment Outcome at the end of delivery.

Poor response: The learner has described two potential issues which could affect Sarah and David’s development however, there is no evidence of discussion and therefore, the learner has not fully met the requirements of the question.

The learner was awarded 2 points as the work was in Band 1 (1-3).

Question 8: Outline how this divorce may have affected Sarah’s emotional development. [Total marks for Q8- 6 marks]

Good response: Question 8 requires the learner to outline the effects of her parents’ divorce, referring to Unit content section A3 Emotional Development across the Life Stages.

The learner has set the answer in the context of the scenario, referring to Sarah by name and demonstrating an understanding of pertinent issues.

Although brief, the learner’s evidence presented clearly outlines information taken from section B6 Major Life Events that affect Development, clearly linking the divorce to effects on Sarah’s emotional development and including relevant terms and phrases.

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The command verb is outline which requires learners to provide a brief description, a clear and objective account which is less extensive than a full description of the main effects on Sarah’s development, of her parents’ divorce.

Good response: The learner has clearly provided this demonstrating an understanding of some of the important issues.