1. Coursework 2004 This pilot GCSE has been a steep learning curve for all concerned. It is to the credit of all those involved, both staff and candidates, that this report is able to identify some excellent practice and provide some positive feedback for future cohorts. This pilot GCSE has been a steep learning curve for all concerned. It is to the credit of all those involved, both staff and candidates, that this report is able to identify some excellent practice and provide some positive feedback for future cohorts.

2. What worked well? 1. PowerPoint presentations innovative use of ICT + innovative use of ICT + combines images / words + allows students to shape their own work more - can be rather simplistic - too few / too many slides

3. What worked well? 2. Posters + good use of imagery, including photographs + allows for detailed annotation -sometimes with no annotation / comment -could become very descriptive

4. What worked well? 3. Video evidence types of work + effective means of recording some types of work -sound quality sometimes poor -marking guidelines for moderators need to be very student specific

5. What worked well? 4. Traditional written tasks encourages detailed analysis – particularly for knowledge marks + encourages detailed analysis – particularly for knowledge marks + many students may be more comfortable with this style -word limit (1500 words for the three pieces) -can be difficult to display initiative / complex skills

6. Other issues 1 It was most useful to have sight of the pupil instruction sheets for each of the coursework pieces. This enabled the Moderator to fully understand the context of the work and allowed the moderation process to run smoothly. All Centres are to be encouraged to include these with their sample in future years. It was most useful to have sight of the pupil instruction sheets for each of the coursework pieces. This enabled the Moderator to fully understand the context of the work and allowed the moderation process to run smoothly. All Centres are to be encouraged to include these with their sample in future years.

7. Other issues 2 where more than one piece of work is completed, candidates and teachers should select one item from each theme in the short course for inclusion in the portfolio.where more than one piece of work is completed, candidates and teachers should select one item from each theme in the short course for inclusion in the portfolio.

8. Other issues 3 In order to access the higher mark band candidates must display skills, approaches and techniques that are more complex. It is this one word that should help Centres discriminate between candidates. The use of basic, one-sentence descriptive comment does not constitute the required complexity, and equally it is difficult to give maximum credit for work that has quite obviously been very closely guided by staff.In order to access the higher mark band candidates must display skills, approaches and techniques that are more complex. It is this one word that should help Centres discriminate between candidates. The use of basic, one-sentence descriptive comment does not constitute the required complexity, and equally it is difficult to give maximum credit for work that has quite obviously been very closely guided by staff.

9. Other issues 4 Where more that one teacher is involved in the assessment process it is vital that internal moderation is carried out… Equally, all marks awarded by staff are subject to the moderation process, so it is not advisable to share these with students prior to results.Where more that one teacher is involved in the assessment process it is vital that internal moderation is carried out… Equally, all marks awarded by staff are subject to the moderation process, so it is not advisable to share these with students prior to results.

10. Other issues 5 Sending incorrect MS1 documentation to the Moderator. The top copy should go to Cambridge, the middle copy to the Moderator and the yellow, bottom copy is retained by the Centre.Sending incorrect MS1 documentation to the Moderator. The top copy should go to Cambridge, the middle copy to the Moderator and the yellow, bottom copy is retained by the Centre. Arithmetical errors when adding up candidate marks or when transposing them between the work and the MS1.Arithmetical errors when adding up candidate marks or when transposing them between the work and the MS1. Entering Zero or Absent on the MS1. Zero means that work has been submitted but has no geographical value, whereas absent means that the candidate has submitted no work.Entering Zero or Absent on the MS1. Zero means that work has been submitted but has no geographical value, whereas absent means that the candidate has submitted no work.

11. Good practice… Enclose briefing sheets with candidates work so that the context of the work is clear for the moderatorEnclose briefing sheets with candidates work so that the context of the work is clear for the moderator Student name and candidate number on all work please – very difficult to moderate otherwise…Student name and candidate number on all work please – very difficult to moderate otherwise… Structured, but open-ended tasks allow candidates to perform to their potentialStructured, but open-ended tasks allow candidates to perform to their potential

12. Coursework ~ the future… continue to encourage candidates to develop innovative ways of presenting courseworkcontinue to encourage candidates to develop innovative ways of presenting coursework video / DVD evidence is fine – but keep to reasonable lengths please!video / DVD evidence is fine – but keep to reasonable lengths please! digital photos of models etc. are perfectly acceptable – indeed very welcome!digital photos of models etc. are perfectly acceptable – indeed very welcome!

13. And finally…keep the coursework manageable – for the students and for you! Reproduced by kind permission of PRIVATE EYE/Russell. Copyright Pressdram 2004. Visit www.private-eye.co.uk