LEARNER S PLANNER AND GUIDE
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1 ACTION-BASED ACTIVITIES L E V E L S 1 & 2 ISSUED 2013 L E V E L 2
2 INSTRUCTIONS USE THIS PLANNER TO HELP YOU decide what you want to study carry out and present your work manage your time and your work produce and present the evidence you need for your portfolio. LEARNER S L E VPLANNER E L GUIDE 1
3 CONTENTS PART ONE Page Introduction 1 The Essential Skills Application of Number Qualifications 1 Action-based Activities 1 What is a portfolio? 1 What sorts of activities can I do? 2 How can I meet all of the Essential Skills requirements? 2 How is my work assessed? 3 PART TWO 4 Step by step guide to Action-based Activities. (Use this alongside the Theme Templates booklets). Step A Choosing a Theme 5 Step B Choosing and interpreting information 7 Step C Carrying out and checking calculations 11 Step D Interpreting results and presenting findings 12 Final Checklist 14 Frequently Asked Questions 15 L E V E L 1
4 PART 1 INTRODUCTION The Essential Skills Application of Number (AoN) qualifications Essential Skills is a national qualification. In order to achieve the qualification in Application of Number at level 1 or 2 you must: (i) (ii) produce a portfolio of evidence based on one or more of your chosen Actionbased Activity(ies). Your evidence must meet the requirements at either level 1 or level 2. obtain a pass mark of 70% or more in a level 1 or level 2 Desktop Task. However, if you take a level 2 Desktop Task and do not achieve 70% but score 50% or more you will be awarded a level 1 pass. You must: have successfully completed your portfolio of evidence before undertaking the Desktop Task pass both components to achieve the Essential Skills qualification. Action-based Activities Action-based Activities include tasks that you undertake on your own and/or with others, normally as part of a longer assignment or project. They will be used to assess your ability to interpret information, do calculations and interpret and present your findings in different ways. The results of your most successful tasks will go into your portfolio. NOTE: It is possible to meet ALL Essential Skills requirements in ONE major Actionbased Activity as you will see below. However, it may be necessary to attempt two Activities or top-up with evidence from elsewhere in order to cover all aspects of Application of Number. What is a portfolio? A portfolio is a collection of evidence to show that you meet the Essential Skills standards for level 1 or level 2. The evidence you produce must be based on one of the Action-based Activities and must be checked and assessed by your tutor. HINTS: Quality rather than quantity is needed Only include your best work. Make sure everything is proof-read, well organised with the pages clearly numbered, and checked by your tutor. L E Page V E L 1 1
5 What sorts of activities can I do? The best way to start an Action-based Activity is to choose a project that interests you, and discuss it with your tutor. Your project must fit one of these themes: Citizen and Community Economic Activity Domestic and Everyday Life Leisure Education and Training Using ICT in Social Roles. These are very wide themes, so you will need to narrow your project down to a more manageable topic. How can I meet all of the Essential Skills requirements? Level 1 Standards To meet ALL of the requirements for level 1 you must have evidence in your portfolio that you can: N1. 1 interpret information from two different sources. At least one source should be a table, chart, graph or diagram. N1. 2 carry out and check calculations on all three of these topics: a. amounts/sizes b. scale/proportion c. handling statistics N1. 3 interpret the results of your calculations and present your findings in two different ways using charts or diagrams. Quick Checklist (a minimum of seven pieces of evidence) interpret information from two different sources carry out and check calculations on three topics interpret results and present findings in two different ways. L E Page V E 2L 1
6 Level 2 Standards To meet ALL of the requirements for level 2 you must have evidence in your portfolio that you have carried out at least one activity which includes tasks for all three of: N2.1, N2.2 (a, b, c, or d) and N2.3. Overall, there must be evidence to show that you have: N2. 1 interpreted information from two different sources, with at least one source including material containing a chart or graph. N2. 2 used your information to carry out and check calculations with two or more steps to do with all four of these topics: a. amounts/sizes b. scales/proportion c. handling statistics d. using formulae N2. 3 interpreted your results and presented your findings in two different ways using charts, graphs and/or diagrams. Quick Checklist (at least eight pieces of evidence) interpret information from two different sources carry out and check calculations on four topics interpret the results and present your findings in two different ways. NOTE: Although it may be possible for all the AoN skills requirements to come from one Action-based Activity, it is probably more likely that they will be made up of evidence taken from more than one Activity. How is my work assessed? Your work will be: assessed by your tutor using the Essential Skills Standards above checked by other tutors in your centre moderated by the awarding body. L E Page V E 3L 1
7 PART TWO STEP BY STEP GUIDE TO ACTION-BASED ACTIVITIES NOTE: The following symbols are used to help you through the rest of the guide: You MUST do this to get the qualification. It s a good idea to follow this advice. Your tutor will have a number of action based activities from which you can choose a topic that will help provide a structure and purpose to the development of your portfolio. Each action based activity will contain a series of steps to help you generate appropriate evidence. These steps are outlined below. As you can see, they may also be broken down into a series of tasks. Though you don t have to complete all the tasks you must ensure you have the evidence that is essential to the qualification at your level. Your tutor will help you do this. STEP A Choosing a Theme Task 1. Mindmap Task 2. Frame a question Task 3. Locating relevant information Task 4. Action Planning STEP B Choosing and Interpreting Information Task 5. Researching and gathering information STEP C Carrying out and Checking Calculations Task 6. Do the relevant calculations for your level of entry and check the answers STEP D Interpreting Results and Presenting Findings Task 7. Summarise your results and draw your charts, graphs and diagrams Task 8. Final Checklist L E Page V E 4L 1
8 STEP A Choosing a Theme Select a suitable theme from one of the action based activities provided by your tutor. Discuss it with your tutor. Task 1. Mindmap A mindmap could help you identify a topic from your chosen theme. Mindmapping Write down your chosen theme in CAPITALS in the middle of a sheet of paper. Jot down any ideas around the theme spend 2-3 minutes on this. Look at the ideas you have come up with and try to join your thoughts together (see box below) and then circle the best ideas. Narrow down your choice to one you find interesting and would enjoy learning about. GETTING STARTED: A Mindmap L E Page V E 5L 1
9 Task 2. Frame a Question You should now have a final topic you would like to explore. Try to turn your final choice into a QUESTION (this will help you to focus your work and draw conclusions later) Write down your question eg Imagine your chosen topic is on the provision of leisure facilities in your area. Your question might be: Is the provision of leisure facilities in sufficient to meet the needs of local people? This should help direct your reading and search for relevant information. When you have read books or magazines and perhaps interviewed people, you should be able to answer your own question. Task 3. Locating relevant information Before you begin, check that there is enough information on the subject. Talk with your tutor to make sure: you can get the information quickly enough the information is useful for your purpose L E Page V E 6L 1
10 Task 4. Action-planning Key Points: Plan carefully, manage your work and time skillfully Discuss progress regularly with your tutor Check everything you have produced thoroughly. Make an ACTION-PLAN, showing what you plan to do in the next week or so and what you expect to have achieved when you have finished. Make sure that you include your action plans in your portfolio. STEP B: Choosing and interpreting information Task 5. Researching and gathering information In many ways this is the main part of any Action-based Activity and it will enable you to show that you have researched, made notes and considered the kind of calculations you will use in order to get the results that you need. Think about where you might get information and the form it might come in. Imagine you are trying to answer the question Is the provision of leisure facilities in... sufficient to meet the needs of local people? You might find information by talking with people (e.g. sports teachers; community education tutors; people participating in a range of leisure activities; a librarian) collecting your own information by using a questionnaire or interview (e.g. What do you like doing in your spare time? Are you actively involved in physical exercise? How long do you spend watching television?) collecting details from local leisure facilities reading books on the subject using magazine and/or newspaper articles using an internet search engine such as Google. L E Page V E 7L 1
11 Source Material Remember, at both levels 1 and 2, you must use TWO different sources of information. OVERALL: at level 1 at least one source must include a table, chart, graph or diagram; at level 2 at least one source must include material containing a chart or graph; you cannot use a graph, chart or diagram you have created yourself. You should be clear in your own mind about the basic differences between graphs, charts and diagrams. The following table may help you decide if material is a graph, chart or diagram. Graphs Charts Diagrams Representations based on points located in a co-ordinate system using x and y axes. Representations of frequency data. Any other graphical method of representation where scale is or is not a factor. Single or multiple line graph; scatter graph with or without line of best fit. Pie or bar chart, histogram, pictogram, frequency polygon, frequency chart or diagram. Scale drawing, plan or workshop drawing, 3D representation, flow chart, critical path or network diagram, organisation chart. Remember: You can ask your tutor for advice if you need to. L E Page V E 8L 1
12 Recording Information It is ESSENTIAL that for every bit of information used (book, magazine, Internet etc) you do the following. Make a note of EVERY document used. Note down its: Title Date when written Author if known Source e.g. name of magazine, book or newspaper. If you decide to use a document, at level 1, make detailed notes of: the main points you have picked out words and phrases you don t understand. If you decide to use a document, at level 2: photocopy it if possible and highlight key points write a few sentences saying what you hope to get from it write a summary of what you have found out. Remember to label sources clearly. e.g. for level 1, N1.1 Source Table from newspaper (give details) for level 2, N2.1 Source Bar chart from Holiday Brochure (JWT) eg Here is an example of the notes you might make for a topic on leisure. Example Notes taken from the Internet as part of a topic on leisure. Title of article: Local Rates Information Date: April 2003 Author: Belfast City Council Website: Is the document useful: Yes, this is a useful article giving comparative statistics on spending in Derry City for 2002/3 and 2003/4. Main points: Chart* showing detailed spending on facilities such as parks, libraries, community services, sports complexes, swimming pools, pitches etc. Comments: This information (for Belfast) will be available for my own area of investigation and may well be useful for comparison purposes. It raises a possible secondary question: Are facilities more readily available to people living in cities than in the country? *It is useful that this article contains the required chart. L E Page V E 9L 1
13 Identifying suitable calculations to get the results you need At this point it is worth considering the methods you are going to use in order to get the results you need. At level 1 you are required to handle simple numerical and graphical information and techniques. Calculations will usually involve only one or two steps. You need evidence showing how you carried out and checked calculations on three topics. At level 2 you are required to set your use of application of number skills in the context of at least one substantial activity. This will give you more scope to make decisions on how to find the information you need, what calculations to use, and how best to present your findings. Calculations will involve two or more steps and a more demanding range of techniques and understanding. You need evidence showing how you carried out and checked calculations on four topics. You should show your work to your tutor before you go any further. L EPage V E 10 L 1
14 STEP C Carrying out and checking calculations Task 6. Do the calculations and check the answers You need to have evidence of calculations and checking for all the relevant topics for your level of entry. Table showing examples of calculations for levels 1 and 2. Topics Level 1 Examples Level 2 Examples a. amounts and sizes 3 decimals, including money fractions and percentages areas, volumes and measurement. 3 fractions, decimals and percentages; different currencies; systems of measurement; areas and volumes of composite shapes b. scales and proportion 3 use simple scales on diagrams to work out actual measurements increase and reduce whole number amounts using ratio and direct proportion. 3 using scales on diagrams to work out actual/scale measurements; calculating ratios such as sharing 60 in the ratio 3:5; direct/indirect proportion c. handling statistics 3 calculate the range and mean understanding that mean is a central value of a group of numbers with some higher and some lower. 3 finding the mean, median and mode and using them to compare two sets of data; finding the range and using it to describe the spread within sets of data d. Using formulae 3 using formulae in words or symbols where more than one calculation step is required. Remember You must show your calculations and checking methods in full at Level 2 calculation evidence must show two or more steps for each required topic Check your progress with your tutor L EPage V E 11 L 1
15 STEP D Interpreting results and presenting findings Task 7. Summarising your results and drawing your charts, graphs and diagrams At level 1 You have to choose how to present your findings in 2 different ways using charts and/or diagrams e.g. using a bar chart to show daily attendances at a swimming pool, drawing a diagram of a floor plan of a room or a piece of equipment (this does not need to be to scale). You should correctly label charts and diagrams. You should describe how the results of your calculations relate to the purpose of your task, e.g. show that the results of your calculations suggest that the answer to the original question is no. Show your work to your tutor. At level 2 You have to choose how to present your findings in 2 different ways using charts, graphs and/or diagrams and explain how they relate to the purpose of your activity. You have to explain the main results of your findings and calculations, (rather than give a narrative account of everything you have done) and how they relate to the original purpose of the activity. e.g. My survey showed that 25% of the people surveyed used the local swimming pool at least once a month. This was more than I expected. Show your work to your tutor. L EPage V E 12 L 1
16 L EPage V E 13 L 1
17 Final Checklist Task 8 For level 1 Activity YOU SHOULD HAVE: Evidence in portfolio (tick) Interpreted information from two different sources. At least one source must include a table, chart, graph or diagram. Carried out and checked calculations to do with: a. amounts/sizes b. scales/proportion c. handling statistics Interpreted the results of your calculations and presented your findings in two different ways using charts and or diagrams Described how results relate to the purpose of the activity. For level 2 Activity YOU SHOULD HAVE: Evidence in portfolio (tick) Interpreted information from two different sources, at least one source must include a chart or graph. Carried out and checked calculations to do with: a. amounts/sizes b. scales/proportion c. handling statistics d. using formulae Interpreted the results and presented your findings in two different ways using a chart, graph or diagram and described your methods Explained how results relate to purposes of activity. Give your work to your tutor when it is completed. Remember to organise your portfolio and number your pages. L EPage V E 14 L 1
18 USE OF ICT Frequently asked Questions Can I use a computer? You may use a computer in your portfolio work, however it is not a requirement. You will NOT be penalised if you do not use a computer. Can my tutor help with my work? The answer is YES. In fact it is a good idea to talk with your tutor about the best way of writing up your work BEFORE you begin. Your tutor can advise you on: Planning and organising Portfolio presentation and presenting Researching and selecting information Choosing the best methods to get the results you need How your portfolio will be assessed. BUT, your tutor cannot check all your accuracy for you. She/he may tell you that your work is not yet ready for assessment but it is up to YOU to check your work for mistakes (see below). What should I do now I ve finished my portfolio? Your portfolio should contain only your best work. So make sure that: your work is neat and well organised your meaning is clear all work is carefully labelled to show what it is and when it was written all work is accurate. CHECK and double-check all work and correct where necessary. L EPage V E 15 L 1
19 This task has been approved by all Awarding Organisations recognised to offer Essential Skills qualifications in Northern Ireland.
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