PDF ATTACHED IS A COPY AS SOME GRIDS MOVE AROUND.
- This booklet is aimed at Level 2 Pass and above pupils, it can be adapted for level 1 is needed.
- LAB has been broken down into manageable tasks, which will also help with marking!
Task 1:
- Introduction does not meet any specific criteria, but will help pupils understand the aim of the component.
Task 2:
- Meets level 2 criteria as pupils are completing tasks using evidence through interviewing the two people so that they can ask specific questions and draw out their experiences first-hand (PG 11 in spec)
Task 3:
- Meet level 2 P3 criteria as learners explain the impact that the same life event had on each individual. The impacts will be described in relation to PIES (although life events may not impact on all aspects of PIES).
Task 4:
- Meets level 2 P4 criteria as learners explain the ways in which each individual adapted to the life event and how they used support. Where there is little evidence of support received, learners can speculate on what difference support might have made
Task 5:
- Meets level 2 M2 as learners compare the impact that the same life event had on each individual, classifying impacts clearly in relation to PIES (although life events may not impact on all aspects of PIES). They must compare the ways in which each individual adapted to the life event, substantiating their judgement with evidence. As part of this, they will compare the role (e.g. benefits) of different support received (i.e. noting similarities and differences). Where there is little evidence of support received, learners can speculate on what difference support might have made
Task 6:
- Meets level 2 D2 as learners assess the impact that the same life event had on each individual, classifying impacts clearly in relation to PIES (although life events may not impact on all aspects of PIES). They must comment on how well the two individuals adapted to the life event, with supporting evidence (the evidence may rely on the views of the individuals). As part of this, they will assess both the role and value of any support received (e.g. how important was it?). To assess the role/value of support, learners may base this on the views of the individuals. Where there is little evidence of support, learners can speculate on what difference support might have made.
Please give feedback, or anything you disagree with. – Happy teaching Charlotte.
- This booklet is aimed at Level 2 Pass and above pupils, it can be adapted for level 1 is needed.
- LAB has been broken down into manageable tasks, which will also help with marking!
Task 1:
- Introduction does not meet any specific criteria, but will help pupils understand the aim of the component.
Task 2:
- Meets level 2 criteria as pupils are completing tasks using evidence through interviewing the two people so that they can ask specific questions and draw out their experiences first-hand (PG 11 in spec)
Task 3:
- Meet level 2 P3 criteria as learners explain the impact that the same life event had on each individual. The impacts will be described in relation to PIES (although life events may not impact on all aspects of PIES).
Task 4:
- Meets level 2 P4 criteria as learners explain the ways in which each individual adapted to the life event and how they used support. Where there is little evidence of support received, learners can speculate on what difference support might have made
Task 5:
- Meets level 2 M2 as learners compare the impact that the same life event had on each individual, classifying impacts clearly in relation to PIES (although life events may not impact on all aspects of PIES). They must compare the ways in which each individual adapted to the life event, substantiating their judgement with evidence. As part of this, they will compare the role (e.g. benefits) of different support received (i.e. noting similarities and differences). Where there is little evidence of support received, learners can speculate on what difference support might have made
Task 6:
- Meets level 2 D2 as learners assess the impact that the same life event had on each individual, classifying impacts clearly in relation to PIES (although life events may not impact on all aspects of PIES). They must comment on how well the two individuals adapted to the life event, with supporting evidence (the evidence may rely on the views of the individuals). As part of this, they will assess both the role and value of any support received (e.g. how important was it?). To assess the role/value of support, learners may base this on the views of the individuals. Where there is little evidence of support, learners can speculate on what difference support might have made.
Please give feedback, or anything you disagree with. – Happy teaching Charlotte.
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awesome! Thank you
Brilliant thank you!<br /> Do you have one for 2LAB?
Absolutely fab. Thank you. Do you have this for component 2 LAA?
Excellent resource you've gone to great lengths to make sure students don't underestimate the complexity of the tasks- well done, I would highly recommend it. I'd made one of my own which includes much of what you've done, i hadn't got around to making a list of questions, that was a class exercise. There's very few resources so I wanted to see what others are doing. Great resource to be used or adapted to suit.
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