NOTE CCEA will NOT be accepting entries from English centres for GCSE courses that begin in or after September 2012 CCEA GCSE Specification in Motor Vehicle and Road User Studies
For first teaching from September 2009 For first assessment from Summer 2011 For first award in Summer 2011 Subject Code: 3070
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Foreword This booklet contains CCEA’s General Certificate of Secondary Education (GCSE) Motor Vehicle and Road User Studies for first teaching from September 2009. We have designed this specification to meet the requirements of the following: • GCSE Qualifications Criteria; • Common Criteria for all Qualifications; and • GCSE Controlled Assessment Generic Regulations.
We will make the first full award based on this specification in summer 2011.
We are now offering this specification as a unitised course. This development increases flexibility and choice for teachers and learners.
The first assessment for the following unit will be available in summer 2010: • Unit 2: Investigative Study.
We will notify centres in writing of any major changes to this specification. We will also publish changes on our website at www.ccea.org.uk
The version on our website is the most up-to-date version. Please note that the web version may be different from printed versions.
Centres in England CCEA will not be accepting entries from English centres for GCSE courses starting September 2012 onwards.
Final awarding for English centres currently following this specification will be in Summer 2013.
A final resit opportunity for candidates from English centres will be available in Summer 2014.
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Subject Code 3070 QAN* 600/6322/1
A CCEA Publication © 2008
You may download further copies of this publication from www.ccea.org.uk * Please note the QAN for candidates completing this course in Summer 2013 is 500/4383/3.
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Contents
1 Introduction 3 1.1 Aims 3 1.2 Key features 3 1.3 Prior attainment 4 1.4 Classification codes and subject combinations 4
2 Specification at a Glance 5
3 Subject Content 6 3.1 Vehicle Control and Road User Behaviour 6 3.2 Legal Requirements 11 3.3 Road Transport and its Effect on Society 15 3.4 Motoring Mathematics 17 3.5 Accident Procedures 19 3.6 Motor Vehicle Technology 20
4 Scheme of Assessment 25 4.1 Assessment opportunities 25 4.2 Assessment objectives 25 4.3 Assessment objective weightings 25 4.4 Quality of written communication 26 4.5 Reporting and grading 26
5 Grade Descriptions 27
6 Guidance on Controlled Assessment 29 6.1 Controlled assessment review 29 6.2 Skills assessed by controlled assessment 29 6.3 Level of control 29 6.4 Task setting 29 6.5 Task taking 30 6.6 Task marking 31 6.7 Internal standardisation 31 6.8 Moderation 32
7 Links 33 7.1 Support 33 7.2 Curriculum objectives 33 7.3 Key Skills 34 7.4 Examination entries 34 7.5 Equality and inclusion 35 7.6 Contact details 36
Appendix 1 37 Motoring Laws Appendix 2 41 Glossary of Terms for Controlled Assessment Regulations
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Summary of Changes since First Issue 43
Version 2: 4 July 2012 CCEA GCSE Motor Vehicle and Road User Studies from September 2009
1 Introduction
This specification sets out the content and assessment details for our GCSE Motor Vehicle and Road User Studies course. First teaching begins from September 2009, and we will make the first awards for this specification in 2011. You can view and download the latest version of this specification on our website at www.ccea.org.uk
The specification builds on the broad objectives of the Northern Ireland Curriculum and allows students to progress from the road safety aspect of the Northern Ireland Key Stage 3 Personal Development curriculum. It contributes to students’ development as individuals and contributors to the economy, society and the environment, particularly as informed and responsible road users. It provides students with the opportunity to progress to vocational training and employment. It also helps students prepare for driver training and the driving test.
1.1 Aims This specification aims to encourage students to: • develop an interest in and appreciation of the motor vehicle; • develop an understanding of the legal liabilities of being a road user; • develop a knowledge and understanding of the responsibilities of vehicle ownership; • develop a positive and understanding attitude to the use of the road and to other road users; • develop an awareness of the interaction of the road user, the environment and the vehicle; • develop a respect for the safety of road users; • learn to act decisively and positively at the scene of an accident; • acquire the knowledge and skills needed for the use of a powered vehicle; • develop an understanding of the mathematical, scientific and technological principles of motor vehicles; • develop a knowledge and understanding of routine vehicle maintenance; and • acquire a range of manipulative and communicative skills appropriate to the subject.
1.2 Key features The key features of the specification are as follows: • This is now a unitised specification. This means that students have the opportunity to sit one unit in the first year of teaching. • It has applied status, with 60% controlled assessment and 40% external examination components. • It involves a practical riding activity and an investigative study. • The course offers opportunities to build on the skills and capabilities developed through the delivery of the Key Stage 3 curriculum in Northern Ireland. • There are two tiers of entry appropriate for the full range of GCSE students aiming to achieve grades A*–G. • It gives students the opportunity to progress from the road safety aspect of the Northern Ireland Key Stage 3 Personal Development curriculum.
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1.3 Prior attainment Students do not need to have prior attainment or experience to do this course.
1.4 Classification codes and subject combinations Every specification is assigned a national classification code that indicates the subject area to which it belongs. The classification code for this qualification is 3070.
Progression to another school/college Should a student take two qualifications with the same classification code, schools and colleges that they apply to may take the view that they have achieved only one of the two GCSEs. The same view may be taken if students take two GCSE qualifications that have different classification codes but have content that overlaps significantly. Students who have any doubts about their subject combinations should check with the schools and colleges that they wish to attend before embarking on their planned study.
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2 Specification at a Glance
The table below summarises the structure of this GCSE course:
Content Assessment Weighting Availability
Unit 1: External written exam 40% Summer Motor Vehicle and Road User Theory Two tiers of entry: Terminal • Vehicle Control and • Foundation: Road User Behaviour 1 hour 30 mins • Legal Requirements • Higher: 2 hours • Road Transport and its Effect on Society • Motoring Mathematics • Accident Procedures • Motor Vehicle Technology
Unit 2: Controlled assessment 30% Every Investigative Study Summer The teacher assesses (beginning in the task and we 2010) moderate it. Unit 3: Controlled assessment 30% Summer Practical Riding Activity The teacher assesses Terminal the task and we moderate it.
At least 40 percent of the assessment (based on unit weightings) must be taken at the end of the course as terminal assessment.
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3 Subject Content
The following six sections detail the motor vehicle and road user theory that students are assessed on in their external written exam (Unit 1). Students may wish to apply aspects of the knowledge and understanding that they gain to their controlled assessment tasks (Units 2 and 3).
3.1 Vehicle Control and Road User Behaviour This section explores the driver’s and the pedestrian’s safe use of the road and demonstrates how this is a combination of many factors. Teachers should spend approximately 50% of the allocated teaching time on this section.
Content Learning Outcomes
Driving and Riding Students should be able to: under Adverse • Conditions demonstrate a knowledge and understanding of: − protective clothing and the need to be conspicuous; − the distinctive properties of reflective and fluorescent materials; − materials with a combination of both qualities; − suggested protective aids for all categories of road user; − problems associated with heavy rain for both pedestrian and vehicle user: wet clothing; hoods; umbrellas; slippery roads and footpaths; and misted windows; − the need for longer stopping distances and drying out brakes; and
− the use of headlights;
Aquaplaning • demonstrate an understanding of the risks of: − heavy rain and standing water; − worn tyres; and − excessive speed; and
• demonstrate an understanding of how aquaplaning is best avoided.
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Content Learning Outcomes
Driving at Night Students should be able to:
• demonstrate a knowledge of: − lighting up time; − the checking of all lights, both front and rear; − the need for focus and alignment of main and dipped beams; − procedure when following or meeting other vehicles after dark; − headlight flashing; and − parking at night;
Fog • demonstrate an understanding of: − the effect of fog on both seeing and hearing; − fog as a major cause of motorway accidents; − changes in density of fog; − recommended precautions (the fog code); and − correct use of front and rear fog lamps;
Snow • demonstrate an understanding of: − the loss of visibility caused by snow; − the need for increased spacing between vehicles to allow
for longer stopping distances; − the particular difficulty caused by hills; − the danger of vehicles going out of control; and
− the need to keep windows and wheel arches clear;
Ice • demonstrate an understanding of: − braking distances; − black ice; − de-icing equipment; and − motorcyclists’ problems; and
Strong Winds • demonstrate an understanding of: − the terms ‘crosswind’ and ‘headwind’; − particular problems on motorways and exposed roads: high-sided vehicles; and winds funnelled through gaps;
− special problems for motorcycles, caravans, high-sided vehicles and roof racks; and − dangers when overtaking.
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Content Learning Outcomes
Low Sun Students should be able to:
• demonstrate an understanding of: − glare from the sun; and − deep shadows;
Physical and • demonstrate an understanding of how the influence of Mental Fitness of alcohol and drugs can impair driving skills through: the Driver − impairment of the decision-making process; and − an adverse effect on body balance;
• demonstrate a knowledge of:
− how some prescribed drugs may have an adverse effect on
driving (specific names of drugs are not required); and
− the interaction of prescribed drugs and alcohol;
• demonstrate an analysis and evaluation of the penalties on indictment;
Age • demonstrate a knowledge of: − the problems for the road user caused by old age; − the effects of old age on the senses; and
− slower reactions;
• demonstrate empathy with older road users and show an increased awareness of the problem;
Disability • demonstrate an understanding of: − the need for special consideration for disabled pedestrians and drivers, guide dogs, wheel chairs and alterations to vehicular transport; and − the many forms of disability, some requiring more in the way of special consideration than others; and
Fatigue • demonstrate an understanding of the causes of fatigue and associated factors: − long journeys – day and night; − the monotony of motorway driving; − route planning; − regular stops and refreshment; and − good ventilation.
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Content Learning Outcomes
Stress and Students should be able to: Depression • demonstrate an understanding of the effects of the following on road user behaviour as factors that can cause accidents: − emotional disturbance; − anger; − aggression; and − frustration; Vision • demonstrate an awareness of: − eye testing, tunnel and peripheral vision; − tinted lenses or visors; and − headlight glare;
• demonstrate an understanding that:
− good eyesight is a basic requirement for the driving test; − there is a loss of visual efficiency with time; and − there are other eyesight problems, such as colour blindness;
• demonstrate an understanding of the need for: − care with tinted glass, visors and lenses; and − prescribed glasses; Causes and Prevention of Road • demonstrate an analysis of accident statistics and understand Accidents the main cause of accidents and risk areas;
• demonstrate an understanding of: − traffic conditions related to time of day, type of vehicle, age of driver or casualty, and weather conditions; − internal distractions (passengers and in-car technology);
− external distractions; and − types of manoeuver undertaken and types of junction; and Methods to Reduce Accidents • demonstrate an evaluation of the various efforts being made to reduce accidents: − education, training and publicity; − enforcement and introduction of relevant laws; and − engineering-related efforts: the design of safer roads and the introduction of vehicle safety features (primary and secondary safety).
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Content Learning Outcomes
The Highway Students should be able to: Code • demonstrate a knowledge and understanding of the need for laws, rules and disciplined behaviour;
• appreciate the role of the Highway Code as a book of rules and advice, observe actual road-user behaviour and compare it with what the code recommends;
• demonstrate understanding of: − road signs: shape; colour; and meaning: to give orders, warnings and information; − road markings and reflective road studs; − signals: primary and secondary light signals; signals given by authorised persons; and signals given by drivers and others; − the main causes and risk areas with regard to road traffic collisions; and − the steps taken by government, law enforcement, manufacturers and individual road users to reduce death and injury on our roads;
• appreciate the need for rules covering all classes of road use and road user;
• recognise signs giving warnings, orders and information;
• demonstrate awareness of the significance of the colour of signs;
• recognise markings and studs and the significance of their colour; and
• recognise signals, understand ‘authorised persons’, and give and use appropriate signals.
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3.2 Legal Requirements This section covers the important legal requirements of driving and owning a vehicle. The teacher should spend approximately 10% of the allocated teaching time on this section.
Content Learning Outcomes
Motor Insurance Students should be able to:
• demonstrate a knowledge and understanding of: − the need for insurance and the legal requirements of motoring insurance for the road user; − how to get insurance and the basic working principles used by insurance companies to meet their legal obligation; and − the different types of insurance cover available: third party; fire and theft; and comprehensive;
• analyse and evaluate the following factors that affect the cost of insurance: − make, performance, engine capacity, vehicle security and the age of the vehicle; − age and/or experience of the driver, driving record, area of residence and type of use; and − type of cover; and
• understand the actions required of an insured person following a collision.
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Content Learning Outcomes
Terminology Used Students should be able to: by Insurance • Companies demonstrate an understanding of the following terminology: − broker; − agent; − proposer; − proposal form; − utmost good faith; − underwriter; − declined task; − policy; − premium; − certificate; − cover note; − policy holder; − excess; − indemnity; − personal liability; − green card; − renewal notice; − no claims discount; and − protected bonus.
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Content Learning Outcomes
Documentation Students should be able to:
• demonstrate a knowledge and understanding of the documentation and requirements associated with driving and owning a vehicle: − provisional driving licence; − minimum age requirements for different types of vehicle; − the driving test; − obtaining a full licence; − the ‘R’ plate restriction as used in Northern Ireland; − vehicle excise licence; − tax book; − vehicle registration document (reference Great Britain and Northern Ireland); − insurance certificate; − insurance policy; − insurance cover note; − vehicle test certificate (MOT: reference Great Britain and Northern Ireland); − passenger carrying vehicle (PCV) and large goods vehicle (LGV) driving licences; and − seat belt exemptions – when they are required and how to obtain them; l
The Vehicle • demonstrate a knowledge and understanding of: − tyres: legal requirements; and tyre sizes; − seat belts: types of seat belt; compulsory wearing; exemptions; and rear seat belts;
− child safety seats and harnesses; and
− air bags; and
Helmets • demonstrate a knowledge and understanding of helmets, considering: − styles: jet style/open face; and full face; − the British Standards Institute; and − materials used in the manufacture of helmets.
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Content Learning Outcomes
Other Students should be able to:
• demonstrate a knowledge and understanding of the necessity for efficient: − wipers; − washers; − horn; − lighting; − steering; and − brakes.
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3.3 Road Transport and its Effect on Society This section explores the background to modern road systems and traffic law. The teacher should spend approximately 5% of the allocated teaching time on this section.
Content Learning Outcomes
Development of Students should be able to: the Modern Road • System and Traffic demonstrate an understanding of: Management − the language associated with motorway use; − the differences between motorways and all other roads; − the development of modern roads: motorways; autostrada; and autobahns; − the need to manage traffic in an urban environment; and − one-way streets, parking restrictions, pedestrianisation and traffic calming;
Development of • demonstrate knowledge of: the Internal − when the first internal combustion engines were built; and Combustion − their application to motor transport; and Engine
Development of • demonstrate a knowledge of: Transport: Motor − local transport before the introduction of motor cars; Cars Pre-1914, − the introduction of large numbers of mass-produced Horseless vehicles and their production on assembly line; Carriages, − the development of the motor car in the 20th and early 21st Motorcars Post- centuries; and 1914, Mass − the link between ‘accident prevention’ and ‘motor vehicle Production and technology’. Modern Motor
Cars
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Content Learning Outcomes
Motoring Laws Students should be able to: (see Appendix 1 for • details on these demonstrate a knowledge and understanding of the laws) historical background to present-day motoring laws: − The Highways and Locomotives Act (The Red Flag Act) 1865; − The Locomotives on Highways Act 1896; − The Motor Car Act 1903; − The Road Traffic Act 1930; − The Road Traffic Act (Northern Ireland) 1955; − The Road Traffic Act 1967; − The Road Traffic (Northern Ireland) Order 1981; − The Road Traffic (Seat Belts) (NI) Order 1981; − The Motor Vehicles (Wearing of Rear Seat Belts by Children) (NI) Order 1989; − The Road Traffic (Amendment) (NI) Order 1991; − The Road Traffic Offenders (NI) Order 1996; and − The Road Traffic (NI) Order 2007
Social and • demonstrate an understanding of the dangers of exposure to Environmental exhaust gases – carbon monoxide, oxides of nitrogen, Effects of Pollution sulphur dioxide, lead, carbon dioxide and hydrocarbons – and the danger of the build-up of gases in the atmosphere;
• demonstrate an understanding of the effects of noise pollution on individuals and communities: − damage to hearing; and − annoyance to hospital patients and others living near busy roads;
• analyse and evaluate the effectiveness of efforts to reduce motor vehicle pollution through legislative and other means: − unleaded fuel; and − improved technology;
• demonstrate knowledge of: − the conflicts in road planning and land use; and − the effects of the motor industry on alternative transport systems; and
• demonstrate a knowledge of: − why garage forecourts no longer offer four-star petrol; − why sound insulation is so important; and − why protection of the environment matters.
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3.4 Motoring Mathematics This section addresses the financial implications of owning and driving a motor vehicle. Simple calculations may be set on each of the sub-sections in the following tables. The teacher should spend approximately 10% of the allocated teaching time on this section.
Content Learning Outcomes
Buying a Vehicle Students should be able to:
• demonstrate an understanding of the variety of ways of purchasing a vehicle and evaluate the pros and cons of each method, considering: − warranties; − straight sale; − trade in; − new/second hand; − buying from a garage or privately; − advantages and disadvantages of ready cash; − the use of credit facilities; − bank loans; − monthly repayments; − annual percentage rate (APR); − finance companies; and − leasing.
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Content Learning Outcomes
Motoring Costs: Students should be able to:
• demonstrate an understanding of the various costs of motoring and evaluate the comparative costs of various modes of transport, considering: • Standing Costs − driving licence; − road tax; − insurance; − depreciation; − vehicle test (MOT);
• Running Costs − payment methods (for example monthly accounts and credit cards); − inducements;
− oil and petrol purchase and replenishment; − servicing and repairs; − garage versus DIY; − replacements (tyres, brakes and exhausts);
• Additional Costs − clothing; − interest on capital investment;
− garaging; − car parking; and
− other appropriate examples; and
• Miscellaneous • demonstrate an evaluation of methods to reduce motoring costs, considering: − fuel consumption; − stopping distances; − miles per gallon; − average speeds; and − travel graphs.
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3.5 Accident Procedures This section deals with the procedures recommended in the event of a road traffic collision. The teacher should spend approximately 5% of the allocated teaching time on this section.
Content Learning Outcomes
Precautions Students should be able to:
• demonstrate an understanding of the need for additional equipment in the vehicle and the use of reflective and fluorescent materials: − first aid kit; − fire extinguisher; − torch; and − reflective/fluorescent jacket;
Involvement in an • demonstrate an understanding of their legal responsibilities Accident if they are involved in an accident and of the necessary information required of a witness: − their legal obligations; − reporting details of an accident; and − witnessing an accident;
Post-Accident • demonstrate an understanding of the need to carry out Procedure activities in a particular sequence: − protecting the accident scene; − summoning emergency services; and − ensuring that the vehicles are safe; and
• demonstrate an understanding of the principles of first aid to enable them to cope in a practical situation: − treatment of injuries and order of priorities – breathing, bleeding and consciousness; − wounds, classified as: incised; lacerated; punctured; and contused; − treatment of the wounds; − symptoms and treatment of shock; − treatment of an unconscious casualty; − the recovery position; and − mouth to mouth resuscitation.
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3.6 Motor Vehicle Technology This section explores a motorist’s responsibility for maintenance and care of a vehicle. Students gain basic knowledge of vehicle systems and safety precautions. They learn to recognise component parts of vehicle systems and understand and know the checks and safety precautions they need for safe road use. The teacher should spend approximately 20% of the allocated teaching time on this section.
Content Learning Outcomes
Principal Components Students should be able to: of Passenger Cars and • Motorcycles demonstrate a knowledge and understanding of the following components: − chassis/frame; − body shell; − power units; − transmission; − suspension; − steering;
− brakes and electrical equipment; and
− engine management systems;
• demonstrate an understanding of the operating principles of the reciprocating internal combustion engines: − conversion of linear motion to rotary motion; − the spark-ignition (SI) four-stroke cycle; − the spark-ignition two-stroke cycle; and − the compression ignition four-stroke cycle (diesel); and
Power Units • demonstrate a knowledge and understanding of the main parts common to most reciprocating engines and their purpose: − piston; − piston rings; − piston pin/gudgeon pin;
− connection rod;
− crankpin; − crank and crankshaft; − flywheel; − cylinder head; − inlet and exhaust valves; − valve springs; − cylinder;
− cylinder block; and
− sump.
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Content Learning Outcomes
Engine Lubrication Students should be able to: System • demonstrate an understanding of: − the two main purposes of oil in an engine lubrication system: to reduce friction; and to reduce wear; − viscosity, SAE (Society of Automotive Engineers) rating and oil additives; and − basic maintenance checks:
check oil level weekly or before long journeys; and check the security of the oil filler cap and dipstick;
Fuel System • demonstrate an understanding of the purpose of the: − fuel tank; − fuel pump; − fuel filter;
− connecting fuel lines;
− inlet manifold; − air filter; and − fuel injection;
• demonstrate an understanding of the need for basic maintenance checks and safety precautions: − check air filter; − check for leaks; and − avoid naked lights; and
Exhaust System • demonstrate an understanding of: − the purpose of the exhaust manifold, pipe, silencer box(es) and tailpipe: to discharge waste gases to the rear; and to reduce the level of noise; and − basic maintenance checks and safety precautions: checking the system for gas leakage and corrosion; and checking exhaust system mountings for security and correct fitment.
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Content Learning Outcomes
Electrical System Students should be able to:
• demonstrate an understanding of the following components and their purpose: − the main charging system components: battery; and alternator; − the main ignition system components: ignition switch; coil; high tension leads; and spark plugs; and − the main starting system components: starting motor; and solenoid;
• demonstrate an understanding of basic maintenance checks and safety precautions regarding: − electrical connections;
− battery terminals; − the security of the battery; − the battery electrolyte level (where applicable); and
− the drive belt; and
Cooling System • demonstrate an understanding of: − the purpose of air and water cooling systems; − the main parts of a pump-assisted pressurised liquid cooling system: water jacket; thermostat; top hose; radiator; radiator cap; radiator tubes and fins; expansion/header tank; bottom hose; water pump; water pump pulley; radiator fan (mechanically and electrically driven); and anti-freeze; and − basic maintenance checks and safety precautions: the water-pump drive belt; water hoses; the radiator coolant level; and anti-freeze strength.
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Content Learning Outcomes
Transmission System Students should be able to:
• demonstrate an understanding of: − the purpose and general principles of a dry friction clutch, pressure plate and splined gearbox primary shaft; − the purpose and general principles of a manual gearbox; − the purpose of the chain, belt, drive shaft, propeller shaft and universal joints in the transmission system; − the purpose of the differential (important: please note that mechanical details are not required); − the reasons for transmission lubrication; and − simple gear-ratio calculations; and
Braking System • demonstrate an understanding of: − the basic principles of a braking system; − the need for independent hydraulic foot brake and mechanical handbrake; − anti-lock braking system (ABS); − drum and disc brakes and their different characteristics; − the main parts of a typical brake layout and their purpose: brake pedal; brake master cylinder; servo; brake pipes; drum-type brakes; brake shoe; brake drum; slave/wheel cylinder; disc calliper; disc pad; and handbrake; and − basic maintenance, checks and safety precautions of the: foot brake; handbrake; and level of fluid in the reservoir.
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Content Learning Outcomes
Steering and Students should be able to: Suspension Systems • demonstrate an understanding of: − the purpose and basic principles of the rack and pinion steering system; − the purpose and basic principles of power steering; − the purpose and basic principles of coil spring, leaf spring and torsion bar suspension systems; − Macpherson strut; and − the purpose of the damper; and
• demonstrate an understanding of basic maintenance, checks and safety precautions: − tyres for signs of abnormal wear; − wheels and tyres for signs of damage; − dampers for efficiency by ‘bounce test’; − tightness of wheel nuts; − tyre pressures in accordance with manufacturers’ recommendations; − wheel balance and alignment; and − methods to eliminate tyre wear.
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4 Scheme of Assessment
4.1 Assessment opportunities You can see the availability of examinations and controlled assessment in Section 2 of this specification.
Candidates can choose to resit individual assessment units once. The better result for each assessment unit counts towards the GCSE qualification. Results for individual assessment units remain available to count towards a GCSE qualification until we withdraw the specification.
4.2 Assessment objectives Below are the assessment objectives for this specification. Candidates must: • demonstrate knowledge and understanding in relation to the specification content (AO1); • collect, select and use information from a variety of sources (AO2); • interpret, evaluate and draw logical conclusions from information and communicate effectively using appropriate knowledge and concepts (AO3); and • demonstrate skills of vehicle control (moped) and road craft (AO4).
4.3 Assessment objective weightings The table below sets out the assessment objective weightings for each examination component and the overall GCSE qualification.
Assessment Component Weighting Overall Weighting Objective Paper 1 Controlled Foundation Highe (Unit 1) Assessment r Foundatio Highe Written Practical n r (Unit 2) (Unit 3) AO1 30% 25% 10% 0% 40% 35%
AO2 5% 7.5% 10% 0% 15% 17.5% AO3 5% 7.5% 10% 0% 15% 17.5% AO4 0% 0% 0% 30% 30% 30%
Total 40% 30% 30% 100%
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4.4 Quality of written communication In GCSE Motor Vehicle and Road User Studies, candidates must demonstrate the quality of their written communication. In particular, candidates must: • ensure that text is legible and that spelling, punctuation and grammar are accurate so that meaning is clear; • select and use a form and style of writing appropriate to their purpose and to complex subject matter; and • organise information clearly and coherently, using specialist vocabulary where appropriate.
Examiners assess the quality of candidates’ written communication in their responses to questions or tasks requiring extended writing. The quality of written communication is assessed within Assessment Objective 3 in the external written exam for Unit 1 and the Investigative Study for Unit 2.
4.5 Reporting and grading We report the results of individual assessment units on a uniform mark scale that reflects the assessment weighting of each unit. We determine the grades awarded by aggregating the uniform marks obtained on individual assessment units.
We award GCSE qualifications on an eight grade scale from A*–G, with A* being the highest. If candidates fail to attain a grade G we report their results as unclassified (U).
We award grades C–G to candidates entered for the Foundation Tier. We award grades A*–D to candidates entered for the Higher Tier. We provide an allowed grade E as a ‘safety net’ for Higher Tier candidates just failing to secure a grade D.
The grades we award match the grade descriptions published by the regulatory authorities (see Section 5).
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5 Grade Descriptions
The following grade descriptions indicate the level of attainment characteristic of the given grade at GCSE level. They give a general indication of the required learning outcomes at each specific grade. The descriptions should be interpreted in relation to the specified subject content; they are not designed to define that content. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of the examination may be balanced by better performance in others.
Grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall.
Grade Description
A Candidates will normally have demonstrated: • a high degree of ability to recall and use knowledge from the whole range of the specification; • familiarity with and a high degree of ability to use vocabulary and theory appropriate to the specification and high degree of ability to use numerical methods; • a high degree of ability to organise and apply data to a variety of problems; • a high degree of ability to communicate effectively in writing; • a high degree of ability in riding a moped to a high standard of safety; • a high degree of ability to select and apply appropriate methods, techniques and procedures; • ability to analyse and discuss data in a variety of forms; and • ability to interpret, evaluate and draw conclusions from data in a variety of forms.
C Candidates will normally have demonstrated: • ability to recall and use knowledge from the whole range of the specification; • familiarity with the vocabulary and theory appropriate to the specification and ability to use numerical methods; • ability to organise and apply data to a variety of problems; • ability to communicate effectively in writing; • some degree of ability in riding a moped to a high standard of safety; • ability to select and apply appropriate methods, techniques and procedures; • some ability to analyse and discuss data in a variety of forms; and • some ability to interpret, evaluate and apply data in a variety of forms.
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Grade Description
F Candidates will normally have demonstrated: • some ability to recall knowledge from areas of the specification; • familiarity with vocabulary central to the course and some ability to make simple calculations; • some ability to apply data to the solution of simple problems; • some ability to communicate effectively; • some ability in riding a moped to a basic standard of safety; and • some ability to select and apply commonly used methods, techniques and procedures.
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6 Guidance on Controlled Assessment
6.1 Controlled assessment review Candidates must complete two controlled assessment tasks. These are: • an Investigative Study (Unit 2); and • a Practical Riding Activity (Unit 3).
We replace the Investigative Study task every two years to ensure that it continues to set an appropriate challenge and remains valid, reliable and stimulating. The Practical Riding Activity remains unchanged for the lifetime of the specification.
Candidates have the opportunity to submit the investigative study at the end of their first year of study, or they may submit both tasks at the end of the course.
6.2 Skills assessed by controlled assessment Teachers must assess the following skills through controlled assessment. These skills are those set out in assessment objectives AO2, AO3 and AO4, which require candidates to: • collect, select and use information from a variety of sources; • interpret, evaluate and draw logical conclusions from information and communicate effectively using appropriate knowledge and concepts; and • demonstrate skills of vehicle control (moped) and road craft.
In addition, elements of all these skills may be assessed in the external exam.
6.3 Level of control Rules for controlled assessment in GCSE Motor Vehicle and Road User Studies are defined for the three stages of the assessment: • task setting; • task taking; and • task marking.
6.4 Task setting The level of control for the setting of these tasks is high. This means that we set the tasks.
We issue four tasks for the Investigative Study in September of the first year of the course. Candidates choose one of these tasks. We issue the Practical Riding Activity in September of the first year of the course.
The controlled assessment tasks provide opportunities for centres to contextualise the tasks to better suit their specific circumstances. This includes the availability of and access to resources.
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6.5 Task taking Teachers must ensure that they enforce the following controls and that candidates complete the controlled assessment tasks in accordance with the following requirements. Investigative Study
Areas of Control Detail of Control
Authenticity Aim and background Candidates must carry out this element under formal teacher supervision.
Methods of inquiry Candidates must carry out this element under a medium level of control. The teacher must provide informal supervision to ensure authenticity and address issues related to the health and safety of the candidates.
Findings, analysis and conclusions Candidates must carry out this element on an individual basis under formal teacher supervision. Feedback Teachers must guide and supervise candidates in relation to the following: • monitoring progress; • preventing plagiarism; • ensuring compliance with health and safety requirements; • ensuring work is completed in accordance with the specification requirements; and • ensuring work can be assessed in accordance with the procedures and marking criteria.
Candidates should reach their own conclusions. Time Limit/Word Limit Aim and background – approx. 2 hours
Methods of enquiry – approx. 6 hours
Findings, analysis and conclusions – approx. 15 hours/approx. 2,000 words Collaboration Aim and background Candidates may undertake some collaborative work at this stage.
Methods of enquiry Candidates may collaborate during their investigative work as they gather evidence and make notes.
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Areas of Control Detail of Control
Resources Candidates’ access to resources is determined by those available to the centre.
Centres should limit candidates’ access to those needed for the task.
Practical Riding Activity
Areas of Control Detail of Control
Authenticity This must be carried out under formal teacher supervision. Feedback Teachers may offer feedback to the candidates during the preparation stage of the Practical Riding Activity. However, during the formal assessment, teachers must not help the candidate in any way.
Time Limit Preparation time – 30 hours Collaboration Candidates may not collaborate during this task. Resources Candidates’ access to resources is determined by those available to the centre.
Centres should limit candidates’ access to those needed for the task.
6.6 Task marking Teachers mark the candidates’ controlled assessment tasks using the generic mark scheme that we provide, and we moderate the teachers’ marking. Although the titles for the Investigative Study change every two years, the mark schemes for both tasks remain unchanged for the life of the specification.
Teachers must ensure that the work they mark is the candidate’s own. For up-to-date advice on plagiarism or any other incident in which candidate malpractice is suspected, please refer to the Joint Council for Qualifications’ Suspected Malpractice in Examinations and Assessments: Policies and Procedures on the JCQ website at www.jcq.org.uk
6.7 Internal standardisation Centres with more than one teaching group must carry out internal standardisation of the controlled assessment tasks before submitting them to us. This is to ensure, as far as possible, that each teacher has applied the assessment criteria consistently when marking assessments.
The centre might have to adjust the marking of individual teachers to bring their assessments into line with other teachers’ assessments in the centre and the standards we put forward at the agreement trial. If teachers change marks, they must record the total or final mark on the Candidate Record Sheet.
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6.8 Moderation Moderators, working under the direction of the principal moderator, scrutinise samples of the investigative study drawn from each centre.
Our visiting moderators externally moderate the practical moped riding activity.
We inform teachers of the outcomes of the moderation process.
We may adjust a centre’s marking. This is to bring the assessment of the candidates’ work into line with our agreed standards.
We issue full instructions about the details of the moderation procedures and the nature of the sample we require well in advance of submission.
See Appendix 2 for a glossary of terms for controlled assessment.
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7 Links
7.1 Support We provide the following resources to support this specification: • our website; • a subject microsite within our website; • specimen papers and mark schemes; and • controlled assessment tasks.
Some support material from the previous specification may also remain useful.
We intend to expand our range of support to include the following: • past papers; • mark schemes; • Chief Examiner’s reports; • a resource list and support materials including the Motor Vehicle Technology DVD available from the Road Safety Education Officer (RSEO) attached to each local Education and Library Board (ELB) area; • schemes of work; • student guides; • Principal Moderator’s reports; • centre support visits; • support days for teachers; • training days; • agreement trials; and • controlled assessment guidance.
You can find our Annual Support Programme of events and materials for Motor Vehicle and Road User Studies on our website at www.ccea.org.uk, including up-to-date changes in legislation.
7.2 Curriculum objectives This specification addresses and builds upon the broad curriculum objectives for Northern Ireland. In particular, it enables students to: • develop as individuals and as contributors to the economy, society and environment, particularly as responsible road users; • develop road safety knowledge and skills introduced in the Personal Development programme at Key Stage 3; • become aware of moral, ethical, social, economic and cultural issues, particularly as informed and responsible road users; • become familiar with road traffic legislation, as in what is required and why laws are necessary; • understand the environmental impact which transport and the development of roads have had; • develop an interest in the steps taken at personal, local, national and European level to address this;
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• become familiar through the study of post-accident procedure with the principles of first aid and the actions needed at the scene of an accident; • understand the effects which alcohol, prescription and so-called recreational drugs have on the body and develop positive attitudes to their use, particularly when on the road, whether as pedestrians, cyclists or vehicle users; • acquire and perfect the skills needed for safe and responsible cycle, motorcycle and future vehicle use; • explore the links between Motor Vehicle Studies and employment (vehicle manufacture and repair, emergency services, the insurance industry, and town planning are some relevant examples); • use Information Computer Technology (ICT) throughout the course; and • explore and learn the technology of the motor vehicle, as outlined in the subject content.
For further guidance on how this specification enables progression from the Northern Ireland Curriculum at Key Stage 3, go to our subject microsite, which you can access at www.ccea.org.uk
7.3 Key Skills This specification provides opportunities for students to develop and generate evidence for assessing the following nationally recognised Key Skills. Examples from the course of study are given for each one: • Application of Number: − motoring mathematics and the investigative study controlled assessment; • Communication: − throughout the course; • Improving Own Learning and Performance: − preparation for the practical moped riding activity; • Information and Communication Technology: − manipulation of data for the investigative study; • Problem-Solving: − throughout the course; and • Working with Others: − data collection for the investigative study.
You can find details of the current standards and guidance for each of these skills on the CCEA website at www.ccea.org.uk
7.4 Examination entries Entry codes for this subject and details on how to make entries are available on our Examinations Administration Handbook microsite, which you can access at www.ccea.org.uk
Alternatively, you can telephone our Examination Entries, Results and Certification team using the contact details provided in this section.
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7.5 Equality and inclusion We have considered the requirements of equalities legislation in developing this specification.
GCSE qualifications often require the assessment of a broad range of competences. This is because they are general qualifications and, as such, prepare students for a wide range of occupations and higher level courses.
The revised GCSE and qualification criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any students with disabilities. If this was the case, the situation was reviewed again to ensure that such competences were included only where essential to the subject. The findings of this process were discussed with disability and equality groups and with people with disabilities.
During the development process, we carried out an equality impact assessment. This was to ensure that we identified any additional potential barriers to equality and inclusion. Where appropriate, we’ve given consideration to measures to support access and mitigate against barriers.
Reasonable adjustments are made for students with disabilities in order to reduce barriers to access assessments. For this reason, very few students will have a complete barrier to any part of the assessment, although students with a visual impairment and/or physical disability may be restricted in elements of the Practical Riding Activity.
It is important to note that where access arrangements are permitted, they must not be used in any way that undermines the integrity of the assessment. You can find information on reasonable adjustments in the Joint Council for Qualifications’ document Access Arrangements and Special Consideration: Regulations and Guidance Relating to Candidates Who Are Eligible for Adjustments in Examinations.
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7.6 Contact details The following list provides contact details for relevant staff members and departments: • Specification Support Officer: Arlene Ashfield (telephone: (028) 9026 1200, extension 2291, email: [email protected])
• Officer with Subject Responsibility: Donna Finlay (telephone: (028) 9026 1200, email: [email protected])
• Examination Entries, Results and Certification (telephone: (028) 9026 1262, email: [email protected])
• Examiner Recruitment (telephone: (028) 9026 1243, email: [email protected])
• Distribution (past papers and support materials) (telephone: (028) 9026 1242, email: [email protected])
• Support Events Administration (telephone: (028) 9026 1401, email: [email protected])
• Information Section (including Freedom of Information requests) (telephone: (028) 9026 1200, email: [email protected])
• Business Assurance (appeals) (telephone: (028) 9026 1244, email: [email protected]).
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Appendix 1 Motoring Laws
Content Learning Outcomes
The Highways and Students should be aware that: Locomotives Act • (The Red Flag Act) this act required three persons to drive or conduct every 1865 locomotive propelled by steam or any other power (except animal power); • at least one of these persons should walk at least 60 yards in front and carry a red flag to warn riders and drivers of horses; and • this act set the speed limit at 4 mph and at 2 mph through a city, town or village.
Students should understand how the introduction of this Act represents an early example of the effect which road transport was to have on the environment.
The Locomotives Students should understand that, following the development on Highways Act of the motor car: 1896 • this act exempted light locomotives (vehicles under 3 tons unladen weight, propelled by mechanical power, including petroleum) from the 1865 restrictions; • such vehicles had to carry a bell or other instrument to warn of their approach; and • the speed limit for these vehicles was set at 14 mph.
The Motor Car Act Students should be aware that this act: 1903 • adopted the term ‘motor car’; • introduced the requirement to register a motor car with a county or borough council; • introduced registration (number) plates; • introduced licensing of drivers by county or borough councils;
• set the licence fee;
• set the qualifying age for a motor car licence at 17 and the age for a motorcycle licence at 14; and
• introduced suspension, disqualification and endorsement of licences.
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Content Learning Outcomes
The Road Traffic Students should know that this act introduced, among other Act 1930 things:
• provisional licences and driving tests; • speed limits; • compulsory third party insurance; • driving offences (dangerous, reckless and careless driving and driving under the influence of drink or drugs); and • provisions relating to the issue of the Highway Code.
The Road Traffic Students should be aware that this act brought legislation in Act (Northern Northern Ireland into line with that in Great Britain and Ireland) 1955 introduced:
• provisional licences, driving tests and regulations regarding physical fitness and age qualification (17 for car drivers and 16 for motorcyclists); • driving offences (dangerous and careless driving, driving under the influence of drink or drugs and driving while uninsured); • disqualification from driving; • offences by pedestrians, cyclists and motorcyclists; and • the issue of the Highway Code.
The Road Traffic Students should understand that this act introduced, in Great Act 1967 Britain:
• the offence of driving or being in charge of a vehicle with a blood: alcohol concentration above a prescribed limit; • the requirement, if requested, to give a specimen of breath by means of a ‘breathalyser’; and • the further requirement, if requested, to provide a specimen of blood or urine should the breath test prove positive.
The Road Traffic Students should be aware that this act repealed and updated (Northern Ireland) previous legislation and covered: Order 1981 • driver licensing and testing; • driving offences; • drink driving (including obligatory disqualification); • lighting and speed of vehicles; • inspection of vehicles (MOT);
• compulsory insurance; • Highway Code and road safety; • seat belts; and
• approved driving instructors.
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Content Learning Outcomes
The Road Traffic Students should understand that: (Seat Belts) (NI) • Order 1981 this order empowered the Department of Education to make regulations requiring adults to wear seat belts in the front and rear seats and children to wear seat belts in front seats; • regulations relating to front seats were introduced on 31 January 1983; and • regulations relating to adults in the rear were introduced on 1 July 1991.
The Motor Vehicles Students should understand that this order required children (Wearing of Rear to wear seat belts in the rear and that the regulations became Seat Belts by operative on 1 September 1989. Children) (NI) Order 1989
The Road Traffic Students should be aware that this order made fresh provision (Amendment) (NI) in respect of offences arising out of driving or being in charge Order 1991 of a motor vehicle while under the influence of drink or drugs, including an obligatory minimum disqualification period of 12 months and the requirement to resit the driving test, if convicted.
The Road Traffic Students should be aware that this order introduced a system Offenders (NI) of penalty points. They will understand that: Order 1996 • road traffic offences are separated into those which involve obligatory endorsement and those which are not endorsable; • endorsable offences carry a number or range of penalty points which are endorsed on the counterpart of the licence in all situations where a court, convicting a person of an offence involving obligatory endorsement, does not order disqualification; • where a driver accumulates 12 or more points within a 3 year period, he or she is subject to a period of disqualification; and • this is for a period of 6 months, but this can be increased to 1 or 2 years depending on the number of previous disqualifications in the preceding 3 years.
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Content Learning Outcomes
The Road Traffic Students should be aware that this order introduced a range of (NI) Order 2007 measures, as follows:
• penalty points for non-wearing of seat belts and for using a hand-held mobile phone while driving; • power to courts to make use of retraining courses for drink/drive offences; • an on-the-spot fixed penalty deposit scheme and powers to issue fixed penalties to drivers without a UK licence (to prevent foreign drivers escaping penalties by leaving the country); • police powers to seize and dispose of vehicles if driven without insurance; • a new system of endorsement which will allow EU drivers to avail of the fixed penalty system rather than having to appear in court; • the vehicle test (MOT) disc to be displayed on the windscreen; and • an approved test assistant to help an applicant during the driving test if the applicant has hearing difficulties or difficulties understanding or responding to instructions, for example language translators.
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Appendix 2 Glossary of Terms for Controlled Assessment Regulations
Term Definition
Component A discrete, assessable element within a controlled assessment/qualification that is not itself formally reported and for which the awarding body records the marks
May contain one or more tasks Controlled assessment A form of internal assessment where the control levels are set for each stage of the assessment process: task setting, task taking, and task marking
External assessment A form of independent assessment in which question papers, assignments and tasks are set by the awarding body, taken under specified conditions (including detailed supervision and duration) and marked by the awarding body
Formal supervision The candidate must be in direct sight of the supervisor (High level of control) at all times. Use of resources and interaction with other candidates is tightly prescribed. Informal supervision Questions/tasks are outlined, the use of resources is not (Medium level of control) tightly prescribed and assessable outcomes may be informed by group work.
Supervision is confined to: • ensuring that the contributions of individual candidates are recorded accurately; and • ensuring that plagiarism does not take place.
The supervisor may provide limited guidance to candidates. Limited supervision Requirements are clearly specified, but some work may (Low level of control) be completed without direct supervision and will not contribute directly to assessable outcomes.
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Term Definition
Mark scheme A scheme detailing how credit is to be awarded in relation to a particular unit, component or task
Normally characterises acceptable answers or levels of response to questions/tasks or parts of questions/tasks and identifies the amount of credit each attracts
May also include information about unacceptable answers Task A discrete element of external or controlled assessment that may include examinations, assignments, practical activities and projects Task marking Specifies the way in which credit is awarded for candidates’ outcomes
Involves the use of mark schemes and/or marking criteria produced by the awarding body Task setting The specification of the assessment requirements
Tasks may be set by awarding bodies and/or teachers, as defined by subject-specific regulations.
Teacher-set tasks must be developed in line with awarding body specified requirements. Task taking The conditions for candidate support and supervision, and the authentication of candidates’ work
Task taking may involve different parameters from those used in traditional written examinations. For example, candidates may be allowed supervised access to sources such as the internet. Unit The smallest part of a qualification that is formally reported and can be separately certificated
May comprise separately assessed components
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Summary of Changes since First Issue
(Most recent changes are indicated in red on the latest version)
Revision History Date of Change Page Number Change Made Number Version 1 N/A N/A First issue
Version 2 4 July 2012 Inner New QAN added for courses starting Sept. 2012 Foreword Statement added in relation to entries from English centres Throughout Removal of document reference to England
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