Citizenship Studies Unit 2: Participation in Society 5CS02/01 Guidance for completing your Controlled Assessment

This Controlled Assessment counts for 60% of your overall GCSE in Citizenship. Therefore, by putting in the effort now can give you a serious advantage in securing a good final grade. Read the following advice when completing each of the sections of the booklet and look for opportunities to give yourself the best chance at getting a good grade.

For your information

There are electronic copies of many of the resources you will need. They can be found on the network by following this path. Y:\Citizenship\KS4\Year 10 Controlled

Assessment\

Make sure anything you do on the computer is saved in a folder you can easily access. You will also be expected to store all your work in a folder given to you by your teacher. This will be kept in school and you will not be allowed to take it home.

1. Enquiry into the citizenship issue (10 marks)

Mark Range

Descriptor

0
1-3

No evidence of enquiry
Student shows limited recall of knowledge and understanding. Evidence may show the values, ideas and viewpoints either locally or nationally, or limited evidence of both local and national. Links between the issue and citizenship themes lack development. Response shows little evidence of own view Student shows some recall, selection and communication of knowledge and understanding of the issue. Evidence presented shows awareness of the values, ideas and viewpoints locally and nationally. Student makes some links between the issue and citizenship themes. Own view not fully supported. Student recalls, selects and coherently communicates their knowledge and understanding of the issue. Evidence shows understanding of values, ideas and viewpoints both locally and nationally. Student makes links between the issue and citizenship themes and presents a coherent personal view.

4-6

7-10

1a) Choose an issue and say why the issue is importantly locally and nationally. Attach issues based evidence.
The issue - Making more people aware of the inequality of world trade and how

people at IGS can make a difference through Fairtrade. Here are some points to consider about why this is an important issue. Why is this important locally? For example

We have an opportunity to get more people to make a difference to other peoples lives by encouraging them to buy Fairtrade products. People can make choices about what they buy and this can directly help other people. Equally peoples consumer choices can continue to make some peoples lives unfair. Sometimes people dont realise there are alternatives and dont appreciate the impact that Fairtrade products can have on other peoples lives. We are a large community that together can make a difference. It is something the town cares about and we are part of that community. Ilkley is a Fairtrade town. Why is it important nationally? Remember the quote by Martin Luther King. We are a nation that relies heavily on imports from other countries. Explain, using your research, how Fairtrade works. Give some specific examples of the way it changes peoples lives. Make the link that nationally a country like the UK relies on lots on other countries for its imports and that we can, using consumer power, make a difference to the injustice of international trade

The issue that we are looking at is the inequality of world trade and how organisations like Fair Trade can make a difference to the lives of people who suffer as a result of this injustice. This is an important issue locally because we have a large community at school who spend a lot of money on food. We feel that they should know more about the consequences of the choices they make when they buy food. We want them to know that by buying certain brands from certain shops that people in poorer countries can get a raw deal. For example, we looked at the banana and found out that the workers only get 1p from a banana worth 30p. This means that people in our school contribute to this by buying non fair trade bananas. We also belong to a town which is has fair trade status and as a school we would like to become more far trade friendly. As a large community we feel that we should also do our bit. It is also an important issue nationally because as a nation we rely heavily on imports. Martin Luther King once said that before breakfast we have relied on more than half the world. The UK is an example of a country that does rely heavily on imports. We are also a wealthy country compared to places where we get a lot of things. We could make a difference to communities in places like the Domican Republic if we chose to spend our money more responsibly. We have a lot of consumer power to make a positive difference to the inequalities of world trade by promoting fairer alternatives such as Fair Trade. Fairtrade helps by

An example of a response to Section 1a)

Section 1b Describe how the issue links to citizenship themes in Unit 1.

Theme = The Global Community In this section you will need to explain how you will learn about the world in which we live. Here are some points to consider. Think back to the Banana game from lesson 1. You have a better idea about how goods, like the bananas, are traded. You know how some people, like the supermarket, does really well but people, like the workers, do very badly. As a result of the inequality of world trade, poorer countries remain poor whilst richer countries stay rich. This is a very hard structure to break. Life in those countries is very hard. For example, in many Less Economically Developed Countries (LEDC) they have limited access to schools, hospitals, clean water etc. Use your research here to help explain what you have found out about global trade and how Fairtrade aims to make a difference to the

challenges facing the global community, includingdebates about inequality

Refer to your research.

An example of a response to Section 1b)

The issue links to our study of the Global Community. This will help us to get a better understanding of the world in which we live. For example, we have discovered huge inequalities in world trade and seen that people in poorer countries often get a raw deal. For example the banana workers in the Dominican Republic get a low wage and put themselves at great risk from the chemicals that are sprayed on the crops. They also live in poor communities with poor local services. Countries like ourselves do well out of the deal because often food in the supermarkets is very cheap. Supermarkets, which sell these types of food, do really well and it helps them to make a large profit. Importantly organisations like Fairtrade set out to help communities and workers where wages and living conditions are poor. I have researched the work of Fairtrade and it shows how they go about helping to make a difference to the lives of others. For example some of the ways in which they help are Please see my research as evidence

 2. Application of skills of advocacy and representation (15 marks)

2. a) Communicate with two people in positions of power or influence about the issue to find out what they think. Attach evidence of your communication. 2. b) Why do you think people hold different views on this issue?

In this section show that you have spoken to 2 people in positions of power and influence about the issue to find out what they think. Summarise the different views people have. Explain why they may have different views. Explain how this might influence your action. Include evidence of how you got their views e.g. surveys, questionnaires, interviews, video conversations etc.

An example of how to respond to Section 2a and 2b

The first person we spoke to was We did this by We thought this person was important because They told us Another person we communicated with was We felt it was important to talk to this person because We did this by They told us Of the people we spoke to we found they had different views. For example They may have different views because (think about the different roles they have and their background on this issue) Of these views I agree withbecause I disagree withbecause This has made us think that we should
Evidence of our communication is included in this folder

 3. Participation in action to address the citizenship issue (15 marks)

3a) Describe how you can affect your issue through action.
To help you write this section answer the following questions: What have we planned to do?

Why have we chosen to do this? Link it to the views of people you asked in section 2.
What do we hope we will get out of it? How will we know if we have made a difference?

We have decided to make some Fairtrade T Shirts with our own designs on. We hope that people will buy these T Shirts and that by wearing them they will be promoting Fair Trade. They will be used at a Fair Trade fashion show and hopefully they will get people to think about buying Fair Trade in future. We have decided on this because we think that people will like our T Shirts and it is a different way of promoting our ideas. Lots of people seem to know about products like tea and coffee, fruit and chocolate that is Fairtrade but we want to promote alternative items like clothing. The T Shirts will be made from Fair Trade cotton which is the theme of Fair Trade fortnight so hopefully it will get people thinking about other products that people can buy that are Fair Trade. We will ask people what they think of the T Shirts and if they are more likely to buy Fair Trade products. We could do a survey at the Fashion show to see how much of an impact our T-Shirts have had on peoples views.

An example of a response to Section 3a)

3b) Participate in action, showing how you address this issue. In your action you need to show how you have negotiated, decided on and taken action. Attach evidence of your action and how you made a contribution.

To help you write this section answer the following questions: How have you chosen your group? How are you going to make decisions as a group? Who is doing what? Why? What evidence have you got/will have of making decisions? E.g. Action Plan, Photos, DVD, Witness statements.

An example of a response to Section 3b)

For our project we have decided to give each person a different job. We decided this in our lesson based on what people are good at. James is researching Fair Trade because they are good at finding out information. David is designing a poster because they are the most artistic and Michael is going to create the poster on the computer because they have the best ICT skills. We have decided this during our lessons and have checked with each other to make sure everybody is ok with this. See our Action Plan for evidence of our planning. For evidence of our poster see our designs. We also have included a witness statement to prove we did this.

4. Assessment of the impact of own action (10 marks)

 4 Assessment of the impact of own action (10 marks)

My views on Fairtrade now I have completed my project

How much of an impact my project has had LocallyNationally-

4a) Assess how your action contributed to your issue, both locally and nationally. In this section you need to explain how much of an impact you have had. You can be honest. If it has, say it has. If it hasnt explain why. Have you changed peoples views locally? How do you know? What evidence have you got? Has your action had an impact beyond IGS? Explain why.

An example of a response to Section 4a)

Having completed this action I feel that it has had some impact on the issue. Lots of people came to our bun sale and bought from us. People who came to our event seemed to enjoy and we sold out of everything that we had made. I think this shows that people are willing to buy Fairtrade products given the chance. We also did a survey of some of our customers to see if they enjoyed it and whether they would be more willing to buy Fairtrade products now they have had chance to sample them. The results show that 87% would. Lots of people who bought from us were from Year 10. They usually go to Tescos at lunch time so hopefully in future they will think more about the types of products they buy and will choose to buy Fairtrade. I think that although this has got more people in school to buy Fairtrade items hopefully they will go home and try and persuade their parents to buy similar products when they go to the supermarket. By doing this event we will hopefully be also educating young people about the benefits of buying Fairtrade so that when they are older and have more money they will buy these types of products. This will have an impact on the lives of people in LEDCs if we choose to buy fairer traded products. It has also shown that I am able to make a difference if I choose. I have worked well with my group to organise an event that got lots of people to attend and has hopefully influenced the choices they make when they go to the supermarket.

4b) Now that you have finished, assess how the action has affected your view.
In this section you need to explain how your action has affected your own view of the issue What did you think of Fair Trade at the start and how has that changed? Why has it changed? How much of impact do you think you have in changing peoples minds?

An example of a response to Section 4b)

At the start of this project I felt I knew a bit about Fairtrade but I wasnt really sure why it was so important. Having done this piece of work I feel as though I know a lot more about how world trade works and how this can lead to inequalities amongst countries and can result in people having very poor lives. I also now know just how important organisations like Fairtrade can be in trying to make things fairer and give people opportunities to have a better life. By organising my event I also know that people in our country need to know more about what organisations like Fairtrade do because without this knowledge they are unlikely to buy the products that can make a big difference to the lives of others. I also think that by doing this piece of work I can see that everybody has the ability to make a difference to things that are unfair of they put their mind to it and are given the opportunity. I think that our group proved that by doing something quite small like selling Fairtrade products we were able to influence other people to make choices that would help other people. Our surveys showed that many people are more likely to buy Fairtrade and hopefully this will contribute to the lives of people in LEDCs improving.

Check List
When handing in your folder make sure you have the following: Record Sheet - This must be completed, signed and dated Fully completed Work Book Evidence for Section 1 - All your research into the chosen issue e.g. printouts, leaflets etc. Evidence for Section 2 Communication with people in positions of power and influence e.g. questionnaire, recorded interview Evidence for Section 3 Action Plan, Photographs, Witness Statements All your work should be labelled with your Name, Candidate Number and Centre Number

 http://www.youtube.com/watch?v=qGbq tdM6mIQ http://www.youtube.com/watch?v=exm2 26xpSzo&feature=related