Exemplar assignment brief - Edexcel



Exemplar assignment brief

|Centre | |

|Course title: Edexcel BTEC Level 2 Award/Certificate in Sustainability Skills (QCF) |

|Tutor name: |

|Assignment title: |Sustainable Communities |Ref: | |

|Learner name | | | |

|Start date: | |Hand in date: | |

|Level 2 Unit 40:The Changing Nature of Society in the United Kingdom |

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|Scenario |

|You are working for a charity known as ‘Sustainable Cohesion in Communities in the UK’. As part of your role as Community Cohesion Officer, you |

|have been asked to investigate the historical events that have helped shape our society. Your research will form part of a wider project which |

|looks at identifying the shared values that will help unite multi cultural societies. As part of this, you will need to explore different |

|cultural identities and take into account the diverse nature of many multicultural societies in the UK. |

| |

|Assessment evidence: |

|Unit |Grading criteria | |

|U40 |The grading criteria that this assignment relates to: | |

| |1.1 outline developments of rights and freedoms in the UK | |

| |1.2 outline benefits of rights and freedoms | |

| |2.1 list factors that contribute to identity | |

| |2.2 outline why identity is important | |

| |3.1 explain the impact of migration on identity, groups and community | |

| |3.2 explain how different groups comprise | |

| |multicultural society in the UK | |

| |3.3 discuss the implications of cultural diversity | |

| |4.1 explain how shared values of a multicultural society can encourage community | |

| |cohesion | |

| |4.2 report on how the roles of different organisations work to promote | |

| |diversity | |

|Summary assessor’s feedback |

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|Internal verifier’s comment |

|Learner’s authenticity signature |

Sustainable Communities

Unit 40 Learning Outcomes

LO 1. Know about the development of individual rights and freedoms in the UK

LO 2. Know about cultural identity

LO 3 Understand the origins of diversity in the UK

LO 4 Be able to promote community

Task 1

Assessment Criteria

1.1 outline developments of rights and freedoms in the UK

1.2 outline benefits of rights and freedoms

i) You will need to iWorking in small groups and using a variety of sources available to you, investigate at least two key events/developments that have given individuals in the UK certainsociety rights and freedoms.

Giving examples, consider how these rights have led to certain in the UK and the types of benefits that they have given to everyone such as,: equality, voting rights, right to work, health scheme, a sense of community, democracy and freedom.

ii) Produce a leaflet or a poster to outline two developments of rights and freedoms in the UK and outline how the individual and/or the community have benefited from the right and freedom. The leaflet or poster will be used at presentations to local community groups to show how individuals and communities have had a sense of purpose to gain benefits for local, regional and the whole of the community in the UK.

Task 2

Assessment Criteria

2.1 list factors that contribute to identity

2.2 outline why identity is important

From your discussions with your group or other fellow learners, produce a list decribing the factors which cannot be changed, factors which individuals choose and factors affecting their social identity.

Once you have produced your list give a brief account using examples of three reasons why identity is important. This must include a benefit to the individual and a benefit to the community to meet this.

The information gathered will be used by the charity to present to multicultural societies to show the importance of identity and how it can unite communities promoting sustainable social cohesion.

Task 3

Assessment Criteria

3.1 explain the impact of migration on identity, groups and community

3.2 explain how different groups comprise multicultural society in the UK

3.3 discuss the implications of cultural diversity

Using the discussions you have had with your tutor, investigate and gather information and explain two positive and two negative effects of migration of one immigrant group on identity, groups and the community. The explanations could be presented in the form of a table to use as an example when giving a presentation for the charity to a local community group:

Immigrant Group:

| |Identity |Groups |Community |

|Positive effect | | | |

| | | | |

|Positive effect | | | |

| | | | |

|Negative effect | | | |

| | | | |

|Negative effect | | | |

| | | | |

Part of your role in the charity is to find out about the different groups that make up a multicultural society in the UK and the implications of cultural diversity. Using an example, gather information to explain how different groups make up a multicultural society. Look for example at their religion, culture, ethnicity, what countries they are from and are they refugees. The charity also wants information on the implications of cultural diversity to include benefits, what happens to identities of groups and their values.

Task 4

Assessment Criteria

4.1 explain how shared values of a multicultural society can encourage community

cohesion

4.2 report on how the roles of different organisations work to promote

diversity

The charity is going to give a presentation at a local community hall to promote how shared values can promote community cohesion. The charity wants you to produce a presentation explaining how at least two examples of shared values that can promote good relationships and a fair tolerant society eg build new a leisure/sports centre, initiate an ‘environmental sustainability volunteer group’, build a new youth community centre.

The charity also wants to promote the role of two other organisations and how they work to promote diversity. This will encourage members of the local community to contact and learn from the experiences of other multicultural societies.

Tutor Information

The assignment brief will need to be delivered within an assessment tutorial so the level of the learners is catered for in a full understanding of what is required to be presented as evidence for each assessment criteria. The key evidence presented must meet the short criteria that has been written into the end of each task as this is the criteria taken from the specification.

Access to IT facilities to undertake some research is required.

A range of sustainable material case studies would be useful to examine by learners.

Preparation for the assignment

Tutors should provide reliable resources of information or assist learners in their investigation to gather information. Tutors could also do this using a case study approach making use of articles in the media.

Introduction to Task 1: To introduce this task tutors could motivate learners through posing question such as ‘Do individuals and local societies have a right to protest?’, should local rural communities have a right to postal services or public transport? Should everyone have a right to equality of opportunity to legal support or to education after 16 years of age.

Introduction to Task 2: To introduce this the tutor could ask the question about what is meant by the term ‘identity’, ‘individual identity’ and ‘social identity’, and how identities can change over time. Learners could then discuss in groups and share factors which make up an individual and social identity, and the importance of having an identity.

Introduction to Task 3:

To introduce this the tutor could ask the question about why people migrate to the UK, and what impact this has on identity, individual groups and communities. Learners could then be given case studies or media reports on the impact of migration and discuss any distortions and manipulated statistical data. The tutor could pose the question ‘what is meant by a multicultural society’ and relate to the number of different immigrant groups coming to the UK and the implications of cultural diversity.

Introduction to Task 4:

To introduce this the tutor could stimulate discussion about asking the learners to get into groups and discuss what is or what could be done in their communities to promote community cohesion and the sharing of values. Some case studies of good practice would also help the discussion. The learners could also be asked if they know of any organisations that promote shared values in a multicultural society.

Resources

Amnesty International site –information about taking action to

protect individuals wherever justice, fairness, freedom and truth are denied

.uk/

BBC site interactive resources, games, quizzes bbc.co.uk/schools/websites/11_16/site/

citizenship.shtml

Channel 4 site resources for Citizenship education

sites/citizenpower/index2.htm

Details of human rights cases in the UK cases

Employer and employee rights

workingrights.co.uk /Engauge engaugeonline.co.uk

Equality and Human Rights site – guide to the rights of citizens in UK



Ethical trade working on improving labour conditions



G-nation site – supports UK teenagers to get

involved in charity, community, social enterprise

and campaigning action

g-nation.co.uk/

Magazine and research on social and environmental

records of companies and products



Site of Liberty – protecting civil liberties and

promoting human rights

liberty-human-.uk/

Totnes community group

content/community-groups

United Nations site – overview of The Universal

Declaration of Human rights

Overview/rights.html

World’s leading resource on the subject

home

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