2016 Skills profile form
GCSE Citizenship Studies (4105)
Unit 4 - Taking Informed and Responsible Action (41054)
Please attach the form to your candidate’s work and keep it at the centre or send it to the
moderator as required. The declarations should be completed by the candidate and teacher as
indicated.
Centre number
Centre name
Candidate number
Candidate’s full name
Task chosen (please select/tick one)
Task 1
Task 2
Task 3
Charity studied in Unit 2 (41052)
Maximum
mark
Assessment criteria
Stage 1
Identify/justify choices and select information (AO1)
10
Stage 2
Action plan (AO3)
10
Stage 3
Take action (AO1 and AO3)
20
Stage 4
Assess the impact (AO3)
10
Stage 5
Evaluate (AO3)
10
Total mark
Mark
awarded
60
Candidate declaration
I confirm that I participated in the Controlled Assessment activity recorded in this profile and that it represents a true
record of the activity and my contributions.
Candidate signature
Date
Teacher declaration
I confirm that the candidate participated in the Controlled Assessment activity recorded in this profile and that it
represents a fair record of the activity and contributions of the candidate. The profile is the sole work of the
candidate, apart from any details given on the Candidate record form, and the final marks reflect that.
Teacher signature
Date
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England
and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
41054/PF
Candidate number
Stage 1
Candidate’s full name
Identify/justify choices and select information
In this section you will choose and justify your choice of citizenship issue on which to base your responsible action.
You should set realistic aims, identify roles and negotiate responsibilities for yourself and others. As a group you
will need to decide what information is needed, how you will work together to gather it and how it will be used in
making decisions.
What is the citizenship issue you have chosen? Why have you chosen it?
What are your aims?
Who else is in your group? How did you decide who to work with?
Identify the research that you need to do (what you need to find out). Why is this information necessary?
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Candidate number
Candidate’s full name
Describe the roles and responsibilities you each have in finding the necessary information.
How will this information be used to make decisions about how to proceed in taking responsible action?
Stage 1 Teacher’s comments.
Level
Mark
0
No work worthy of a mark. Presentation, spelling, punctuation and grammar seriously obstruct
understanding.
0
1
Some choices made with support, little or no justification.
Some roles or responsibilities of self or others may be listed.
Shows limited understanding of why the information is needed.
The text is usually legible. Some relevant information is presented in a simple form. Spelling,
punctuation and grammar allow meaning to be derived, although errors are sometimes obstructive.
1
2
3
2
Partially justified, relevant choices stated.
Identifies the main roles and responsibilities of self and / or others in finding the information.
Shows some understanding of why the information is necessary and how it will be used to inform
decision making.
The text is legible. Relevant information is presented in a way which assists with the communication
of meaning. Spelling, punctuation and grammar are sufficiently accurate not to obscure the meaning.
4
5
6
7
3
Appropriate, relevant choices made with good justification.
Identifies the roles and responsibilities of self and others in finding the information.
Shows a clear understanding of why the information is necessary and how it will be used to inform
decision making.
The text is legible. Relevant information is presented coherently, employing structure and style.
Spelling, punctuation and grammar are sufficiently accurate to render the meaning clear.
8
9
10
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Candidate number
Stage 2
Candidate’s full name
Action plan
In this section you will explain the different forms of action that could be taken as well as how and why your choices
were made. The chosen course of action will be negotiated and planned in detail, setting targets within a time
scale. The roles and responsibilities within the group will need to be negotiated and agreed then put into the form of
an ‘action plan’.
What forms of action could you take?
What form(s) of action have you/your group chosen and why?
Negotiate within your group what will be done and how it will be carried out. This may mean that you have to
accept some democratic decisions of the group and be willing to carry them out. Identify the order in which things
need to be done, by whom and when. Include all the information in your ‘Action plan’. Give as many details as you
can, using a range of appropriate strategies.
Action plan
Task
Purpose
Person(s) Responsible
Planned Start Dates
and End Dates Achieved
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Candidate number
Candidate’s full name
Action plan (continued)
Task
Purpose
Person(s) Responsible
Planned Start Dates
and End Dates Achieved
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Candidate number
Candidate’s full name
Stage 2 Teacher’s comments.
Level
Mark
0
No work worthy of a mark. Presentation, spelling, punctuation and grammar seriously obstruct
understanding.
0
1
Limited actions listed.
Planned the activity giving limited details OR may have participated in planning the activity and
accepted democratic decisions reluctantly.
Shows limited understanding of roles and responsibilities within the activity.
The text is usually legible. Some relevant information is presented in a simple form. Spelling,
punctuation and grammar allow meaning to be derived, although errors are sometimes obstructive.
1
2
3
2
Some courses of action explained and partially justified.
Planned the activity giving some detail using a time sequenced action plan.
Negotiated the planning and course(s) of action and accepted democratic decisions. Showed some
understanding of the roles and responsibilities of self and others in the activity.
The text is legible. Relevant information is presented in a way which assists with the communication
of meaning. Spelling, punctuation and grammar are sufficiently accurate not to obscure the meaning.
4
5
6
7
3
A range of appropriate courses of action explained, chosen courses justified.
Planned the activity in detail using a logical, time sequenced action plan.
Negotiated the planning and course(s) of action and accepted democratic decisions willingly.
Shows an understanding of the roles and responsibilities of self and others in the activity.
The text is legible. Relevant information is presented coherently, employing structure and style.
Spelling, punctuation and grammar are sufficiently accurate to render the meaning clear.
8
9
10
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Candidate number
Stage 3
Candidate’s full name
Take action
In this section, you should show evidence of your ability to participate responsibly, to make changes to plans if
necessary, to work collaboratively with others, to carry out personal roles and responsibilities, and to meet
deadlines. Explain how things were done and how you overcame any problems.
List the different forms of evidence you have collected, eg charts, photographs, notes for a speech, letters,
copies of e-mails, witness statements, newspaper cuttings, transcripts of important phone calls, etc.
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Candidate number
Candidate’s full name
Stage 3 Teacher’s comments.
Level
Mark
0
No work worthy of a mark. Presentation, spelling, punctuation and grammar seriously obstruct
understanding.
0
1
Some irrelevant evidence produced. The candidate:
 was disorganised and participated in a limited way;
 was involved in some of the actions taken;
 carried out some of their own roles and responsibilities in a very limited way.
The text is usually legible. Some relevant information is presented in a simple form. Spelling,
punctuation and grammar allow meaning to be derived, although errors are sometimes obstructive.
1
2
3
4
2
Little relevant evidence produced and used.
The action taken was partially informed about the issue. The candidate:
 became disorganised at times but participated in some of the activity;
 at times worked within the group, and carried out some of own roles and responsibilities;
 carried out changes to plans made by others.
The text is legible. Relevant information is presented in a way which assists with the communication
of meaning. Spelling, punctuation and grammar are sufficiently accurate not to obscure the meaning.
5
6
7
8
3
Some relevant evidence produced and used well.
The action taken was reasonably informed and relevant to the issue. The candidate:
 was organised and participated in most of the activity;
 generally worked within the group and carried out own roles and responsibilities reasonably well;
 was able to identify and effect some changes to the plans.
The text is legible. Relevant information is presented coherently, employing structure and style.
Spelling, punctuation and grammar are sufficiently accurate to render the meaning clear.
9
10
11
12
4
A range of relevant evidence was produced and used convincingly.
The action taken was well informed, appropriate and generally focused on the issue.
The candidate:
 was well organised (most of the time) and participated in most of the activity;
 generally worked collaboratively and carried out own roles and responsibilities well;
 was able to identify and effect necessary changes to the plans.
The text is legible. Relevant information is presented coherently, employing a clear structure and
style. Spelling, punctuation and grammar are accurate and the meaning is clear.
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15
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5
A wide range of relevant evidence was produced and used persuasively.
The action taken was extremely well informed, appropriate and clearly focused on the issue.
The candidate:
 was well organised throughout and participated fully;
 worked collaboratively, carrying out own roles and responsibilities with enthusiasm;
 was able to identify problems and put into effect necessary changes to the plans.
The text is legible and well presented. Relevant information is presented coherently, employing a
clear structure, conclusion and style. Spelling, punctuation and grammar are very accurate and the
meaning is clear.
17
18
19
20
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Candidate number
Stage 4
Candidate’s full name
Assess the impact
In this section you should assess the impact your action has had. To what extent have your aims been achieved,
what change has occurred and what further actions could be taken? You might ask the audience to complete a
questionnaire and then assess the results, using a graph or chart. You then need to decide what further action you
could take.
Describe how you intend to find out what impact the action has had.
How did your task affect others? Describe your evidence.
Did you make a difference in your local community? In what way(s)?
Did your action have any impact on the wider world as a result of people’s changing attitudes?
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Candidate number
Candidate’s full name
The conclusions were … (say how effective your action was).
Describe what further action you could take to pursue your issue.
Stage 4 Teacher’s comments.
Level
Mark
0
No work worthy of a mark.
Presentation, spelling, punctuation and grammar seriously obstruct understanding.
0
1
Gathered limited evidence to discover the opinions of others on the action.
Limited conclusions drawn from the evidence presented. A brief statement of opinion on the
effectiveness of the action may be given. The aim or change made may be mentioned.
Limited suggestions made for further action that could be taken.
The text is usually legible. Some relevant information is presented in a simple form. Spelling,
punctuation and grammar allow meaning to be derived, although errors are sometimes obstructive.
1
2
3
2
Gathered some evidence to discover the opinions of others on the action.
Accurate conclusions drawn from the evidence presented. A statement of opinion is given on the
effectiveness of the action in relation to the aim/change made.
Relevant suggestions made for further action that could be taken.
The text is legible. Relevant information is presented in a way which assists with the communication
of meaning. Spelling, punctuation and grammar are sufficiently accurate not to obscure the meaning.
4
5
6
7
3
Gathered appropriate evidence to discover the opinions of others on the action.
Logical and accurate conclusions drawn from the evidence presented. A clear statement of opinion
given on the effectiveness of the action in relation to the aim/change made.
Relevant range of suggestions made for further action that could be taken.
The text is legible. Relevant information is presented coherently, employing structure and style.
Spelling, punctuation and grammar are sufficiently accurate to render the meaning clear.
8
9
10
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Candidate number
Stage 5
Candidate’s full name
Reflect and evaluate
In this section you are expected to draw conclusions about your actions and the effect(s) on the community. You
need to think about what citizenship skills you have learned and used, and how your actions have increased your
own knowledge and understanding of citizenship issues and concepts. You should evaluate your own contribution
and that of others.
To what extent did you achieve your aims?
What effect did your task have on the community? Do you think this effect will last?
What citizenship skills did you learn and use in the activity?
How has this task helped you to understand more about citizenship issues and concepts?
How did your own contribution make the task successful?
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Candidate number
Candidate’s full name
What did others do to make the task successful (people working in your group/any others who helped)?
Could more be done? Draw some conclusions.
Stage 5 Teacher’s comments.
Level
Mark
0
No work worthy of a mark. Presentation, spelling, punctuation and grammar seriously obstruct
understanding.
0
1
Made some comments about the activity. May have included some opinion about its effect on the
community.
Very limited identification of own learning and/or the use of some citizenship skills.
Limited or no evaluation of own contribution.
The text is usually legible. Some relevant information is presented in a simple form. Spelling,
punctuation and grammar allow meaning to be derived, although errors are sometimes obstructive.
1
2
3
2
Drew some conclusions about the activity and its effects on the community now and/or in the future.
Partially identified own learning and use of some citizenship skills.
Explained briefly how the activity increased citizenship understanding.
Evaluated some of their own contribution and/or that of others in the group in achieving the aim.
The text is legible. Relevant information is presented in a way which assists with the communication
of meaning. Spelling, punctuation and grammar are sufficiently accurate not to obscure the meaning.
4
5
6
7
3
Drew accurate conclusions about the activity and explained the effects on the community now and/or
in the future.
Identified own learning and use of citizenship skills.
Explained how the activity increased citizenship understanding.
Evaluated in some detail their own contribution and that of others in the group in achieving the aim.
The text is legible. Relevant information is presented coherently, employing structure and style.
Spelling, punctuation and grammar are sufficiently accurate to render the meaning clear.
8
9
10
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