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BTEC Level 3 National in Healthand Social Care
First teaching September 2016
Sample Marked Learner Work
External Assessment
Unit 1: Human Lifespan Development
,In preparation for the first teaching from September 2016 and as a part of the on-going
support that we offer to our centres, we have been developing support materials to help
you better understand the application of Nationals BTEC Level 3 qualification.
What is Sample Marked Learner Work (SMLW)?
The following learner work has been prepared as guidance for centres and learners. It
can be used as a helpful tool when teaching and preparing for external units.
Each question explores two responses; one good response, followed by a poor response.
These responses demonstrate how marks can be both attained and lost.
The SMLW includes examples of real learners’ work, accompanied with examiner tips and
comments based on the responses of how learners performed.
Below displays the format this booklet follows. Each question will show a learner
response, followed by comments on the command verbs and the content of the question.
Tips may be offered where possible.
The appendix has attached a mark scheme showing all the possible responses that
perhaps were not explored in the SMLW, but can still be attained.
The red box comments on the command verbs used in the question. Command
typically means; to instruct or order for something to be done. Likewise, in
assessments, learners are required to answer questions, with the help of a
command verb which gives them a sense of direction when answering a
question.
This box may choose to highlight the command verb used and comments if the
learner has successfully done this, or not.
The green box comments on the content words and phrases. Content makes
reference to subject knowledge that originates from the specification. Learners
are required to use subject specific knowledge to answer the questions in order
to gain maximum marks.
The comments may include:
Any key words/phrases used in the learner’s answer.
Why has the learner gained x amount of marks? And why/how have they
not gained any further marks?
Any suggestions/ ideas regarding the structure of the answer.
If the answer meets full marks- why it is a strong answer? What part of
the content has been mentioned to gain these marks?
Tips offer helpful hints that the learner may find useful. For
example:
Recommended length of the answer
Reference to the amount of marks awarded
General advice for the learner when answering questions
,Question 1: Describe gross and fine motor skills in relations to how David’s
ability to grasp objects should develop. [Total marks for Q1- 6 marks]
Dar
6
The command verb is Describe which is defined in the unit as ‘giving a clear
objective account, showing recall and if relevant, application of the relevant
features and information.’
Good response: The learner has defined gross and fine motor skills and then
provided a clear and objective account, in their own words, of how David’s skills in
both areas will develop over time.
Good response: Question 1 addresses the physical development of the youngest
child, (David), in the case study and relates to Assessment Outcome 1, (AO1),
section A1, Physical Development across the Life Stages.
The learner has accurately defined gross and fine motor skills and then linked the
skills to the development of the child in the scenario. The learner has recognised the
holistic nature of human lifespan development and the effects of one area of
development upon another. Two areas of skill have been described showing an
understanding of how a two year old would typically use their fine and gross motor
skills at this age.
, 3
Poor response: Whilst the learner has attempted to define gross and fine motor
skills, they have not provided the required description of the development of gross
and fine motor skills over time.
Poor response: The learner has demonstrated an awareness of the differences
between gross and fine motor skills, referring to relevant content from section A1
of the unit specification-Physical Development over the Life Stages.
However, they have not included information regarding the link between gross and
fine motor skills and how the larger muscles, for example in the forearm, support
the movement of the fingers in order to enable children to develop the ability to
grasp objects.
In addition, there are no examples of the use of the fine and gross motor skills to
illustrate and support a full description.
Give learners opportunities to practice reading the full
question before beginning to write.
Use plenary sessions to discuss the requirements of questions,
using Sample Assessment Materials.
Provide learners with a glossary of the BTEC command verbs
to support understanding.
Use quizzes to check learners’ understanding of the command
verbs.
Provide practice activities to support learners in understanding
the requirements of the command verbs to support full
achievement.
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