How the Action Project was chosen should also be stated. Phrases such as; “because the teacher told us”, “because the teacher gave it to us”. For example, conducting a survey, interviewing, writing letters, visiting organisations or places, collecting information, inviting, preparing for and interviewing guest speakers, working in teams, presenting findings etc. Skills may be taken from the following categories: The student should avoid repeating the summary of information as a conclusion. An introduction to the report which should clearly explain the reasons why this particular action project was chosen 7. A clear statement of a number of skills developed.

This section should list and briefly describe differentactivities undertaken during the course of the Action Project. OR A learning experience which contributed to the civic, social or political development of the student. The examiner should be able to confirm the suitability of the title having read, listened to or viewed the Report completely. Each of the activities undertaken should be briefly described, two to three sentences on each will suffice. Examples of activities include conducting a survey, interviewing, writing letters, working in teams, presenting findings. This overview should refer to the Action Project.

Confusion between skills and content. One word or one sentence which repeats the title of the course-work module and does not explain what the module was about.

Getting 20% of the overall Junior Certificate completed before sitting an exam.

A description of an activity in which the courseworj was personally involved. Confusion between an issue and an activity. Only one skill mentioned. A clear statement of a number of skills developed. A topic title, which gives a clear indication to the examiner what, the particular class was about. A repeat of a skill already used to answer a question on another page of this course-work module or on any page of the second course-work module. The student should not confuse the summary asxessment information with the conclusion nor should they repeat an account of the activities undertaken.

  THESIS NA PAHAYAG KAHULUGAN

A clear statement of its relevance to Civic, Social and Political Education should be included. Descriptions of more than one activity. These reasons should be set in the context of the course-work module.

The sssessment should be able to confirm the relevance of this topic title having read the course-work book completely. OR A learning experience which contributed to the civic, social or political development of the student. An explanation of something which has no relevance to the topic title already provided or no relevance to the aims and objectives of Couesework, Social and Political Education.

Only one piece of information presented.

This should be described in detail. Summary of Action Project. Titles that clearly indicate to anybody reading, listening or viewing it what xspe Action Project was about. A clearunambiguous and relevant title 3. Action ideas that have some realistic possibility of being achieved either by the student themselves or by others.

  PERSONAL STATEMENT FOR TELENOR INTERNSHIP

A vague, unclear and irrelevant topics title. Interpretation of findings and expression of views on the topic of the Action Project. If this occurs then the student should indicate this. This overview should refer to the Action Project.

coursework assessment booklet cspe

One piece of information presented which has already been described on another page of the Course-work Assessment book. An explanation of two things that the student learnt while doing the module that were not specific to the Assessmdnt Project. This should be presented in the form of a summary.

OR A skill which the student has either acquired or developed as a result of this particular class.

Subject Area: CSPE

A clear synopsis of what the student has found out from doing this Boooklet Project. A clear description of several new pieces of information which the student has learnt on the subject of this course-work module. Skills may be taken from the following categories: A title that clearly indicates to anybody reading it what the course-work module was about.

coursework assessment booklet cspe

Mention of more than one skill. In the case of a group action project the student need not necessarily have been involved in each of these activities.